Academic Staff Dual Delivery Handbook

FLIPPED FLEXED &

STAFF TRAINING MANUAL EXPECTATIONS, DEVELOPMENT, RESPONSIBILITIES & SUPPORT 2020

UPDATE TO THE DUAL DELIVERY EDUCATIONAL FRAMEWORK

We continue to respond to what is a very fluid educational environment due to COVID-19.

In the first version of the Dual Delivery Educational Framework, students were informed that this is subject to change in response to changes in the wider environment. It also stated that both on-line and on-campus learning is available, where possible.

The UK government’s COVID-19 restrictions means that all on-campus capacity in the UK is reduced but should take place whenever possible.

To ensure the safety of students, teaching on-campus will be delivered to a timetable of a maximum of two days per week per course/cohort.

Overall teaching & learning contact time will remain the same as pre-COVID – as outlined in your programme/module specifications although the balance between virtual and physical has been adapted to the current circumstances with 6 hours on-campus timetabled per week.

These 6 hours on-campus may include performance/practical opportunities, access to specialist equipment/labs and/or professional body vocational requirements. As such attendance and engagement oncampus, supports and enhances your on-line timetabled sessions.

The 6 hours is highly encouraged and we ask that you make this commitment although, as yet, it is not a mandatory requirement.

The on-campus timetable has been established to ensure maximum value in students’ educational experience. If, however, there are individual restrictions or concerns about on-campus learning (e.g. health or visa issues), then students will be able to access their learning on-line with the caveat that their programme of study may need to be extended accordingly (due to practical requirements &/or other Professional, Statutory and regulatory Body stipulations).

The University have produced an optimum model in the current circumstances and will support students according to their individual circumstances. They will not be academically penalised for individual circumstances impacting their ability to attend on-campus as long as overall attendance and engagement meets expectations. Students are supported to empower their own learning journey through the new provision of weekly engagement data being provided to them via Track My Future (TMF).

Charles Egbu Pro Vice-Chancellor, Education and Experience 10/9/2020

INDEX 1.0

Introduction: Why have we moved to a new model of educational delivery at The University of East London in 2020?

2.0

What is our model of educational delivery?

3.0

Timetabling for the Dual Delivery model

4.0

Track my Future (TMF) 4.1 What is it?

4.2 What are my roles and responsibilities in populating Track My Future?

4.3 What information will Track My Future provide?

5.0

Preparation for the new Dual Delivery model 5.1 Module Leader expectations 5.2 Programme Leader expectations 5.3 Academic Advisor expectations 5.4 Dissertation / Placement Supervisor expectations 5.5 Head of Academic Department expectations 5.6 Director of Education & Experience expectations 5.7 Dean of School expectations

6.0 Staff Development 7.0

Quality Audit

8.0

Technical Requirements & Access Support 8.1 Staff IT expectations 8.2 On-Campus IT expectations 8.3 What the Virtual Learning Environment (VLE) should look like

9.0 Accessibility and Disability in Online Delivery 10.0 Improving Student Engagement in Dual Delivery 11.0 Case Studies

11.1 Case 1: Blended Learning in the delivery of module HR7233 (School of Business

and Law)

11.2 Case 2: Microsoft Teams in the delivery of a Mental Wealth module in

the School of Architecture, Computing and Engineering (ACE).

12.0 Staff FAQs 13.0 References and Further Reading - Useful resources to support

preparation and implementation of Dual Delivery Appendices

1.0 INTRODUCTION: WHY HAVE WE MOVED TO A NEW MODEL OF EDUCATIONAL DELIVERY AT THE UNIVERSITY OF EAST LONDON IN 2020?

1. We focus on careers-led education:

We know the world of work is changing. The rise of artificial intelligence and increased automation mean that it is the uniquely human skills that will set future graduates apart in the job market. These include soft skills, such as critical thinking, emotional intelligence and resilience, alongside practical skills, such as digital proficiency and industry connections.

What we’ve done is put these skills at the heart of every one of our degrees, counting towards students’ final qualifications. As evidence of these achievements, we give our students a Career Passport that will open doors. This is what we call our ground-breaking Professional Fitness & Mental Wealth programme: the fast track to future success. Developing the key psychological and physical determinants of human performance is increasingly critical for successful graduate-level employment, entrepreneurship and career progression in the Fourth Industrial Revolution.

Our new Dual Delivery model of education aims to increase the employmentpreparedness of our students – developing unique University of East London graduate attributes and supporting our graduates' future success. The Dual Delivery model focuses on building and demonstrating knowledge acquisition abilities, competencies and skills development; learning through investigation; and, responding to complex questions or professional challenges.

