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.

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.

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 EchoVideo. Consent from presenters is required prior to recordings being made available to students.

The EchoVideo software also includes the option Universal Capture. The EchoVideo 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 EchoVideo. 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 EchoVideo 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 EchoVideo.Link opens in a new windoLink opens in a new windLink opens in a new window.

MB ChB EchoVideo 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(Please note this guide predates the change of name from Echo360 to EchoVideo).

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.

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 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.

Visit the AV pages to learn more about the various different types of tools, technologies and teaching aids that we have available for use at our lecterns within our Centrally Timetabled Teaching Rooms.

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

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.

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We are also exploring how the pedagogic principles that are applied to storyboarding and creating VPCs can also be applied to creation of escape rooms and other decision making/problem solving learning activities.

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

 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

At Warwick we have a fantastic team of skilfully trained sim patients. These amazing people also work in partnership with us to create audio, video and immersive education experiences.

The University subscribes to resource providers and there are also some free to access resources you may find useful for enhancing your teaching.

If you are making your own recordings or taking photographs please remember to gain consent.

Patient Voice stories and videos

Via the Medical Schools Council (MSC) we have access to Speaking Clinically. Speaking Clinically is a video archive of patients talking openly about their medical conditions. It can be used as a teaching aid or for self-directed study. If you haven't had details please contact Lorraine Brown, MB ChB Head of Operations.

Another patient voice platform used in teaching is Care Opinion. Care Opinion is a place where patients can share their experience of health or care services, and help make them better for everyone.

On healthtalk.org you can learn about what it’s really like to live with a health condition by watching other people share their own stories on film.

Images can enhance your teaching resources but where can you find great images and be sure that you are complying with copyright?

We suggest looking at Pixabay. Millions of royalty-free images.

The welcome collection curate a image library. Look for the creative commons public domain mark.

You can also pull images from ClinicalKey student under our licence with Elsevier.

If you are making your own recordings or taking photographs please remember to gain consent.