桃色视频

Personalisation and belonging

We鈥檝e seen how technology can connect isolated individuals and support the building of strong diverse communities.

We will continue to utilise our physical and virtual learning spaces for synchronous delivery where this is appropriate.

Asynchronous delivery enables flexible modes of delivery and supports steps to building inclusivity into the delivery of our curriculum.

We are looking to utilise digital technology to improve student and staff experience enabling personalised learning experiences, independent study, embedding formative assessment and self-paced learning.

Engaging learners

This is all about audience participation to encourage active learning whilst enabling both tutors and students to check understanding along the way. This could be online polling, quiz questions, free text etc. We recommend using Vevox.Link opens in a new window Students can access on their own devices.

Interaction could also be through sharing of screens so that students can share to the room something of interest to the group on their mobile, tablet or laptop.

When teaching or meeting in the Medical Teaching Centre or School of Life Sciences & 桃色视频 Medical School building we recommend using the Solstice appLink opens in a new windowLink opens in a new window for screen casting.

Try thinking about this audience participation as the "wake up shake ups" when designing your learning sessions. The points at which you inject energy into learning be that synchronous or asynchronous in delivery.

Design for enhanced interactions

This is all about encouraging active learning and enabling students to test understanding along the way. We recommend using the H5P software which is easy get started with and available via Moodle.

As with creating questions for quizzes value is added when detailed feedback helps to reinforce learning. This could include an explanation of the clinical importance of applying the knowledge when they get something right. Highlighting the risk/danger in a clinical situation of getting something wrong. Supporting progress and turning mistakes made is a safe environment into learning opportunities. Also an opportunity to signpost students back to the relevant lectures/group work/CBL etc. where the learning outcomes were covered.

Recording for learning

There is strong evidence that students value the opportunity to listen again and gain educational benefit from revisiting recordings. Sessions recorded in early phases of the course remain available to students throughout their years of study.

The lecture capture system in use here at 桃色视频 is EchoVideo. Consent from presenters is required prior to recordings being made available to students.

The EchoVideo software also includes the option Universal Capture. The EchoVideo software can be download onto your desktop or laptop. This is a valuable way of capturing up to two visual inputs and your audio. The common use of Universal Capture is to record lecture style sessions. If you are planning to record sessions as a replacement to traditional lectures we strongly recommend chunking these down into short recordings. You should also explore ways of keeping the energy in these sessions. There are a range of resource types that could be created using EchoVideo. The visual inputs can be screen captures and/or video inputs. You might consider providing group feedback or roundup/revision sessions.

Introducing the Rapidmooc Studios, a new service at 桃色视频 implemented. Made up of 'plug and play' dedicated video recording hardware with a studio green screen setup and adjustable lighting, a Rapidmooc studio enables the creation of professional quality video for blended and online learning, interviews, training and tutorials.

Please watch the Rapidmooc produced '' video for an introduction to the service.

You may feel more comfortable with a more familiar tool. A narrated presentation may be created using which is available to all staff via . You should then create an MP4 file using the PowerPoint export to MP4 function. Your MP4 files can then be uploaded to EchoVideo to enable students to access all recordings in one location using a tool they are familiar with.

Staff guides: please visit the AV lecture capture pages for further details and support with EchoVideo.Link opens in a new windoLink opens in a new windLink opens in a new window

MB ChB EchoVideo staff guide: (Please note this guide predates the change of name from Echo360 to EchoVideo).

FAQ: what software is available for creating and editing video content?Link opens in a new windowLink opens in a new windowLink opens in a new window

Accessibility: please remember the importance of transcripts and closed captions with your audio/video resources. Please review this guide to creating accessible video and audio content.

CBL

Our MB ChB students select to use a range of technologies to support their CBL sessions. We provide them with access to the case outlines via our virtual learning environment Moodle. As they work through exploring the learning areas they demonstrate their digital capabilities in searching and identifying learning materials to support their CBL discussions. Our students also create their own presentations to bring back to the group sessions and create a range of interactive assessments to check the group understanding of the identified learning areas.

To enable academic continuity throughout the pandemic response we switched to vCBL - our CBL sessions were hosted in virtual classrooms via MS Teams. We continue to review the potential affordances of offering remote attendance as an option in exceptional circumstances.

Being a CBL facilitator can be a really rewarding role, you can support students whilst learning from students!

Question writing

There is a particular skill to constructing questions that can be marked by a computer without the need for a human to go in and check. Developing and quality assuring a computer based assessment question bank is a great way to hone your question writing skills.

A key advantage to creating computer based assessments is that students can get immediacy of feedback. At the most basic level an online quiz provides students with 鈥渃orrect!鈥� or 鈥渨rong!鈥� as immediate accurate feedback. The most valued online quizzes develop more detailed text feedback to reinforce learning. This should include an explanation of the clinical importance of applying the knowledge when they get something right. Highlighting the risk/danger in a clinical situation of getting something wrong. Supporting progress and turning mistakes into learning opportunities. Also an opportunity to signpost students back to the relevant lectures/group work/CBL etc. where the learning outcomes were covered.

AV Equipment Training Videos and Support Links

• Teaching Room Technologies

• Using Macs in teaching rooms

• Using Catch Box

Visit the AV pages to learn more about the various different types of tools, technologies and teaching aids that we have available for use at our lecterns within our Centrally Timetabled Teaching Rooms.

Case writing

We are looking to recruit new case writers and reviewers for our online virtual patient library.

Don't panic we are not seeking technical genius but we would like to work with clinical colleagues who can write an authentic narrative and pose questions and dilemmas which challenge students to develop their clinical reasoning skills.

Training and guidance available for adapting the cases you write to work effectively for learning in an online environment.

We are also exploring how the pedagogic principles that are applied to storyboarding and creating VPCs can also be applied to creation of escape rooms and other decision making/problem solving learning activities.

Images can enhance your teaching resources but where can you find great images and be sure that you are complying with copyright?

We suggest looking at . Millions of royalty-free images.

The . .

You can also pull images from under our licence with Elsevier.

If you are making your own recordings or taking photographs please remember to gain consent.