ADAPT ENABLE UNIVERSITY OF LINCOLN ADAPT Enable ADAPT
ADAPT & ENABLE UNIVERSITY OF LINCOLN
ADAPT & Enable ADAPT PROCESS OVERVIEW A Step-by-Step Guide Current Stage Information Gathering Programme Approach Module Approach Example Created A survey will be sent to the Programme Team to gather information on their recent teaching experiences. What worked? what challenges did you experience moving your teaching online? A Programme team meeting will be arranged A module will be with key members of your created using the team. This meeting will ADAPT workshop. This help you decide a will use the ‘template’ approach for approach discussed in your programme the previous stage Consultation with Team Module Adaptation Once the approach has The team will meet to been agreed. The rest discuss the outcome of of the Programme will use the DIY ADAPT the example module. Did the approach work? workshop to reshape their modules Are any amendments needed?
Phase 1. 2 – Programme Approach This phase is designed to help you and your team to analyse and reflect upon the challenges and successes of recent weeks. It will also help to explain the ADAPT Process and the ENABLE approach. At the end of this session the members of the programme will have created an example approach relating to Teaching and Learning in their area of specialism. Outline of the session - Overview of the ADAPT process & Enable approach - Generalised summary of feedback relating to what worked well and what challenges were had - Overview of example conversion approaches - Approach discussion
ENABLE Engaged Agile Blended Learning Experience at the University of Lincoln OUR APPROACH TO TEACHING AND LEARNING FOR 2020/21
Our approach will enable us to react to the changing situation and move content on and offline as required. We will support our whole community to adapt to this new way of working with resources and training AGILITY
The timetable frames planning & delivery including core touch points (synch and asynch). Students will be support to develop their ‘learning schedule’ beyond this framework of activity, ensuring learning goals are achieved. TIMETABLES & SCHEDULES
Face to face and online contact should be used to maximise benefit. Personal Tutoring is a key element of this contact. MAKE EVERY CONTACT COUNT
A Programme-level approach to changes in delivery will ensure a clear approach for students. Guided support will be used for staff to ensure an equitable approach for students CONSISTENCY, CLARITY & COHERENCE
This transition will challenge both staff and students. Working together is essential to build an effective learning community with the concept of ‘One Community’ at the fore. ONE COMMUNITY: A NEW ERA
Combined Staff Survey Feedback -Reflection What learning methods/tools worked well when moving online? Why? Enter generalised/anonymous feedback here What were the main learning methods/tools that were unsuccessful when moving online? Why? Enter generalised/anonymous feedback here Did this impact the learning outcomes? Enter generalised/anonymous feedback here
Combined Staff Survey Feedback - Challenges What challenges did you have? Enter generalised/anonymous feedback here What changes will need to be made for your module to run successfully? Enter generalised/anonymous feedback here
Combined Staff Survey Feedback - Support What future support will be useful to mitigate these challenges? Enter generalised/anonymous feedback here
Guidance Elements to consider When adjusting your module to an online outcome, it is important to consider the following items. Programme and modular outcomes must remain the same – looking at any impact on external requirements Minor Modifications to be used only where necessary The majority of timetables must continue as submitted (Some exceptions exist) Pre/Post work can still be set regardless of the timetable Personal tutoring sessions aren’t schedules centrally Our aim is for all modules to have at least one session of face to face contact per week. In a typical module that utilises small group seminars, an A/B Model will be applied by timetabling following programme team discussion • Placements, work experience and trips can be planned but might need to be discussed with Do. E for advice once guidance is release • • •
Pre-COVID Two seminars per week 20 students in group 6 Learning Outcomes per seminar Seminar A LO A 1 & A 2 Theory/background info (didactic) LO A 3, A 4 & A 5 Application scenarios(interactive) LO A 6 Conclusions and lead into next session Seminar B LO B 1 & B 2 Theory/background info (didactic) LO B 3, B 4 & B 5 Application scenarios(interactive) LO B 6 Conclusions and lead into next session Post-COVID ENABLE approach Two seminars per week 10 different students in each group Seminar therefore repeated twice Students all carry out pre-work prior to seminar by watching short video introduction LO A 1 & A 2 plus B 1 & B 2 Theory/background info (didactic) Seminar A, group A Seminar B, group B LO A 3, A 4 & A 5 Application scenarios (interactive) LO B 3, B 4 & B 5 Application scenarios(interactive) Students all engage with online wrap up session covering LO A 6 and B 6 OR Asynchronous discussion forum covering A 6 and B 6 In a complete lockdown scenario, the split seminar groups would still meet virtually via Teams for a synchronous learning experience in small groups Module conversion example – A/B Seminar Example
