We’ve seen how technology can connect isolated individuals and support the building of strong diverse communities.

We will continue to utilise our physical and virtual learning spaces for synchronous delivery where this is appropriate.

Asynchronous delivery enables flexible modes of delivery and supports steps to building inclusivity into the delivery of our curriculum.

We are looking to utilise digital technology to improve student and staff experience enabling personalised learning experiences, independent study, embedding formative assessment and self-paced learning.

This 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 Vevox.Link opens in a new window Students can access on their own devices.

Interaction could also be through sharing of screens so that students can share to the room something of interest to the group on their mobile, tablet or laptop. When teaching or meeting in the Medical Teaching Centre or School of Life Sciences & Warwick Medical School building we recommend using the Solstice appLink opens in a new windowLink opens in a new window for screen casting.

Try thinking about this audience participation as the "wake up shake ups" when designing your learning sessions. The points at which you inject energy into learning be that synchronous or asynchronous in delivery.

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.

To enable academic continuity throughout the pandemic response we switched to vCBL - our CBL sessions were hosted in virtual classrooms via MS Teams. We continue to review the potential affordances of offering remote attendance as an option in exceptional circumstances.

Being a CBL facilitator can be a really rewarding role, you can support students whilst learning from students!

There is strong evidence that students value the opportunity to listen again and gain educational benefit from revisiting recordings. Sessions recorded in early phases of the course remain available to students throughout their years of study.

The lecture capture system in 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 also 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.

Introducing the Rapidmooc Studios, a new service at Warwick implemented. Made up of 'plug and play' dedicated video recording hardware with a studio green screen setup and adjustable lighting, a Rapidmooc studio enables the creation of professional quality video for blended and online learning, interviews, training and tutorials.

Please watch the Rapidmooc produced 'Getting started with Rapidmooc in 6 minutesLink opens in a new windowLink opens in a new windowLink opens in a new window' video for an introduction to the service.

You may feel more comfortable with a more familiar tool. A narrated presentation may be created using MS PowerPointLink opens in a new windLink opens in a new windowLink opens in a new window which is available to all staff via O365Link opens in a new windoLink opens in a new windLink opens in a new window. 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.

Staff guides: please visit the AV lecture capture pages for further details and support with Echo360Link opens in a new windoLink opens in a new windLink opens in a new window.

MB ChB Echo360 staff guide: please take note of the guidance around reuse of older recordings and correcting transcripts.Link opens in a new windoLink opens in a new windowLink opens in a new window.

FAQ: what software is available for creating and editing video content?Link opens in a new windowLink opens in a new windowLink opens in a new window

Accessibility: please remember the importance of transcripts and closed captions with your audio/video resources. Please review this guide to creating accessible video and audio content.

There is a particular skill to constructing questions that can be marked by a computer without the need for a human to go in and check. Developing and quality assuring a computer based assessment question bank 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 should 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.

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.

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 for learning in an online environment.

These are based on SITS course and module data as follows:

Co-creating workshops and events to promote accessibility and inclusion awareness.

MBChB Accessible Education ResourcesLink opens in a new window

Visit this steps in the right direction accessibility Padlet

AV Equipment Training Videos and Support Links

• How to use Control Panels in Teaching Rooms
• Using Clip-On Wireless Microphones

• Using Document Camera (Visualiser Camera)

• Teaching Room Technologies

• Using Macs in teaching rooms

• Using Catch Box

 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 CapabilityLink opens in a new window
• Medical Education Interest Group (MEIG)Link opens in a new window
• Medical Education Research Committee (MERC)Link opens in a new windowLink opens in a new window

Learning Design Consultancy Unit (LDCU) provides 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.

• Join LDCU on MS Teams