2. We are an inclusive learning environment:

All students will be able to access and engage in a high quality, careersfocused, student-centred learning experience, irrespective of individual or community health requirements and risks.

3. We are Covid-secure:

We are creating a healthy and Covid-secure campus environment, keeping our community informed and empowered with the knowledge required to keep ourselves and each other safe and protected.

K O C I A E

KEEPING OUR COMMUNITY INFORMED AND EMPOWERED

2.0 WHAT IS OUR MODEL OF EDUCATIONAL DELIVERY? From September 2020, all University of East London programmes are accessible in an innovative ‘Dual Delivery’ model. Our Dual Delivery model – prepare, participate, practice - draws on evidence-based educational attainment models including the flipped classroom, the station rotation and the flex model of blended learning. This training manual should be read in parallel with the main Dual Delivery educational Model guidelines to be found here.

CENTRAL LEARNING LAB digitally-connected lecture theatres & seminar rooms, labs, maker spaces, rehearsal rooms & simulation suites

Live, synchronous digital streaming of on-campus sessions via cloud-based applications (which are also recorded)

24/7 GLOBAL, PERSONALISED LEARNING ENVIRONMENT Increased expert-to-student & pee –to-peer collaboration & networking opportunities

Analysis, application, problemsolving & competency development driven by Microsoft Innovative Educator-certified tutors, practitioners & researchers

YOUR DEGREE / YOUR CAREER PASSPORT / YOU’RE FUTURE READY The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

3.0 TIMETABLING FOR THE DUAL DELIVERY MODEL Specific disciplinary requirements across the University require adaptation of the Dual Delivery model to ensure an optimum student experience. These may include: – Flipped & flex model: all live, timetabled central learning lab (CLL) sessions are available on-campus and online synchronously (which are also recorded for asynchronous engagement).

– Station Rotation: Students rotate on a fixed schedule between online, live CLL sessions and on-campus live, CLL sessions (which are also recorded for asynchronous engagement).

– Individual Rotation: While the cohort overall may operate in either flipped or station rotation learning modes, students have a personalised schedule based on individual learning needs and health requirements.

Students will access their timetables via the new student journey portal, Track My Future. As part of the enrolment/ re-enrolment/ registration process, every student must complete a health self-assessment that will support the allocation of a Covid-secure learning pathway based on Figure 1 risk categories below: – Students who are fit and well will be allocated to either the flipped & flex model or the station rotation model timetable (dependent on the individual requirements of the course and campus capacity).

– Students in categories 1 and 4 will be on an individual rotation timetable, as will students in category 3 for the period of self-isolation.

– Students in category 2 will be able to select either an individual rotation timetable or one of the other models based on government advice at that point in time and on GP guidance.

All students are expected to update daily on basic health (via Track My Future).

If the student reports that they are experiencing any Covid-19 symptoms (a high temperature; a new, continuous cough; a loss of, or change to, your sense of smell or taste, then students will be directed to not attend campus. Rather, they will be able to access their learning remotely until the self-isolation period is complete, no further symptoms are experienced and/ or a negative virus test is secured. This document should be read in parallel with the Covid-Secure Campus guidelines available online at uel.ac.uk

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Figure 1 Health Assessments: managing health & safety risk

All students and staff (who are fit and well)

Extremely clinically vulnerable (category 1)

Clinically increased risk (category 2)

In self-isolation

(with symptoms or in a household with symptoms) (category 3)

Caring responsibilities in a shielded household (category 4)

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

4.0 TRACK MY FUTURE (TMF) 4.1 What is Track My Future?

Track My Future is a new student journey portal that provides a cohesive map/ gateway for all online student systems, services and processes. The portal has three primary aims: 1. To signpost to and curate all University services, increasing students’ awareness of, access to and satisfaction with their University experience; 2. To provide timely, personalised information for students about their own individual learning journeys, to increase engagement, retention and academic outcomes; 3. To support the meaningful collation and analysis of student data to direct management actions, inform decision-making and support timely interventions to optimise student outcomes.

TMF aims to incorporate the following functionality, (recognising Version 1 will prioritise business-critical functionality, as highlighted in red) for the start of the 2020/2021 academic year: Edit my Profile – Enabling student to edit contact/ next of kin details, add photo/ personalise etc. Once enrolled, UEL email becomes the main contact point. It can be linked to LinkedIn, Twitter etc. accounts - and is auto-populated with Career Passport badges and recognitions.