Pre-COVID 15 -credit module Theory/Seminarbased module: Post-COVID ENABLE approach Alternative to lecture: 60 -80 students in module group One Interactive lecture per week (60 -minutes) One task-based or computerbased seminar per week (90 minutes) with three groups of 20 - Seminar delivery: All students seen F 2 F over a two week period 25 A/B repeat model would require three seminars per week (10 -12 students per seminar) - over the two-week period all 60 -80 students would have been exposed to the seminar session 2/3 key learning outcomes per The face-to-face seminar per week will enable key ‘assessment’ focused learning activity connected the ‘Module week Boxset’ and additional online activities and resources Assessment strategy: Written Use as Microsoft TEAMs /One. Note Classroom Notebook as a location to co-produce resources with students, report and computer-based developing shared working examples. assessments During a student’s time off from the weekly seminar, tasks will be set via Microsoft TEAMs to facilitate additional learning Video-based weekly episodes of 5 -10 minutes that cover key curriculum topics – these will form a ‘Module Boxset’ (Theory) Online activities in the form of pre-reading, case studies, and sensor checking will bookend each episode (Application) Each week will conclude with a 30 -min synchronous online session/webinar with the group (Consolidation, Synthesis and Evaluation) In a complete lockdown scenario, the split seminar groups would still meet virtually via Teams for a synchronous learning experience in small groups Module conversion examples – non-practical (“theory”) module (e. g. social science)
Pre-COVID Post-COVID ENABLE approach 24 lectures (2 x weekly) and 4 practical sessions. Introductory and Revision Sessions in lectures 28 x Learning Events* 4 x Learning Tasks# to cover LO 1 -4 (each for 3 weeks’ duration) covering each learning outcome / topic area. 2 x Practical Exercises to cover LO 5 (held in specialist space where possible or virtually) 1 x Revision Session 5 x Learning Outcomes (LO) (4 theory, 1 Practice/Skills) Assessed by coursework and online time-constrained assessment (TCA) assessed by coursework and examination * Timetabled learning events held to provide plenary and revision sessions as well as informing guiding and supporting students in their completion of Learning Tasks. #Learning Tasks consist of: 1. Plenary lecture (synchronous online presentation or asynchronous video recordings) to introduce topic area and learning outcomes 2. Whole-class info-searching in groups, leading to… 3. Construction of hyperdoc notes (in One. Note Classroom Notebook) 4. An Application Exercise requiring student groups to apply the disciplinary concepts and ideas of the module to challenging problems and/or applied contexts. 5. Completion of weekly online quizzes to support and guide learning 6. Documenting of Learning in Journal/portfolio (One. Note Classroom notebook) In a complete lockdown scenario, the practical activities would be replaced by videos and demonstrations followed up by synchronous discussions Module conversion example – practical (e. g. science subject)
Pre-covid Post-Covid ENABLE Approach 30 credit module 15 students in module group 3 hours studio time per week 3 hours of seminar time Assessment – in studio rehearsal and digital portfolio Studio sessions Only half class (7 -8) able to attend at a time, slot decreases to 90 mins per group 0 m-15 m 15 m-45 m 45 m-1 h 15 -1 h 30 -1 h 45 -2 h 30 -3 h Introduction to the session aims and the section/sequence of material Students read through & discuss the text in small groups of 3 -5 In small groups, students begin to experiment with directing approaches to the scene Short, full-class check-in – what are they finding? What’s interesting? Break Continue small group work, rotating directors and exploring ideas Full group exploration of scene, with selfselected director from the group Seminar delivery: Entirely online, mix of synchronous and asynchronous activities e. g. Watching and feeding back/commenting on video/film Discussing and unpacking close readings done in advance of class Tutor-presentations (mini-lectures of 20 -30 mins) Delivered online pre Introduction to the session aims and the section/sequence of session material Delivered online pre Students read through & discuss the text in small groups of 3 -5 session 0 -30 m F 2 F In small groups, students begin to experiment with directing approaches to the scene 30 -45 m F 2 F Short, full-class check-in – what are they finding? What’s interesting? Removed Break 45 -1 h 15 m F 2 F (Shortened as smaller class size) 1 h 15 -1 h 45 F 2 F (Shortened as smaller class size) Continue small group work, rotating directors and exploring ideas Full group exploration of scene, with self-selected director from the group Small-group discussion and problem-solving followed by feedback to the group Small-group research and presentation Full group discussion and debate Module conversion example – practical (performance-based) module
Learning Activity elements to consider Example Pre-task Seminars Post-task Sense Checking Activities Opportunities for Group Work Feedback Points Short Lectures (Pre-recorded) Practical Small pre-task which can feed into the session Micro lecture with a sense checking activity Post-Task to solidify outcome Discuss outcome in seminar - guide
What approach would you like to choose for your programme? What structure will you apply to online lectures? Do lectures need to be segmented with blended learning activities i. e. (interactive and collaborative elements)? How will seminars be delivered? How will personal tutoring enable student development and 1: 1 support?
Which module would you like to convert first? When would the team like to meet again to discuss the outcome of the map that’s been created?
The ADAPT workshop
Trainer Instructions Once this phase has been completed and you have chosen a module. The team will need to apply this programme approach to the module. We have the DIY Adapt (ABC) workshop tool available for this purpose. Further Resources Click here to download the tool (You will be asked to complete a short survey) Click here to access a PDF of the ABC cards Click here to access the DIY ADAPT workshop Tutorial Videos (It is suggested that the ABC cards are sent to the team so they can identify key activities they would like to use when designing their module)
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