Online Teaching Guidance
Design and planning for online learning:
College has developed two documents to help you as you develop teaching for next year
Principles to build in: Principles for online and blended learning
A checklist for applying to your course: Checklist for online modules
Imperial Teaching Toolkit
and particularly the section on online learning and teaching:
This contains some useful guidance to think through when considering how/whether to combine synchronous/asynchronous content, as well as case studies which are helpful for seeing the range of activities that are possible.
Pedagogy/educational-design guidance consultancy sessions, via Teams. These are an hour-long and run on Tuesdays at 12, Wednesdays at 3pm and Thursdays at 9am. If you are currently wondering how to adapt your course for the online format, especially educational/pedagogical/course-design questions, these sessions could be very helpful for you. You can find more details here.
If it is useful you could plan out each lecture using this (optional) template. Its usefulness is that it makes concrete for each lecture your thinking about the intended learning outcomes and the engagement point you plan to use.
FONS Remote Teaching pages:
https://www.imperial.ac.uk/natural-sciences/education-and-teaching/remote-teaching/ includes help on Teams, Panopto.
https://www.imperial.ac.uk/natural-sciences/education-and-teaching/remote-teaching/online-learning/ has several more case studies and tips on design.
https://www.imperial.ac.uk/staff/teaching-remotely/ is the College level page (also includes the other links above and links to pages from other Faculties)
Collected feedback from the staff-meeting breakout discussions on online teaching can be found here
A workflow for lecturers for the development of your material is:
Phase 1: Design and planning for online learning [online teaching planning 1]
- Begin to design teaching appropriately for online learning
- Access resources to help structure teaching for online learning
- Appreciate minimum expectations set by College / Faculty / Department
Phase 2: Create content for online learning [online teaching planning 2]
- Access guidance and support for creating lecture videos
- Appreciate ’lecture videos’ from the students’ perspective, to produce videos to maximise learning potential
- Understand workflow of video creation and organisation
Phase 3: Upload content
- The new Blackboard module templates will be available by 24th August
- Help will be available to curate/upload the content you have created
Please note in particular that online “lectures” should contain the following components:
- Online lecture content (videos, slides, notes)
- Engagement point (active learning content, e.g. Blackboard quiz)
- Interaction (discussion boards, synchronous contact e.g. online office hours)
- Each video recording should cover a single topic.
- The length of each video should be dictated by the material.
- The equivalent of a standard 50-minute lecture, could end up as, for example, 3x10mins or 2x15min videos, corresponding to the main learning outcomes of the lecture.
- Include approximately 10 minutes of ‘active learning’ per “in-person 50-minute lecture equivalent”
- Total duration of one “lecture” equivalent should not exceed 50 minutes
- Start by thinking of how to divide into topics
Support will be available for getting videos recorded and online. Recordings made in previous years can be edited to give video segments, but only if they are high-quality recordings (this must be checked and verified)
Preparation of example week of material and review
Your initial aim should be to produce an example week of material that includes:
- Fully typeset lecture notes where applicable
- One week of lecture videos, quiz questions, problem sheets, solutions, + any other learning materials for that week
- A plan for how office hours/Q&A sessions could be organised for mixed-mode delivery
- A Leganto course reading list
You should get feedback from another member of staff on these materials. Ideally, this should be from a Department colleague who knows the course well, for example your course associate or another member of the teaching team for the module.
Once you have these materials ready and have responded to your colleague’s feedback, please inform the module leader (for multi-lecturer modules in years 1 and 2) or otherwise the Head of Year. You should include the feedback you received from your colleague and describe how you responded to it.
The deadline for preparing your example week of material and responding to the feedback is
For teaching to be delivered in term 1: 1st September (example week posted), 8th September (reviewed updated version and feedback passed on)
For teaching to be delivered in term 2: 30th September (example week posted), 7th October (reviewed updated version and feedback passed on).
Support is available to help with the development.
Different styles of learning suit different students, so including different activities with the videos helps students to learn. This could be a quiz but need not be: it could be a point in a video where you ask students to pause and think about a question, try a step in a derivation, make a summary in 1 minute of what they have learned from the video, find some other information or something else. Include any other resources you think are useful! Be creative!
With some forms if activity, like Blackboard quizzes, this gives feedback about how engaged individual students are and can be used to target additional support for less engaged students.
Some examples of tools you could use are:
Features you may not be aware of tabs
Quizzes in Panopto
Simple quizzes can be embedded into Panopto videos. The video will pause and there is the option to block continuing until students get the question right. Guidance here.
