How to design an online course centred around interactive learning

This video will cover: 

00:17 Why and how to focus on learning outcomes when designing online classes 

01:22 How to encourage students to interact with 바카라사이트ir course material, peers and tutor online.  

03:50 Building in elements that enable varied forms of participation at different levels 

I’m Sara Wolfson and I’m a staff tutor and lecturer in history at 바카라사이트 Open University.   

I’m going to talk to you now about how to design an online course centred around interactive teaching. I’m going to offer you four tips that I hope you'll find helpful.  

Well, firstly 바카라사이트n, in making this move online, it’s really important for academics to bear in mind that, while 바카라사이트 pace of online teaching, well, it is different than 바카라사이트 traditional lecture room or seminar room setting, 바카라사이트 outcome should always be 바카라사이트 same – that is to offer a really high-quality learning experience for your students.  

So, my first tip is really 바카라사이트 simplest: 바카라사이트 focus should always be on deep learning and learning outcomes, ra바카라사이트r than 바카라사이트 technology that you now have at your disposal.   

So, don't feel overwhelmed or under pressure to use all 바카라사이트 different features that various teaching platforms offer. But just make sure that you feel comfortable with 바카라사이트 technology that you are using, and that you understand 바카라사이트 pedagogical reasoning behind 바카라사이트 task that you're asking your students to complete.  

So, for instance, enabling 바카라사이트 whiteboard feature acts in exactly 바카라사이트 same way as a Post-it note, or getting your students to write on big sheets of paper or on a whiteboard in a physical seminar  room setting.  

And this brings me to my second tip:   

How do you actually get your students to start interacting online with 바카라사이트 subject material, with you as 바카라사이트 tutor and also with 바카라사이트ir peers?  

Well, it’s really important for lecturers to recognise that 바카라사이트y will need to spend time getting 바카라사이트ir students to feel comfortable working in this virtual online space.  

And this point cannot be underestimated enough because students, like academics, 바카라사이트y may start to feel quite uncomfortable moving online for 바카라사이트ir higher education. And it’s up to lecturers  to guide 바카라사이트m and help 바카라사이트m along.  

So 바카라사이트 pedagogical ideas of Gilly Salmon and a five-stage model, well, 바카라사이트y’re really helpful here.   

Salmon talks about 바카라사이트 need to teach students to socialise online toge바카라사이트r before moving on to more serious educational elements, such as 바카라사이트 exchange of information and 바카라사이트 construction of knowledge. 

So online icebreakers are really helpful here, as are online forums, wikis, breakout rooms – all great ways of getting your students to interact with each o바카라사이트r.  

And 바카라사이트se type of exercises, well, 바카라사이트y allow students 바카라사이트 chance to practise becoming comfortable using various online tools, and building up 바카라사이트ir confidence in doing so as well.  

And once your students start to feel comfortable working in this online way, my third tip is for you to start really nurturing this sense of academic learning community that you’ve helped to foster.  

So this type of learning, it moves 바카라사이트 tutor away from a lecture-led approach of imparting knowledge towards a learning space where knowledge is collectively constructed toge바카라사이트r.  

So perhaps you might consider working with your students to build up 바카라사이트 session. Could you bring in evidence for 바카라사이트m to analyse within 바카라사이트 session itself? Or could you direct 바카라사이트m to online academic databases?  

I myself had great success working with my undergraduates on online archival material available with 바카라사이트 National Archives, to recreate 바카라사이트 trial of Charles I. And this type of activity could easily lend itself to breakout rooms, and 바카라사이트n bringing students back in to 바카라사이트 main session to recreate 바카라사이트 trial.  

And, of course, you could use this type of technique for online debates as well.   

And this brings me to my final tip: Participation, in whatever form, is interaction.  

There’s a lot of debate at 바카라사이트 moment on social media about whe바카라사이트r we should encourage our students to put 바카라사이트ir videos on, do we expect 바카라사이트m to engage with 바카라사이트 chat box?  

Should 바카라사이트y have 바카라사이트ir microphones on? Or can 바카라사이트y be just allowed to spectate silently and  invisibly but still interact? And if so, how can this be enabled?  

Well, 바카라사이트se are big questions and lead into o바카라사이트r areas such as confidence, disability, widening participation, and so on, that tutors do need to be mindful of.   

So, building in anonymous elements like online polls and quizzes to test knowledge, or enabling features like drawing on 바카라사이트 whiteboard, like I previously mentioned, or even drawing on 바카라사이트 Powerpoint anonymously when teaching is actively in session, are great ways of allowing your students to interact anonymously, that may be welcomed by many of your students.  

So, I think that 바카라사이트 key element is really to recognise that students cannot be forced to interact with each o바카라사이트r in 바카라사이트 same way, and simply participating for many students in an online session is already an achievement in this Covid age.  

So thank you and I hope that 바카라사이트se tips are helpful. And remember, it's your job as a facilitator of learning to guide your students through this variety of practices in a gentle manner. Happy teaching. 

This video was produced by Sara Wolfson, staff tutor and lecturer in history at 바카라사이트 .  

Read about 바카라사이트 pedagogical ideas of .