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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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Introduction

This information is offered to provide guidance and expectations for delivery of learning and teaching for 20/21.

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The guidance has been developed in consultation with a number of colleagues from across the college and has been helpfully informed by the survey of student experience of online learning conducted in June 2020.This is a ‘live’ document and will be continually updated over the coming months in line with college and sectoral developments.

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

This will allow us to continue learning and teachingfor students and staff who may be shielding or otherwise protecting.

we shouldall familiaries ourselves with the Learning Standard.

Learning and teaching:

We are working on the basis that we will have limited access to our campuses throughout the academic year.

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Formal teaching began 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.

However, all curriculum teams should be working on continuing the development of on-line delivery that will run alongside whatever on campus delivery becomes possible.

All curriculum teams should devise a checklist contingency plan that enables a return to full online delivery, at short notice, should this be required. Therefore, we should all familiaries ourselves with the Learning Standard.

Social distance:

It is clear that some form of social distancing measures will be the norm for the foreseeable future and because of this...

Guidance/peer support/tutorials class cohesion.Practical classes including: Use of technical/manufacturing equipment labs.

Examinations (only where necessary and required by Reg body)There are Key Groups of students who would be prioritised. to attend:

Social distancing measures:

Key reasons:

Examination changes:

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our ability to accommodate all students on campus will be reduced. However, we aim to ensure that those who are in greatest need of access to facilities, equipment, staff and key support services are prioritised to do so. There are a number of Key reasons why students may attend campus:

Simulators; Short commercial courses;Induction (safety critical) and specialist PC labs.Student Support: Accessing student support services.Students on PLSPs etc and complex issues around money and accommodation.

New students to the college (to facilitate social connection at the start of the year.Students with PLSPs.

Courses to be delivered using MyCitywhere practically possible

Developed and Produced byThe Learning Technologies Team

Course look and designensuring continuity and quality of delivery

Digital first approach to curriculum delivery:

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3. Learning Standard approach

1. Digital first approach

2. Essential course continuity

Learning Standard

TheStandarddeveloped by the Learning & Teaching Academy in n consultation with staff from across the College and aims to provide clear guidance and minimum expectations for online delivery. The Standard is intended to offer straightforward guidance, in a checklist format, to help staff ensure that Moodle courses are consistent and clearly laid out. The 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 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.

The Learning and Teaching Academy will provide a comprehensive range of developmental activities and resources to support individual staff and curricular teams, including use of the Standard.

Staff support for digital delivery:

A schedule of activity is available from the Webinar webpages. It is imperative that teaching staff and teams avail themselves of these opportunities during the extra time afforded by the delay in the ‘formal’ teaching College Calendar 20/21.

Coming soon!Learning Technologies are currently working on a series of short pedagogy / andragogy instructional videos to support staff with designing their learning content using various tools and technologies. Look out for an email update on this soon.

Remember!Support is also available from your faculty assigned Learning Technologist.

https://cityofglasgowcollege.libguides.com/webinars

Enterprise ZOOM

The college has 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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Zoom will be primarily used for academic teaching delivery with collaboration\internal meetings through Microsoft Teams.

At the same time, we are working on consolidating out Office 365 (Teams) tenancies to allow staff and students to collaborate more seamlessly, further details to follow. Zoom licensing and user training will be managed by Joe Wilson and Tom Duff through the LTA Team.

on-line learning activities

Asynchronous learning

How long should a synchronous

Synchronous sessions

Course delivery must comprise a balance of...

Course delivery

Course delivery balance:

Please see Glosssary for specilised words and definitions.

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synchronous and asynchronous learning on-line and where applicable on-campus, teaching and support and include opportunities for students to work collaboratively with each other on coursework and assessments.

How long should a synchronous on-line session be? 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, the ideal length of a Zoom session should be 45-60 minutes. Where longer is needed, such classes should be segmented by the insertion of breaks or other activity, such breaks to be not less than 30 minutes.