Online enrolment – Students are directed through a step-by-step process to complete enrolment 100% online, with reminders of stages completed/uncompleted.

– Once enrolment is completed, all TMF services can be accessed.

My Future Learning Community – Linking students to the Virtual Hub including masterclasses, webinars, taster sessions, communications from School Dean/ programme leader/ module leader.

– Supporting the development of University, School and Programme-level learning cohort engagement.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Daily health update – In line with Covid-Secure Campus guidelines – Safety reporting & emergency communications.

University preparation, orientation & induction – Extended, online induction and orientation process (facilitates remote commencement of study and late arrivals on-campus, prepares students for Dual Delivery).

– Includes, for example, IT requirements & options to buy/ rent/ loan/ hardship fund, Office 365 download, email, Covid-Secure Campus/Dual Delivery guidelines, campus maps, programme pre-readings, residential information, sports info, personalised induction schedule.

Career Passport – What it is, how to load credits (badges/ qualifications) and references/ recommendations. Info on auto-linking to LinkedIn and creating a professional brand identity and the Student Self-Audit of competencies, skills and career objectives.

My Programme & Module Learning Environment – Link to virtual learning environment using new common University ‘skin’ (integration of Microsoft Teams / Moodle programme and module links) Connect & Book – Links to wider University services plus booking option to schedule meetings with academic advisors, module leaders, Hub etc. either online or on-campus.

My Academic Progress – Assessments submitted (reminders, progress, etc.) results, feedback, class average, cumulative credits/ marks (progress towards degree tracking), next steps post-results (i.e. re-takes, advice, automatic re-enrolment) hints & tips (study & revision) – Attendance tracking (by module/by programme- push notifications e.g. You’ve engaged/ attended 10% more than last week – well done! How about …… (a dozen possible hints/tips/signposting, auto –responses) and escalation, if the student is not engaging.)

My action plan – Informed by academic advisor/ skills tutor/ health & wellbeing/ self-audit meetings/sign-off – record of all interactions.

– Reminders to complete self-audit twice per term and visualisation of progress on key areas aligned tovcompetencies and skills (link to careers passport)

Daily Updates – Push notifications from uni/prog/module e.g. room changes, reminders to book academic advisor meeting, reminder that assessments are due in X days. Need to indicate ‘unopened’ messages.

My Weekly Planner – Personalised timetable (based on Dual Delivery model, personal risk assessment and allocation of ‘on-campus time’ – Assessment deadlines & other notifications TMF is being developed on the new version of Sharepoint with the TMF Version 1 available from August 2020 for the start of the 2020/ 21 academic year. An illustration of the portal homepage is as follows:

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

4.2 WHAT ARE MY ROLES AND RESPONSIBILITIES IN POPULATING TRACK MY FUTURE? By logging in with their relevant username and password, and other reasonable access rights, academic staff will be able to deposit/input and retrieve a host of student data and information, including those associated with student engagement, module and course information, student assessment and progress, and career-related information.

Academic Advisor: – To enter both academic and pastoral issues identified and agreed actions from their meetings with their advisee.

– To discuss student self-audit and employability-readiness development plan.

– Advisors are required to meet with their advisees at least twice in an academic year (at least once a semester) and this will be recorded via the TMF with the actions agreed/ objectives signed off by the student and academic advisor. Academic advisors are responsible for the provision of up-to-date information and signposting/ risk-flagging/ escalation where required.

– Bookable office hour appointments online (a minimum of 4 hours per week in 15-minute slots).

Module Leader: – Input to module materials, communications and any changes in module/timetabled delivery.

– Auto-engagement/attendance tracking to support continuation and progression support.

– Regular individual formative and summative feedback. Autocalculation of cohort assessment statistics and trends available for students and module leaders.

– Bookable office hour appointments online (a minimum of four hours per week in 15-minute slots).

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Programme Leader: – Input to programme materials, communications and any changes in programme delivery.

– Auto-engagement/attendance tracking to support individual student continuation and progression support. Information on student engagement and progression needs to be reported regularly (at least fortnightly) upwards to Directors of Education and Experience and to School Senior Management Team.

– Auto-calculation of cohort assessment statistics and trends to support continual improvement of programme.

– Bookable office hour appointments online (a minimum of four hours per week in 15-minute slots).

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

4.3 WHAT INFORMATION WILL TRACK MY FUTURES PROVIDE? 1. Inform

Through Track My Future, students will be able to access their own learner journey information, including their personalised timetable (reflecting individual learning/health needs & changes in the public health environment), what assessments are due (e.g. today, this week, this month) and whether the student has submitted yet. Similarly, students will be able to access university, school, course announcements and selected messages from students service (e.g. when fees payment is due).

