Tell us about a really good assessment task (for example, a TMA question) from a module which you know.
Discuss, using examples of texts that might not be traditionally considered creative, and illustrating your explanations with ideas from Part 1 of the module. (TMA03,2011B)
What is good about this task For students : They can prepare at home for part of the test They are in their own environment They have the opportunity to reuse language taught in the module.
Pedagogically : The task is as authentic as possible and does not request too much research before hand (concentrates on the language performance) Students are not simply requested to answer questions but need to take the initiative in a discussion
“You are a member of the social committee of a sports centre in your small town or village in France. The committee is meeting to decide on the destination for the next group outing to offer to your members around Easter time. You and your fellow committee members have been asked to investigate possible destinations which would, in your opinion, appeal to the greatest number of your members and their families, and which would take into account their ages and interests.”
This would use breakout rooms.
A 2003 TV programme called Swag used hidden cameras to film members of the public taking wallets, bikes, cars and other desirable objects deliberately left unattended by the film crew. Imagine a research proposal using a data-collection methodology like that used for Swag.
See the Academic Interactive Resources portal (AIRport) from the University of Melbourne (https://airport.unimelb.edu.au/)
Consider using any online quiz that students can access via breakout rooms and sharing applications/web tour
Could create a bit of a competitive environment if you wanted to and it was appropriate
Can plenary answers from the breakout rooms.
Can pre-set the discussion topic.
Alice’s Adventures in Wonderland is sometimes called the first children’s book on the grounds that it was intended for the amusement of children. When it was first published in 1865, most books for children were didactic: intended to inform or instruct.
Using student’s own software
They application share their own efforts and debug together.
Appropriate Students need to understand how to referencing (Health approach referencing and frequently and Social Care) get it wrong (don’t they all?)
Level one students find evaluating (Social Science) theories difficult.
Students need to understand how observer error contributes to the variation in data obtained by subjective counting
gain critical mass
gain even bigger critical mass but you will need other tutors to help
Not all students are able to be online at the same time – one of the biggest benefits of having online tutorials is being able to record them. (Yes, of course ask permission first.)
Plan – enables resources to be shared with other tutors in a way that they can adapt them to own requirements
Publish – enables conversion to formats for YouTube
student interaction needs to be a core and frequent element of the structure
a few ways to do this are:
chunk the session into a series of components which each include an interactive element – try to mix it up.
Link and align session with wider contextual and linked activities (before and after the OU Live session)
Consider allowing for alternative pathways dependent upon participant feedback, choice and polls/quizzes (this is an awful lot of work, but can be something developed over time and then shared)
Consider using “Elluminate Plan” to support the design process
Adapted from Staffordshire University http://bestpracticemodels.wiki.staffs.ac.uk/Best_Practice_Models_for_e-Learning:_Principles
So if more and more students start to use the app we have to take care to ensure that they too can collaborate. The good thing is that they do have a microphone.
OU Live (synchronous online tutorials) pedagogy
OU Live – Pedagogy
using PechaKucha format
MCT R06 AL (TU100 & TT284)
Student (MA ODE)
HEA OpenPad submission
Synchronous [e-]learning is live, real-time (and
usually scheduled), facilitated instruction and
Reference: Hyder, B. K., Kwinn, A., Miazga, R., Murray, M. and Brandon, B. (2007) Synchronous e-Learning, eLearning Guild,
[online] Available at: http://lib.myilibrary.com.libezproxy.open.ac.uk/Open.aspx?id=124131 (Accessed 12 Jun. 2014).
Encourage use of microphone (and video)
Some ideas for interactivity
"Five interesting ways
to teach using
Elluminate" (FELS, 2011)
online teaching in the
disciplines” (Macdonald, 2012)
Show and tell
In TWO MINUTES, explain to us
• what the task is
• why you think it’s a good assessment task.
E301 - The Art of English
“Creativity can be found in any text.” - Discuss
L120 - Speaking EMA
• Group assessment (4 to 5 students)
• Format :
– Individual presentations (2 minutes)
– Group discussion (8 minutes)
• Conducted on OU Live
• Task (from specimen)
Pair discussion and report back
What ethical issues would give you cause for
concern, in terms of potential harm to
a) the research subjects / participants
b) people other than the research subjects /
Is Alice in Wonderland a story for
What do students want from a tutorial?
Work on problems/Share solutions
The horse needs to clear the jump and make a noise
Introduction to referencing
1. Introduction to referencing
2. choose appropriate reference format
Tools: Audio; polling, whiteboard tools:
highlighter, clip art
1. Reasons for evaluating theories
2. Reviewing the criteria
--participants make a link to definitions
3. Participants evaluate a theory using criteria,
apply it and discuss their ideas
Tools: Audio; whiteboard tools: highlighter,
writing on screen; break-out rooms
Obtaining data from a digital
1. Demonstration of cells to be counted
2. Participants count cells in digital microscope
3. Reflecting on variation in data
Tools: Audio; application sharing
• Join up with other tutors
• Module wide tutorials
• record your sessions
• use “Plan”
• and “Publish”
structure, plan, prepare and design for
• tutor instructs, student accesses
resources, socialisation, closed tasks
• range of tutor managed student-tutor
•Tutor guides, student extends, knowledge exploration, closed activities
•Range of student managed peer and tutor interactions
•Tutor coaches, student adopts, knowledge construction,
•Range of tutor managed peer/tutor/external interactions
encourage increasing diversity of interaction
consider mobile app abilities
have access to the following:
• viewing the whiteboard
• viewing an application on another
• access to breakout rooms
• sending and receiving chat messages
with the entire room
• listening to other speakers and
speaking to the room
• responding to polls.
any questions please email me
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