The teaching challenge

In on-campus teaching the first and primary way how students access the content of the course is by attending on-campus lectures. Taught lectures serve to provide learning materials to students but also to guide them through the course and various tasks that the course unit lead has prepared. In an online context, the first and primary form of access is via the VLE and the importance of guiding the student through the lifespan of the course is not less essential (if not more) than in face to face classes.

I needed to provide a clear course structure and guide the students through the module while working online.  The importance of having very clear and structured Bb site but also regular communications with students is fundamental.

The solution

As well as the weekly Blackboard content folders, there was a weekly email with a reminder of that week’s topic and tasks sent out at the beginning of the new teaching week.

A timeline format in Padlet was used to break down and sequence student learning. In addition there was a class Padlet space where the collaborative tasks were completed, recorded and stored. This served as a record for students wanting to revise.

Screenshot of the Padlet (click image to enlarge):

Screenshot of Padlet from Course EDUC70632

How successful was the solution?

Students would contribute to the Padlet spaces and complete the tasks during class. They would also raise questions about things that were posted. Many students referred to these materials in their assessment.

School: Environment, Education and Development 

Discipline: Teaching and Learning

Academic: Heather Cockayne

Course: EDUC70632 Approaches to Teaching and Learning

Cohort Size: 62

Themes: Learning socially, enhancing learning with technology

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