2. Self-Review

The TMF provides an opportunity for students to complete a self-audit (to enhance self-awareness building against academic skills and employer competencies checklist) twice per term, the outcome of which is used to signpost to relevant services and supports to further develop required competencies, badges and skills. The use of the self-audit also informs academic advisor discussions – allowing a two-way feedback and follow-up process. In addition, through a “push” technology (and where appropriate), students will be able to receive top tips to student services, emoticons and information asking students how they are feeling (today); and flagging any risks and red flags in line with the stident’s personalised learning.

3. Engage

TMF would support the engagement of our learners in a variety of ways.

Students can obtain information on their Programme/Course, MS Teams, and academic delivery. The TMF will not only bring together data and information on student attendance and engagement, but also make this available to students, programme/course leaders and academic advisors. This would prompt both students and academic advisors for a follow-up meeting between the two.

Through TMF, students can sign up to optional extra-curricular activities, and information on such attendance can be recorded and kept in a repository.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

4. Progress

TMF will support the tracking of students’ academic progression, providing relevant information on their own marks (and average marks for their cohort).

Similarly, information on % completion towards their modules as per formative and summative assessments, and towards level and programme can be obtained. In addition, information on % completion towards competency and badge tracking will be available. In the same vein, information on feedback on module assessment from programme & module leaders, and feedback from academic advisors will be available and accessible.

5. Connect

An important aspect of TMF is its ability to enable connections between students and different academic and support services, and activities taking place in the university. Through TMF, students can book appointments with their academic advisors, module & programme leaders, and other services contacts such as hubs and the wellbeing team (via Microsoft Teams and/or on-campus). TMF also offers students the opportunity for engagement with employers, and services up to 15 months post-graduation. TMF will also allow student services to produce proactive provision (as an example: I understand you have ‘problem A’, how about solution B”.

6. Achieve

TMF will allow important data and information associated with students’ achievements to be documented within the TMF portal and accessed. This includes information on academic transcripts, the Career Passport and digital repository, employer recognition and badges, and references.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5.0 PREPARATION FOR THE NEW DUAL DELIVERY MODEL All academics who are teaching in the 2020/2021 academic year must complete the compulsory academic staff training programme, including Blended Learning & Microsoft Innovative Educator – MIE, before end of July 2020.

The University of East London supports Moodle, Microsoft Teams and Panopto ONLY for Dual Delivery in 2020/ 2021. Academic staff should not use other delivery applications. This is important as it will ensure we collect and act on accurate student data from the supported applications.

Module Planning is organised in parallel with training to ensure that all colleagues have the support needed, have/ acquire the skills and knowledge needed to successfully design and deliver a rich learning journey, meeting learning outcomes.

– Design sequences of activities in a continuum so that the online materials and time between class meetings support the classroom time by preparing students for and following up on classroom activities.

– Build flexibility into timelines and activities to get the benefits of the online time between class meetings.

– Focus on the sequences and strategies that are best for learning rather than focusing on the technology. Select the appropriate technology for the learners and the learning, preferably for technology that is simple and effective rather than flashy.

– Test online materials and run practice sessions with the synchronous technology.

– Provide an orientation or trial session for online tests, meetings, and other components that may be new for students.

– Plan each course, each week, and each session using a detailed timeline.

– Create policies and protocols and communicate them to students related to timelines for your response to their contacts and assignment submissions.

– Develop clear and consistent protocols for student participation in online discussions.

– Tightly align course goals, objectives/outcomes, materials, and assessments.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Training Opportunities for Academic Practice Target

Activity

Expectations

Timeline/ Checkpoints

Sign off

Power BI training

Familiarisation with Power BI

Develop awareness of student engagement across the module

By 17th July 2020/ Attendance

Directors of Education and Experience

Utilising Technology for Accessibility training session

Training sessions around accessibility and online design and delivery

By 17th July 2020 / Ensure that all activities on Moodle Attendance are inclusive and accessible to students.

This may include additional needs, lack of broadband and language as potential barriers to learning

Directors of Education and Experience

Identify Design Principles for your own course and/ or department

Engage with academics, students and CELT to personalise framework for own course subject and level

Each school/ By 17th July 2020 / discipline and Attendance course will have a specific pedagogy to be applied within the broad framework of prepare, engage, consolidate for consistency at course level.