Asynchronous on-line learning activities should be designed to be accessed “on-demand” any day of the week.Take a look at the synchronous and asynchronous short guide. The guide will open in a new tab so remember to click on your original tab in your browser window to come back to the main presentation.

Key practical activities:

Student opportunities

Key practical activities

Access to relevant materials

Curated Collections

Review and update Course Overviews

Please see Glosssary for specilised words and definitions.

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

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.

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.

Key practical activities should be prioritised and their completion expedited where possible to ensure completion in-year. Examples of these should also, where possible, be recorded to facilitate formative and consolidation of learning.

All students should have opportunities for success early in the academic year. This should target ‘easier’ or more straight-forward units or elements in order to increase likelihood of early success and potentially open up time for more challenging components.

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

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

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.

Library service offers...

access to resources, services and physical spacesfor staff and students at City of Glasgow College.Libraries have evolved to become services that blend both digital and printed resources.

The library team...

has created over 140 online library guides that cover all areas of the curriculum. These can be linked to within MyCity course area to give you and your student’s direct access to content.

Webinars and resources...

areon demandcovering accessing and utilising onlinedigital resources and databases and also expert advice and support for referencing and research skills with access to the global toolCite them Right.

Library Services:

Visit theLibrary services for staff Guide

and direct student to the new to the library Guide for further details.

For all support queries contact library@cityofglasgowcollege.ac.uk.

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Academic changes:

As a result of the changes made to the academic year and the extensive use of online delivery, it is necessary to convert many assessments to...

With the current pandemic situation, it is preferable to maintain newalternative assessment processes and methodologies...

There are numerous benefits associated with online assessment including the ability for some platforms to auto-mark student work...

Management and Delivery of Assessment and Feedback:

Dynamic nature:

Academic changes:

digital or other alternative assessment format. This may require guidance and permission from awarding bodies and input from the College’s Quality Team.

in order to ensure consistency across the student body (some of whom may be shielding) and across the course of study if further restrictions are imposed within the academic year.

feedback to provided to for feedback to be provided to students instantly and in a range of formats including video and audio, and tools such as Turnitin to expedite and simplify the process of marking essays via its Quick Marks functionality.

should be available fromAwarding Bodiese.g. SQA’s SOLAR and C&Gs Evolve system.

where possible convertpaper-based assessments into e-assessments - liaise with the Learning Technologies team for support.

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

Management and Delivery of Assessment and Feedback continued:

look for opportunities tointegratesummative assessments.

Formative assessment

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

Summative assessment

Online assessment

e-assessment

New assessment

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

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Management and Delivery of Assessment and Feedback continued:

Auto-marking, self- assessment and peer assessment

Integrate assessment

Record feedback

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earlyto allow students to work at their own pace.

Release assessment

all courses should make regular and routine use of low-stakes (formative) testing and assessment and maximise opportunities available.

wherever possible to reduce assessment burden and take a holistic approach.

as a course team andadvise students to enable them to plan their time & study.

Schedule assessment

to let students hear a recognised / familiar voice which can help them understand feedback more effectively than just written text.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

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

To support this Curriculum teams should...

Internal Quality Assurance:

It is 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.

Contact sqaresources@cityofglasgowcollege.ac.uk to request copies of Assessment Support Packs (ASPs).

All college devised instruments of assessment should be internally verified thensent to SQA to be prior verified before use. Contactsqaresources@cityofglasgowcollege.ac.uk to request this.

Electronic Master Folders should be created and stored centrally to ensure content is accessible by relevant teaching teams.

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Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

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.

Work with Students Association to support the class rep system (including peer review).

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

Internal Quality Assurance continued:

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

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Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

Use as the primary mechanism to evidence student engagement, and monitor progress, knowledge and understanding.

THANKS!

This document will be updated regularly. Look out for notifications of this on our twitter account and via your email.