An example of how to embed Mentimeter into Blackboard can be found here. It describes embedding a question of the free-text type, but you could try out other question types. Further guidance on this will be available soon.
Mobius is better and more flexible than Blackboard quizzes for integrating mathematical questions into quizzes. These can be algorithmic (which means they can be adaptive and different for different students) and can be embedded into or interleaved with teaching content.
An introductory Blackboard module called Mobius Resources and Templates is available for this and includes very straightforward introductory videos made by the Edtech teams. To gain access to that Blackboard module, please email firstname.lastname@example.org.
Guidance on using Mobius from the manufacturer is available here.
Your plan for interaction for students could be synchronous or asynchronous. Office hours and discussion boards are forms of interaction. Some other examples of apps you could use as a structure for interaction are given below:
Piazza is a wiki-style discussion forum which is less clunky than Blackboard’s native one. It integrates into Blackboard. It allows LaTeX formatting and can be configured to send you an email digest of any questions students have asked with a frequency of your choosing. This makes it easy to see that questions have been asked and to answer them quickly (again by email).
Flipgrid allows students to share video/poster content. This also integrates well into Teams. Students are really adept at making videos and the current online format might be an opportunity to make more use of this, perhaps formatively rather than in for-credit assessments. It could also be useful in building and maintaining community. You can see an example in the Video Tips tab of the Physics Remote Teaching Team.
Padlet can be used as an online noticeboard for sharing information such as in the staff meeting – it can be used with text or other kinds of content. It is free to have up to three active Padlets at once.
You can find fuller information about these features in the College’s Teaching Toolkit, linked to at the top of this page including links to more information on Padlet, OneNote, Mentimeter, Möbius and Piazza (links taken from the lower part of this page).
Recording online lecture content:
Various different combinations will allow you to do this. Using a tablet as a writing surface will be the best option for most people, but the details will depend on which tablet you have. Details for several possibilities are given below:
1. Laptop/computer + tablet [FONS AV guidance doc 1]
A tablet can act as a second video stream (in addition to your laptop webcam) with the right software to link your laptop and tablet. Apart from the ways described in the document, another way to do this is to start a Teams meeting and join it from your tablet, then share the screen from your tablet.
2. Laptop/computer + drawing tablet [FONS AV guidance doc 1]
A drawing tablet does not have a screen of its own but is an affordable alternative and is preferred by some over using an iPad etc
3. Laptop/computer + visualiser [FONS AV guidance doc 1]
Low-cost visualiser devices are available and connect to your computer by USB
4. Laptop/computer + iOS device as visualiser [FONS AV guidance doc 7a]
5. Laptop/computer + Android device as visualiser [FONS AV guidance]
Some general guidance on setting up for online recordings is here
Short videos on aspects of setting up the technology for synchronous online teaching sessions has been produced by the FOE Edtech team and can be found here
Guidance on using Panopto Personal Recorder software
Collected guidance can be found in the introductory Panopto powerpoint the FONS AV team have produced.
Guidance on using Panopto Personal Recorder software
Installing Panopto Personal Recorder
Link below to Central ICT website on how to install Personal Panopto Recorder.
Please email the FONS Edtech team at email@example.com if you have any problems with setting a folder for recordings to be uploaded to.
Text-based instructions produced by the FONS Edtech team can be found here:
The FONS AV team have produced recordings on how-to videos:
FONS Edtech team have created wiki documentation pages with instructions on how to move, copy recordings over:
Wiki documentation: https://wiki.imperial.ac.uk/pages/viewpage.action?pageId=154686571
To get started with recording your own content you should also contact the FONS Learning Technology team (firstname.lastname@example.org) to request a personal, named Panopto folder with creator access and also to confirm that you have the necessary permissions to make recordings in the general departmental holding folder.
The drop-in sessions that were running during the summer have now finished, but if you have questions relating to recording lecture content, Niels and the team are still happy to help you out. Please email the FONS AV team (email@example.com)
EdTech technology-focused drop-in-sessions
The EdTech team can advise on how to get your course up and running on Blackboard. During these sessions you can ask technology questions relating to the online format, especially ones related to Blackboard and other features used in Blackboard, embedding Panopto videos, adaptive release etc. These sessions will be running on Tuesdays and Thursdays 10:00-11:00 (Teams joining link)
Student helper support
Undergraduate student helpers are available who can help you with aspects of course development through the rest of September. They could help you by giving a student perspective on your plans and also with tasks like putting quizzes into Blackboard, editing videos of lecture content, interleaving content in videos or setting up content on Blackboard. If you would like to take advantage of this help, please email the UG office firstname.lastname@example.org