Directors of Education and Experience

Wrap around experience – department / course level social, engagement & employability activity plan

Design series of activities and programme to ensure a holistic wrap around which supports learning gain and reduces attainment gap

The whole student experience should be designed for Dual Delivery at school, department and course level to ensure careerfirst, and ongoing engagement with industry, discipline, extracurricular and co-curricular activities.

By 17th July 2020 / Attendance

Directors of Education and Experience

Instructional design workshop supported by CELT

This workshop will provide further support in innovative use of some of the tech options available

Innovative use of apps and the full range of Moodle tools to build a rich learning experience for students

By 17th July 2020 / Attendance

Directors of Education and Experience

Familiarity with Learning Designer Tool

To use the conversational framework, visit the Learning Designer to acquaint self with its working

A balanced learning journey which incorporates active blended learning across the learning processes

By 17th July 2020 / Attendance

Directors of Education and Experience

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Target

Activity

Expectation

Timeline/ Checkpoints

Sign off

Map out the learning journey for your modules.

Storyboard (outline) the learning journey.

Consider a range of questions e.g. what are the threshold concepts to be understood, what PRSB requirements must be visibly addressed? How are field visits replicated online? etc., as relevant.

A balanced learning journey which incorporates active blended learning across the learning processes

By 17th July 2020 / Attendance

Directors of Education and Experience

Moodle template available

Use the new Skin & Structure of the VLE,) to prepare Module for uploading onto the VLE

CELT will provide a 22nd June 2020 framework shell for all modules including the scaffolding for completion by Module leaders.

CELT

Critical friend peer review of learning journey to include Assessment

Work with a critical friend(s) to hone the quality and innovation of the learning journey

A high-quality balanced learning journey which incorporates active blended learning across the learning processes and incorporates authentic assessment.

7th July – 6th August 2020 / Documents completed

CELT/ QAE

Complete Blended Work through Learning course materials provided from CELT and

by CELT Microsoft Innovative Educator

Strong understanding of the design process to design a high quality, engaging learning journey

27th July 2020 / MIE Submission and Quiz Completion

Deans of School

Complete Week 1- 3

A high-quality balanced learning journey which incorporates active blended learning, stretches and challenges students, and integrated with other modules in the course; a career first focus and a range of cocurricular offerings.

By 14th September Director of 2020 all complete Education and checked, approved Experience and uploaded on the VLE

Complete Week 4-6

Complete Week 7-12

Complete Week1315 (including relaying information to students)

Prepare Moodle site so that it is ready for students.

Three weekly blocks are suggested for interim quality check

By 14th September Director of 2020 all complete Education and checked, approved Experience and uploaded on the VLE By 14th September Director of 2020 all complete Education and checked, approved Experience and uploaded on the VLE By 14th September Director of 2020 all complete Education and checked, approved Experience and uploaded on the VLE

5.1 MODULE LEADER EXPECTATIONS – The Module Leader must complete the compulsory academics staff training (Blended Learning & Microsoft Innovative Educator – MIE) before end of July 2020.

– The Module Leader must ensure that module content and learning outcomes are consistent with courses/programmes on which it will be offered (and that content and materials conform to our Accessibility and Disability Policy).

Module guides must be completed and in a timely manner.

– The Module Leader must make sure that assessment methods, criteria for assessment and volume of assessment are appropriate for the level of study and clearly documented.

– The Module Leader must ensure Module information on the Moodle site conforms to all university guidelines, including the skin and structure of the VLE, and gain sign-off from Head of Department.

– Module Leaders are responsible for effective academic-to-student and student-to-student collaboration, communication and engagement in the Dual Delivery environments.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5.1.1. Module Leader’s Pre-Term Checklist – 2020-21 Academic cycle The module leader’s checklist must be signed-off by the Head of Department.

The Appendices also document some good practices that module leaders need to be aware of when developing modules to be placed on the Virtual Learning Environment (Moodle).

Module Title: Name of Module Leader provided

Sign-off (name, signature) Date Yes / No Head of Dept

If no, please give reasons why and include any requests for support Module Aim(s) and Level provided

Yes / No Head of Dept

If no, please give reasons why and include any requests for support Module content and learning outcomes consistent with courses/programmes on which it will be offered

Yes/ No

Head of Dept

Yes/No

Head of Dept

Consideration of effective use of Technology Enhanced Yes/No learning (e.g. MS Teams, and Panopto) to enhance analysis, application, problem solving and competency development in module delivery.

Head of Dept

If no, please give reasons why and include any requests for support Consideration of collaboration and networking opportunities for students (e.g. expert-to-student; peer-to-peer) If no, please give reasons why, and include any requests for support

If no, please give reasons why.

