Enhancing engagement and interactivity in My Studies pages

At the moment, your My Studies module areas will probably be structured around an artefact that records or represents your face to face teaching:

  • A recording of a Teams session
  • A narrated PowerPoint made using Panopto
  • A PowerPoint (or other presentation) file.

Having a video or PowerPoint posted means that students who missed the session or parts of it can catch up, and all students can revisit topics easily, while moving quickly through topics they are confident in.

There are several ways to make pre-recorded video easier to use:

  • Keep the recordings short – aim for 5 minutes, and it will probably come out as 7 minutes. This will obviously be shorter than a recording of a synchronous session, but also probably shorter than how you ‘chunk up’ your lecture content into c15 minute blocks, so plan how you will do this.
  • Keeping recordings short also means you are likely to spend less time doing them, particularly if you tend to want to start over if things go wrong.
  • If you script what you are going to say this helps you to be more concise, and you can share the script with students online to increase accessibility. However, writing the script does take time.
  • These kinds of recordings lend themselves to being reused in the future, for example in flipped classrooms, so can be worth this investment of time.

Using other resources

As well as your presentation, there are lots of online resources that can be the starting point for an activity.  These might include:

(Note that not all of these resources are accessible outside the UK, for example BoB, although these are changing all the time so it is worth checking).

Using these you could:

  • Create playlists within the tools
  • Make reading and resource lists in Talis Aspire
  • Ask students to create their own playlists and share them, e.g. in a My Studies blog.
  • Mix these resources with activities – for instance a short reading, a My Studies test, a contribution to a My Studies discussion forum, wiki or blog, so that students are kept engaged, can demonstrate their learning and work in groups.
  • You can include both knowledge questions but also more observation type questions that students would only get if they had watched the video or read the article.

NB which of these activities would particularly help develop student interaction?

NEXT STEP – Online teaching presence – facilitation and direction >>>

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