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Students discuss the similarities/differences between the various examples of present-day Orientalism they have presented. The discussion can be structured by questions prepared by the lecturer, but remains flexible so the particular points in which students are most interested can be discussed in detail.

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Students undertake practical exercises in creating online exhibits during the session

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Students are divided into pairs to good and practice in exhibition design, based on their prior viewing of examples

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Students search for examples of present-day Orientalism in advertising, literature, political discourse, film, clothing etc. and present their example to other students, explaining why they consider it Orientalist.

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Before the session students, who will be designing an online exhibition as part of their assignment, are asked to look at a number of examples produced by museums and galleries for discussion in the session

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The students read an extract of scholarship introducing a key concept for the module ('Orientalism') and prepare their questions on the extract. Their understanding is consolidated through discussion and a mini-lecture.

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Communal reading of the document and discussion of individual transcriptions with the tutor and peers, involving the clarification of obscure passages and the challenge of accepted historical transcription. When the document relates to the work of a particular artist, the tutor provides images of the work of art and further reading regarding the circumstances of its production (images and article/s provided in VE)

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The students make their own transcription and interpretation of the document, with the support of online historic language and script dictionaries

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The students study the document in their own time, with the support of pdf summaries of the script style, features and abbreviations, and relevant articles related to the author and the background circumstances of the document (pdfs posted on VE)

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In face-to-face translation activity, whole group view source text and work collectively with tutor to identify key difficulties (e.g. lexical ambiguities, syntax issues, verb-noun transpositions) related to a short section of said. This leads into small group activity where pairs/small groups use collectively generated key knowledge to produce draft translation for collective review.

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Students are divided in small groups to think about possible answers to the following question: What may a minority-language community lose when it brutally shifts to a dominant language? They then report to the class.

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In this role-paly activity, students are put in the shoes of 1789 French revolutionaries. They have radical transformation projects for the country, which they need to communicate and explain to the people. One major obstacle is that only about 12% of the population can understand French. Students discuss potential action plans in small groups, which they then report to the class.

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Students are presented with a list of words from main modern Romance languages (French, Italian, Spanish, Portuguese, Romanian), and their Latin etymons. The class is divided into groups. Each group must identify the modern descendants of one Latin etymon, and the phonological transformations that respectively occurred; then report to the class.

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Students to read / view materials made available in digital form via VLE, and to respond to a quiz activity (MCQ or short written answers) in which they show mastery of key concepts communicated during prior Acquisition activity. This could be done as a Workshop activity, with peer-to-peer interaction.

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Introduction to the document of the week with illustration of the circumstances and reasons for its creation; initial guidance to the most important features of its text and script, and explanation of newly encountered graphic elements; communal reading of the first two or three lines drawing attention important features (document supplied in VE).

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Whole group lecture in which the class content is presented orally with visual support, such as Powerpoint (with embedded audio-visual material, if appropriate) or simple white-board. Emphasis in visual support use on presenting and defining key terms, previously unknown to students, followed by examples (e.g. from 'real life',  from course-related reading/viewing material) to help to embed understanding of the key terms/concepts.

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Topic for the following week (e.g. Art and Censorship) introduced in class (face-to-face or through online delivery). Guidance on particularly difficult or interesting points to be looking out for, pointing out the key themes (e.g. historical and social contexts, separating the Art from the Artist, political correctness, ‘legal’ justice vs. people’s justice, role of media and social media…). Learning outcomes set out (e.g. understanding current debates, being able to analyse different / opposing points of view, developing one’s own position within that particular debate). Online resources to be studied for the following class (two articles and YouTube links for two short videos, available on QMplus).

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Students must read the two articles and watch the two videos (made available on QMplus). This task requires students to analyse and compare at least one set of these (one article + one video), within the topic set out for that particular week. Students must explore and think about this topic within the current context (weekly topics are based on current events), also keeping in mind the multicultural dimension. Students are encouraged to investigate the topic further (news articles, blogs, social media posts, online videos, watching/listening to news channels, podcasts etc.). Students can start identifying the key concepts and issues together and start sharing their findings with their peers before the class discussion (Forum on QMplus). The task also involves preparing up to three questions for their peers (for the discussion in class).

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Using their prepared questions, students should be able to question their peers, and in turn answer questions from them.
Students should be able to articulate the main points of the debate as well as clearly express their own position. Students should also be able to introduce news ideas and examples based on their own research, opening up the debate, and situating it clearly within a set context (cultural, social, historical). This task is aimed at consolidating arguments and how they are expressed, as well as sharing ideas and findings (orally at this stage).

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Install referencing tool and browse online resources to upload citations to it. Test different citation styles and insert mock bibliography and end notes to a Word document.

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Progress meetings where everyone reports on their recent activities, with built in prompts for group members to ask each other questions.

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Short videos (10-20 minutes) on particular topics designed to introduce key ideas and questions that can serve as a starting point for discussion. I have been recording these with powerpoints in Zoom.

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Working together on an online database. Everyone has their own dataset to process, but linking entries prompts discussion both about the task and broader questions.

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Tutor video introducing this week's topic (e.g. Portraiture); the key themes (e.g. emergence of individual identity and self-fashioning); learning outcomes (e.g. familiarity with adaptations in iconographic codes and conventions; concept of communicating selfhood); resources that will be focused on (e.g. specific artworks & readings) (use Panopto)

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An activity that requires the students to read the two core texts identified for this week's topic and identify the different focus on codes and conventions in each. A task in which they have to individually describe how these are evident in the artworks under scrutiny this week.
(Use Moodle page / O365 & OneDrive)

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Invite the students to share and post their findings from their investigation; to consider their peers' responses and to comment on at least one other's. (Use Padlet or Moodle Discussion Forum)