Pre-requisite modules clearly stated, and module credit weighting provided

Yes/No

Head of Dept.

If no, please give reasons why and include any requests for support Outline of syllabus provides a concise view of the main themes of the module and the order in which they will be covered

Yes / No Head of Dept.

If no, please give reasons why and include any requests for support Teaching & Learning activities listed – specify total duration of each activity (all learning hours and categories of learning hours)

Yes / No Head of Dept.

If no, please give reasons why and include any requests for support

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Module Title: Assessment Methods, criteria for assessment and volume of assessment and assessment deadlines are appropriate for the level of study and clearly documented

Sign-off (name, signature) Date Yes / No Head of Dept

If no, give details on gaps and issues References/Bibliography contains core texts only considered to be most relevant for the module

Yes / No Head of Dept

If no, give details on gaps and issues Ensure module guide is accessible (and meets disability guidelines)

Yes / No Head of Dept

If no, please give details and date of when they are likely to be submitted Consideration of the impact of COVID-19 in the delivery of the module (refer to the University COVID secure campus guidelines)

Yes/No

Head of Dept

If no, please give details and any support needed Ensure Module information on the Moodle site conforms to all university guidelines

Yes / No Head of Dept

If no, please give brief update on progress Module Guides: completed and upload to Moodle site

Yes / No Head of Dept

If no, please give reasons why External Examiners: allocated for every module

Yes / No Head of Dept

If no, please detail any issues or requests for manager support Module team meetings scheduled for Term 1

Yes / No Head of Dept

If yes, please give details so appropriate admin support and instructions can be given

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5.2 PROGRAMME/COURSE LEADER EXPECTATIONS – Programme (Course) Leaders must ensure that QAA processes are completed, and in a timely manner, for any required programme changes.

Appendix G - the Academic Calendar.

– Programme (Course) Leader must ensure timely and effective module planning and completion for Term 1, including sequencing of face-to-dace (f2f) & online delivery. Programme (Course) Leaders will be expected to audit their modules by 14th September.

– – Programme (Course Leader) must ensure Course/Programme Handbooks and Module Guides are completed and made available to students online (via moodle) by 7th September.

– The Programme (Course) Leader must ensure that Programme/Course information on the Moodle site conforms to all university guidelines (including the skin and structure of the VLE), and gain sign-off from Head of Department.

– Programme Leaders must ensure that requisite information on student attendance & engagement, progression, and career passport & employability readiness are placed in the “track My Future” portal and are kept up-to-date.

– Programme Leaders are responsible for the effective collaboration, communication and engagement between academic-to-student and studentto-student in the Dual Delivery environments.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5.2.1. Programme Leader’s Pre-Term Checklist – 2020-21 Academic cycle In order to maintain a high level of consistency of student experience and quality delivery, it is important to establish a checklist for programme/course leaders and identifying date of completion of tasks and sign-off.

Course Title:

Sign-off (name, signature) Date

Any adaptation of model of Dual Delivery agreed must Yes / No Dean of School be agreed and signed-off by the Dean of school (e.g.

Flipped & flex, Station Rotation or Individual Rotation) If no, please give reasons why and include any requests for support QAA process complete for any required module changes

Yes / No Head of QAE

If no, please give reasons why and include any requests for support QAA process complete for any required module changes

Yes / No Head – Timetabling Team

If no, please give reasons why and include any requests for support Module Planning Complete for Term 1 (including sequencing of f2f & online delivery)

Yes / No Head of Dept.

If no, please give reasons why and include any requests for support Moodle: populated following Dual Delivery template Yes/No for all modules running in term 1.

Programme: VLE Skin & Structure have been followed.

Head of Dept

If no, please give reasons why and include any requests for support Teaching Technical Requests submitted to Departmental Tech Team (please use form)

Yes / No Head of Dept.

If no, please detail what is not currently allocated Induction Timetable (online & on campus) complete

Yes / No Programme Leader

If no, give details on gaps and issues CELT online-learning Training Completed – including Microsoft Innovative Educator (MIE) certification, and Blended Learning training (By 31st July 2020)

Yes / No Head of CELT

If no, give details on gaps and issues

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Course Title: Recording / Streaming Tech Kit Tested in Teaching Spaces

Sign-off (name, signature) Date Yes / No Head of Dept

If no, give details on gaps and issues HPL & GL requirements: submitted for whole year

Yes / No Head of Dept/Dean of School

If no, please give details and date of when they are likely to be submitted Academic Advisors: Advisors are allocated to returning students and new students

