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Thoughts on Opening up for New Session

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Learning & Teaching Delivery 2020-2021

City of Glasgow College will deliver a Blended Model of Learning for Academic Year 20/21.

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Courses to be delivered using MyCitywhere practically possible

Developed and Produced byThe Learning Technologies Team

Course look and designensuring continuity and quality of delivery

The key aspects of the Learning Standand are:

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3. Learning Standard approach

1. Digital-by-default approach

2. Essential course continuity

Learning Standard

The Learning Standard developed by the Learning & Teaching Academy in consultation with staff from across the College, aims to provide clear guidance in a checklist format and to help staff ensure that Moodle courses are consistent and clearly laid out forminimum expectations foronlinedelivery.The Learning Standard also ensures that statutory requirements for accessible and easily navigable content are met.

It is imperative that every MyCity course area comprises all essential staff and course information and is kept up-to-date with relevant course materials and is aligned with the City of Glasgow College Online Learning Standard.

This is challenging in some curriculum areas, but to ensure continuity and quality of delivery throughout 20-21, teams must be ready to revert to a fully online and remote model if required, potentially at short notice.

Imperative

Attendance

Get real time information

Student follow-up

By academic advisor

Planned programme

One hour per week

Planned guidance

Guidance hours and how best to use them:

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All full time students will receive one hour of planned guidance each week, and part time students as appropriate, within their timetable. It is imperative this time is used effectively and is focussed on student support and building relationships between students and guidance tutors.

All students will be offered a planned programme of guidance by their academic advisor and meetings will be held with students at specified times throughout the academic year.See theAdvisors Academic Handbook for more information.

The college dashboard, particularly the Student Guidance section provides ‘real time’ information on student engagement, please ensure you use this and follow up students as required.

Attendance: it is imperative that student attendance is registered and monitored.

Getting the balance right:

Predominately online blended

Delivery of learning and teaching

Asynchronous Learning

Asynchronous Recordings

Key practical activities

Course Requirements

Curated Collections

Practical classes

Review and update Course Overviews

Zoom News

Microsoft Teams for Students

Asynchronous learning activities should be designed to be accessed “on-demand” at any time.

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 13.0px 'Helvetica Light'; color: #323232; -webkit-text-stroke: #323232; background-color: #ffffff} span.s1 {font-kerning: none} The College has acquired 800 Enterprise Zoom licences with full functionality and Microsoft Teams (full) licences for the coming Academic Year.Zoom will be primarily used for academic teaching delivery with collaboration and internal meetings going through Microsoft Teams.

In parallel, we are working on plans to consolidate our Microsoft Teams Students & Staff tenancies to further enhance the College's collaboration capability.

Key practical activities should be prioritised and their completion expedited where possible to ensure completion in-year.

Each course should have access to a detailed and thoroughly curated collection of relevant online material and resources that enable the provision of extension and support of learning.

Students should be able to access recordings of synchronous teaching sessions should they be unable to attend live. These can be stored on ClickView.

Courses should be tested throughly to ensure they adhere to the Learning Standard.

The course assessment schedule should be planned for the entire academic year with assessment mode clearly articulated, and dates and deadlines spread evenly throughout the year.

All curriculum teams should review and update Course Overviews to clearly signpost high-level course aims and objectives.

Formal teaching will begin a little later (14 September 2020) than other years to allow for the completion (where possible) of practical teaching and assessment deferred from AY19-20; to engage in relevant training, and time to undertake planning and modification of courses as required.

Asynchronous learning activities should be designed to be accessed “on-demand” at any time.

Guidance / peer support / tutorialsclass cohesion

Students should be able to access recordings of synchronous teaching sessions should they be unable to attend live. These can be stored on ClickView.

Key practical activities should be prioritised and their completion expedited where possible to ensure completion in-year.

Courses should be tested throughly to ensure they adhere to the Learning Standard.

Each course should have access to a detailed and thoroughly curated collection of relevant online material and resources that enable the provision of extension and support of learning.

The course assessment schedule should be planned for the entire academic year with assessment mode clearly articulated, and dates and deadlines spread evenly throughout the year.

All curriculum teams should review and update Course Overviews to clearly signpost high-level course aims and objectives.

The Learning & Teaching Academy will provide a comprehensive range of developmental activities & resources to support individual staff & curricular teams.It is imperative that teaching staff participate in these opportunities throughout the year.Support is also available from your faculty assigned Learning Technologist and you can use this helpful pedagogy page.

Support forDigital Delivery

Learning TECHNOLOGISTS

Enterprise ZOOM

We have purchased Enterprise Zoom with full functionality for the coming Academic Year

800 licenses - only 700 academic.Primarily used for academic teaching delivery with collaboration.

Microsoft Teams

We have purchasedfull license status to complement our MS Teams platform

Primarily used for internal & inter-departmental meetings.Will be available for student access early in new session.

Zoom and Microsoft Teams

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Keeping in mind that a Zoom classroom is not the same as a face-to-face classroom because of the connectivity challenges and the nature of online environments, it is not recommended to hold 2 hour, forty-five minute sessions in Zoom. The ideal length of a Zoom session should be 45-60 minutes. Research required on ideal time for zoom calls.

We are working on plans to consolidate our Microsoft Teams Students & Staff tenancies to further enhance the College's collaboration capability.

Synchronous & Asynchronous Learning

Guidance on when to use synchronous and asynchronous learning

Source:https://teachingcommons.lakeheadu.ca/synchronous-asynchronous-learning-when-use-each

Things to Consider When Planning Your Class

Synchronous and Asynchronous Learning by Centre for Teaching and Learning, Concordia University CC BY-SA 4.0

As a result of the changes made to the academic year & the extensive use of online delivery, it will be necessary to convert many assessments to digital assessment format. This may require guidance & permission from awarding bodies & input from the College’s Quality Team.

Management & Delivery of Assessment & Feedback

There are numerous benefits associated with online assessment including the ability for some platforms to auto-mark student work, feedback to provided to students instantly in a range of formats including video & audio, tools such as Turnitin to expedite and simplify the process of marking essays via its Quick Marks functionality.

Release themearlyto allow students to work at their own pace.

Use online assessments available fromAwarding Bodiese.g. SQA’s SOLAR and C&Gs Evolve system.

Convertpaper-based assessments into e-assessments - liaise with the Learning Technologies team for support.

Consider writing new assessments toreplace closed book/exam conditions.These may require Awarding Body endorsement/approval.

Schedule the assessmentas a course team& advise students to enable them to plan their time & study.

As part of the assessment planning & design process all staff will be expected to:

Look for opportunities tointegratesummative assessments.

Formative AssessmentActivities

Use as theprimary mechanismto evidence student engagement, and monitor progress, knowledge and understanding.

Summative Assessment

Online Assessment

e- Assessment

New Assessment

Time of Assessment

Release Assessment

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Use as the

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Internal Quality Assurance

Schedule remote pre-verification, standardisation and internal verification sessions.

Work with the Students Association to support the class rep system (including peer review).Have regular course and cross-campus team meetings to review student progress.

Schedule check points for delivery to review how well the approach is working for staff and students; to review government guidance changes; to review student feedback and make timely adjustments.

Engage all team members in arrangements and be mindful of individual staff needs when planning.

With such a large amount of course modification and redesign required it will be vital that teaching teams work effectively with their colleagues from the Quality team to ensure a high-quality and student learning experience that is underpinned by sufficient oversight and scrutiny.