Abstract
What did I/we do?
I volunteered for the Learning and Teaching Coordinator role for the online delivery of MSc programmes in Humanities and supported the staff in the transition to online teaching, delivered an online sample of classes, shared resources and created a forum to encourage discussions related to online teaching among staff. I was a point of contact to colleagues wishing to discuss any teaching ideas or issues. I coordinated and discussed the ideas for transition to online teaching and learning with the Subject Leaders, Programme Directors, and the Deputy Head of School. I also introduced the online peer-review presentation process, including assessment criteria and feedback forms for the MSc students to enable a smooth presentation process as part of assessment.
Why did I/we do it?
I approached the transition to online teaching as an excellent opportunity to discover new exciting ways of delivering lectures and seminars. I began to attend online conferences on online teaching and started to research extensively the methodology and technology needed to develop a fully online degree programme. I was looking forward to utilising this within my teaching and sharing my experiences with the History staff. These personal development events enabled me to understand different online teaching methods in creating collaborative and approachable online environments designed to enhance students’ learning. Additionally, I extensively researched the curriculum development process for dedicated online degree programmes and how these should be distinct from similar face-to-face programmes.
Through the training and conferences on online teaching and learning, I’ve also gained an in-depth understanding of the purpose, technical content, features and benefits of the online teaching and techniques that support the delivery to the students in the most effective, high standard and professional way. After gaining understanding of the systems, tools, and processes used in online teaching and the standards to be met, I thought it would be great to share this with my colleagues and discuss the best ways of achieving maximum student satisfaction with minimum stress and strain of the transitioning to online teaching.
How did it go?
Many colleagues have applied these methods in their classes, including the collaborative discussion boards, online quizzes, ways of primary source analysis, interactive and engaging tutorial activities. We exchanged many emails and various online teaching ideas on the forum. Sharing is Caring!
Tagged: Supporting staff and fostering collegiality
I volunteered for the Learning and Teaching Coordinator role for the online delivery of MSc programmes in Humanities and supported the staff in the transition to online teaching, delivered an online sample of classes, shared resources and created a forum to encourage discussions related to online teaching among staff. I was a point of contact to colleagues wishing to discuss any teaching ideas or issues. I coordinated and discussed the ideas for transition to online teaching and learning with the Subject Leaders, Programme Directors, and the Deputy Head of School. I also introduced the online peer-review presentation process, including assessment criteria and feedback forms for the MSc students to enable a smooth presentation process as part of assessment.
Why did I/we do it?
I approached the transition to online teaching as an excellent opportunity to discover new exciting ways of delivering lectures and seminars. I began to attend online conferences on online teaching and started to research extensively the methodology and technology needed to develop a fully online degree programme. I was looking forward to utilising this within my teaching and sharing my experiences with the History staff. These personal development events enabled me to understand different online teaching methods in creating collaborative and approachable online environments designed to enhance students’ learning. Additionally, I extensively researched the curriculum development process for dedicated online degree programmes and how these should be distinct from similar face-to-face programmes.
Through the training and conferences on online teaching and learning, I’ve also gained an in-depth understanding of the purpose, technical content, features and benefits of the online teaching and techniques that support the delivery to the students in the most effective, high standard and professional way. After gaining understanding of the systems, tools, and processes used in online teaching and the standards to be met, I thought it would be great to share this with my colleagues and discuss the best ways of achieving maximum student satisfaction with minimum stress and strain of the transitioning to online teaching.
How did it go?
Many colleagues have applied these methods in their classes, including the collaborative discussion boards, online quizzes, ways of primary source analysis, interactive and engaging tutorial activities. We exchanged many emails and various online teaching ideas on the forum. Sharing is Caring!
Tagged: Supporting staff and fostering collegiality
| Original language | English |
|---|---|
| Title of host publication | Celebrating Innovation and Resilience at Strathclyde |
| Subtitle of host publication | Awards & Examples of Good Practice During the COVID Pandemic (2020/2021) |
| Editors | K. Savage, S. Morrissey, W. Hasty |
| Place of Publication | Glasgow |
| Publisher | University of Strathclyde |
| Pages | 20-20 |
| Number of pages | 1 |
| Publication status | Published - 30 Nov 2021 |
Keywords
- technology
- online teaching