Yes / No Dean of School

If no, please give details of additional requests or any changes Assessment Submission Deadlines and Briefs Complete for Term 1

Yes / No Head of Dept

If no, please give brief update on progress Course/Programme Handbooks and Module Guides: completed and sent to Registry

Yes / No Head of Dept

If no, please give reasons why Consideration of the impact of COVID-19 in the delivery of the programme (refer to the University COVID secure campus guidelines)

Yes / No Head of Dept

If no, please give reasons why External Examiners: allocated for every module

Yes / No Head of Dept

If no, please detail any issues or requests for manager support Course team meetings scheduled for Term 1

Yes / No Head of Dept

If yes, please give details so appropriate admin support and instructions can be given PEEPs: Please give the names and student numbers of Yes / No Head of Dept any returning students that would require a PEEP and the reason why PEEPs (Personal Emergency Evacuation Plans) are for individuals who may not be able to leave our buildings unaided in the event of an emergency. This includes students who: use a wheelchair, have restricted mobility, are deaf of hard of hearing, have restricted vision.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5.3 ACADEMIC ADVISOR EXPECTATIONS – All academic advisors must complete the compulsory academic staff training programme (including Blended Learning & Microsoft Innovative Educator (MIE) before end of July 2020.

– Academic Advisors must ensure that a minimum of two meetings, with their advisees, (see Academic Advisor policy) are held in an academic year (a minimum of one per semester). A summary of the meeting (including date, time and venue) must be recorded, accessible via the Track My Futures (TMF) portal.

5.4 DISSERTATION / PLACEMENT SUPERVISOR EXPECTATIONS – All Dissertation/ Placement supervisors must complete the compulsory academic staff training programme, including Blended Learning & Microsoft Innovative Educator (MIE) before end of July 2020.

– Must ensure that student information on ‘placement’ is placed in the TMF portal is up-to-date.

5.5 HEAD OF ACADEMIC DEPARTMENT EXPECTATIONS – All Heads of Department (HoD) must complete the compulsory academic staff training programme (including Blended Learning & Microsoft Innovative Educator (MIE) before end of July 2020.

– HoD, working with the timetabling team, must ensure that staff and room allocation are complete - including allocation of student sub-groups, in good time (End of August) and before start of the semester.

– Head of Department must lead and ensure that all materials on the VLE (for Modules and programmes) conform to the ‘skin and structure of the VLE’ and the minimum TEL expectations.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5.6 DIRECTOR OF EDUCATION & EXPERIENCE EXPECTATIONS – All Directors of Education & Experience must complete the compulsory academic staff training programme, including Blended Learning & Microsoft Innovative Educator (MIE) before end of July 2020.

– The Director of Education & Experience must work with QAE and CELT, lead and ensure that programme and module related documents comply with established quality regimes and processes (including the sampling of modules and programmes for “spot checks”.

– The Director of Education & Experience must work with the IT team, lead and ensure the successful piloting/testing of academic delivery approaches (pedagogies) in using new technologies in classrooms and specialist areas.

5.7 DEAN OF SCHOOL EXPECTATIONS – The Dean of School must complete the compulsory academic staff training programme (including Blended Learning & Microsoft Innovative Educator – MIE) before end of July 2020.

– The Dean of School must ensure that returning and new students are all allocated to Academic Advisors (and before the start of academic delivery – 28th September 2020) – The Dean of School must agree, approve and sign off the model of Dual Delivery (e.g. Flipped & Flex, Station Rotation or Individual Rotation).

– The Dean of School must ensure that requisite staff resources are in place for effective Dual Delivery from September 2020.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

6.0 STAFF DEVELOPMENT The Centre for Excellence in Learning & Teaching (CELT) have created a mandatory short self-paced academic development module on Moodle (VLE), that all academic staff must complete by end of July 2020, regardless of skill level, taking no more than 3 hours to complete, with as much content curated from existing CELT resources.

The content of the course is as follows: – A Learning Design Overview presentation (recorded video) – The Learning Designer tool developed by University College London’s Institute of Education (recorded video) – Our TEL Minimum Standard – PDF and recorded video – Overview of all our supported tools - series of recorded videos and links to existing support pages – The completion of two 1-hour Microsoft Innovative Educator (MIE) course via the free Microsoft Educator Community online portal, resulting in a certificate. There will be a choice of courses, here, for academics.

– Moodle assignment, where staff will upload their Microsoft Innovative Educator Certificate. This will formalise the training offered.

