Remote in person teaching
This guidance has been prepared for academic staff who need to plan for remote in person teaching (IPT) sessions. Due to the continuing national lockdown, we need to find alternative solutions to provide in person teaching when students cannot attend the campus.
Remote IPT in Semester 2
Remote IPT sessions can be more flexible in Semester 2. It is not advisable to try to replicate a 4 hour block of time entirely online. Departments should decide how to use their remote IPT sessions, considering how this component relates to LOIL and independent study.
Remote IPT can be related to a specific unit or draw on course-level themes or concepts which underpin the subject of study.
Remote IPT should continue to focus on collaboration, peer support, and building community between peers and staff. Students should be encouraged to work in pairs or small groups. This may be particularly important for first-year or PGT students, or for those students working on individual projects/dissertations during Semester 2 and for who IPT represents an opportunity to connect meaningfully with others.
Remote IPT and LOIL
LOIL should continue during Semester 2. These sessions are usually directly linked to a specific unit.
To manage expectations and help students prepare, it will be important to explain how remote IPT and LOIL sessions will be used and what students should do before each session. A weekly activity planner published on Moodle can help with this.
Suggestions for remote IPT activities
Activities which directly or indirectly contribute to the success of group or individual projects.
Activities which have a clear output, like a group report or artefact.
Q&A sessions about the logistics of running a project online; project plans/literature review; tools for collaboration etc.
Set up a peer-support group for students working on individual projects. This can help overcome some possible feelings of isolation and help students feel connected with each other.
Mock presentations and peer feedback (these are also good examples of Assessment for Learning). The presentations could be pre-recorded and then shared with the group for questions/feedback in a live session.
Posters can be shared online during an IPT session, perhaps as a formative assessment (like a virtual gallery walk) and students can post comments/questions for each other. Students can then view and respond to the comments/questions and continue to edit and improve their posters.
Set student expectations for tutor availability. It may be helpful to let students know for which parts of the session their tutor(s) will be physically present (in person or virtually) and where they may be set tasks that require them to work exclusively with peers. You might wish to set up a schedule for the session and in the background keep open a Moodle discussion forum for ongoing questions and answers, for example:
- 1pm - Introduce/discuss task.
- 1.15pm - students go off to work in groups online.
- 2 pm - staff and students all check back in to original meeting space and discuss issues/questions.
- 2.15pm - students continue working in separate groups.
- 2.45pm - come back together to present work/wrap up.
Guest lectures: a variety of options are opened up by being online. For example, remote IPT offers and opportunity to hold employer talks, employability forums with local businesses, or 'ask an employer/alumnus/tutor/final year student'-style sessions.
Skills sessions: similarly, there is opportunity to host sessions on relevant skills. For example, communication, running online groups, peer reviewing, wellbeing, managing workload, note-taking, making connections online, how to give feedback, how to navigate virtual libraries etc.
Research news sessions: learning activities where a member or members of staff, alumni, or guest speakers showcase current research activity within the discipline and set students current research-related activities, e.g. problem-solving a current issue, discussing potential future applications of, or directions for, research in academic and professional contexts.
Inter- or multi-disciplinary activities: students engage in learning activities that require cross-disciplinary thinking. This may be across fields within a discipline or across other disciplines. For instance, students consider questions about how advances in their own discipline could benefit another discipline and vice-versa (e.g. how could a discovery about natural fluorescence in an amphibian species influence advances in engineering?). You might even consider co-running sessions with other courses or offering other joint sessions where there are already established inter-disciplinary links.