Personalised learning and independent studyWe’ve seen how technology can connect isolated individuals and support the building of strong communities. We continue to utilise our physical and virtual learning spaces for synchronous delivery where this is appropriate. Asynchronous delivery requires the kind of flexible curriculum that could include more learners. We are looking to enable personalised learning experiences and independent study, allowing for formative assessment and self-paced learning.
Interactive lectures and classroomsThis is all about audience participation to encourage active learning whilst enabling both tutors and students to check understanding along the way. This could be online polling, quiz questions, free text etc. We recommend using the Vevox software which students can access on their own devices. It could also be sharing of screens so that students can share to the room something that there have on their mobile, tablet or laptop. When working in the Medical Teaching Centre (MTC) we recommend using the Solstice app for screen casting. Try thinking about this audience participation as the "wake up shake ups" in your learning design. The places where you inject energy into learning be that synchronous or asynchronous in delivery.
Case Based Learning (CBL) facilitation
Our MB ChB students select to use a range of technologies to support their CBL sessions. We provide them with access to the case outlines via our virtual learning environment Moodle. As they work through exploring the learning areas they demonstrate their digital capabilities in searching and identifying learning materials to support their CBL discussions. Our students also create their own presentations to bring back to the group sessions and create a range of interactive assessments to check the group understanding of the identified learning areas.
vCBL all our CBL sessions are currently running virtually via MS Teams.
Being a CBL facilitator can be a really rewarding role where you can support students whilst learning from students!
Due to the restrictions as a result of the Covid-19 crisis the main lecture theatre in the MTC is not being used for MB ChB lectures. However, our students are able to access recordings of the lectures that they attended prior to March 2020. There is evidence that students value the opportunity to listen again.
The lecture capture system we use here at Warwick is Echo360. Consent from presenters is required prior to recordings being made available to students.
The Echo360 software also includes the option Universal Capture. The Echo360 software can be download onto your desktop or laptop. This is a valuable way of capturing up to two visual inputs and your audio. The common use of Universal Capture is to record lecture style sessions. If you are planning to record sessions as a replacement to traditional lectures we strongly recommend chunking these down into short recordings. You should seek to explore ways of keeping the energy in these sessions. There are a range of resource types that could be created using Echo360. The visual inputs can be screen captures and/or video inputs. You might consider providing group feedback or roundup/revision sessions.
Alternatively you may feel more comfortable with a more familiar tool. A narrated presentation may be created using MS PowerPoint which is available to all staff via O365. You should then create an MP4 file using the PowerPoint export to MP4 function. Your MP4 files can then be uploaded to Echo360 to enable students to access all recordings in one location using a tool they are familiar with.
Accessibility: please remember to include a transcript with your audio/video resources.
Writing questions for computer based self assessments
There is a particular skill to contracting questions that can be marked by a computer without the need for a human to go in and check. This is a great way to hone your question writing skills. A key advantage to creating computer based assessments is that students can get immediacy of feedback. At the most basic level an online quiz provides students with “correct!” or “wrong!” as immediate accurate feedback. The most valued online quizzes develop more detailed text feedback to reinforce learning. This could include an explanation of the clinical importance of applying the knowledge when they get something right. Highlighting the risk/danger in a clinical situation of getting something wrong. Supporting progress and turning mistakes into learning opportunities. Also an opportunity to signpost students back to the relevant lectures/group work/CBL etc. where the learning outcomes were covered.
Interactive online content
This is all about encouraging active learning and enabling students to test understanding along the way. We recommend using the H5P software which is easy get started with and available via Moodle. As with creating questions for quizzes value is added when detailed feedback helps to reinforce learning. This could include an explanation of the clinical importance of applying the knowledge when they get something right. Highlighting the risk/danger in a clinical situation of getting something wrong. Supporting progress and turning mistakes made is a safe environment into learning opportunities. Also an opportunity to signpost students back to the relevant lectures/group work/CBL etc. where the learning outcomes were covered.
Creating virtual patients
We are looking to recruit new case writers and reviewers for our online virtual patient library. Don't panic we are not seeking technical genius but we would like to work with clinical colleagues who can write an authentic narrative and pose questions and dilemmas which challenge students to develop their clinical reasoning skills. Training and guidance available for adapting the cases you write to work effectively in the online environment.
Navigating the digital learning environment
MB ChB students identified navigation as one of the key concerns they faced when using Moodle. With this concern in mind the structure and form of MB ChB Moodle spaces has been simplified and standardised. In each academic year there are just four new Moodle spaces created. Due to the non-standard timelines associated with the curriculum there us a Moodle quick access guide to help support those less familiar with the MB ChB curriculum and/or new to Moodle.
These are based on SITS course and module data as follows:
MB ChB home space.
Hub to support information, communication and learning resources for access by ALL MB ChB students.
Phase 1 home space.
Hub to support information, communication and learning resources for phase 1 MB ChB students. Cohort specific.
Phase 2 home space.
Hub to support information, communication and learning resources for phase 2 MB ChB students. Cohort specific.
Phase 3 home space.
Hub to support information, communication and learning resources for phase 3 MB ChB students. Cohort specific.
MB ChB Academic Technology Support
Senior Academic Technologist
Chat with me on MS Teams
c dot a dot fenn at warwick dot ac dot uk
024 7615 0065
Are there self-paced courses available for staff? Yes!
Teach online - support getting startedThe recommended place to start is this specific support for Teaching, Learning and Assessment (TLA) Continuity during the Covid-19 outbreak.
What tools should I use?University core tools should meet all your needs and guides are available on the Extended Classroom pages where there is also a useful catalogue of recipes for you to browse for inspiration.
What can Moodle do?
Sign in and check out our MedEd Moodle features demo space for ideas and case studies on ways to use Moodle to engage and support students.
For beginners or as a refresher you could also try out the self-paced Moodle courses which are available for all Warwick staff.
Communities of practice
MB ChB education team offer a range of teaching innovations and opportunities to meet up and learn from practice. Visit the teaching medical students pages to discover more. There are active communities of practice around Medical Education practice and research. Join us via MS Teams to share ideas and gain inspiration:
- MB ChB Developing Digital Capability
- Medical Education Interest Group (MEIG)
- Medical Education Research Committee (MERC)
A growing community of practice at Warwick is the Extended Classroom Technology Enhanced Learning (TEL) forum. A supportive community where you can learn from others and contribute to discussions about future plans.
Learning Design Consultancy Unit (LDCU)
LDCU will provide a coordinated and responsive support mechanism focussed on the pedagogical and practical considerations for delivering online and blended learning activities.
The Unit will co-design approaches, provide advice, plan a package of support and commission further how-to guidance and recipes.