– A prompt (based on OfS (2019) guidance on continuation and attainment gaps) to encourage academics to think about the “four domains of curricula and learning”, including teaching and assessment practices, relationships between staff and students and relationships among students, Social, cultural and economic capital and Psychosocial and identity factors.

– A short learning health check (up to 10 questions) for use and for reflection at course validation, course review and course planning stages.

– A Learning Check at the end of the self-paced module.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

7.0 QUALITY AUDIT In order to meet the quality threshold and to maintain a high level of consistency, we must follow and meet the quality audit process jointly established by QAE and CELT. This is compulsory. Below is are the processes that must be followed in putting together, and implementing an enhanced blended learning programme, together with key responsible owners and timeline for delivery.

School Staff Attend CELT Development Activity DEADLINE: 27 July Includes compulsory completion by teaching staff of activities such as the Microsoft Innovative Educator Programme. ↓ Course Leaders Complete an Enhanced Blended Learning (EBL) template DEADLINE: 7 JULY To consider issues such as; the methods of delivery, learning activities and tools, building communities, student support, and assessment strategies. Informed by student feedback on the emergency remote teaching experience and any PSRB requirements/constraints. This is also an opportunity to outline what further support is needed for the ongoing development of staff. ↓ ↓ Course Leaders Create a Blended Learning Module - DEADLINE: 7 JULY By populating 2 weeks of content in one module per course (subject-specific rather than the Mental Wealth Module), the course leader demonstrates the delivery elements of the Enhanced Blended Learning Strategy. This module is then to be used as a reference point for staff in the teaching team responsible for developing the other modules on the course. ↓

Course Leaders submit details of amendments required for Module or Course Specifications DEADLINE: 7 JULY In order to minimise disruption, it is anticipated that changes will not be made to Learning Outcomes. If the above activity leads the course team to identify changes to modules, such as modes of assessment, these must be submitted to SLTQC for approval (in line with modification rules, normal non-curriculum related updates do not count towards the 25% rule, see Part 6 of the Quality Manual). ↓

Peer Review Panels - MEET 15 JULY CELT/QAE convene peer review panels to consider a sample of the submissions, utilising a critical friend network to provide feedback on the EBL strategies and sign off that the modules submitted meets the criterion in the guidance. ↓

SLTQCs - FROM 6 AUGUST TO 14 SEPTEMBER School Learning Teaching and Quality Committees review and approve module/course modification proposals

Panel Feedback - FROM 1 AUGUST Panels provide course leaders with developmental feedback. If there is cause for concern, CELT approach the department to ensure academics attend the SoTL (Scholarly Teaching and Learning retreat) combining theory and practice’ event in early September. ↓

Addendum to Course Handbook FROM 6 AUGUST TO 14 SEPTEMBER Course leaders populate a student facing addendum to the course handbook that outlines the way the course team are approaching delivery in 2020-21.

SoTL incorporation of theory and practice FROM 1 to 11 SEPTEMBER Facilitated by CELT and QAE, with the support of UELSU, sessions planned so that there is time for academics to discuss and make amendments in a research driven, supportive, collaborative, and imaginative capacity. Further separate ‘practice’ support sessions may be run by CELT if needed.

Information sent to External Examiners BY 31 OCTOBER Course leaders send updated course and module information to External Examiners (the external examiners are also provided with contextual information such as the Enhanced Blended Learning Strategy)

↓

↓

8.0 TECHNICAL REQUIREMENTS & ACCESS SUPPORT 8.1 Staff IT expectations Our staff are supported in fully engaging and participating in our Dual Delivery.

Academic training is currently underway for all our staff in such areas as Blended Learning, Microsoft Innovation Educator (MIE), use of Panopto, and in fully utilising our virtual learning environment – Moodle. The training will be concluded in July 2020.

All our academic staff will have appropriate technology (computer/Laptop) to support them with effective synchronous and asynchronous delivery of their courses and are able to obtain this via their line managers.

8.2 On-Campus IT expectations In providing a conducive environment for Dual Delivery, we have transformed our traditional ‘lecture rooms’ into a central learning lab (CLL), which our learners will be able to access both physically on-campus at the same time as live, synchronous (occurring at the same time) streaming of their timetabled sessions via cloud-based applications. All our lecture theatres will have appropriate audio and video capture devices, and so will our labs, maker spaces, rehearsal rooms, workshops and simulation suites. There are also open access facilities.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

8.3 What the VLE should look like The VLE (Moodle) is the primary tool for delivery. It is important that it should provide a rich educational experience which integrates effectively with other tools such as MS Teams and Panopto to provide a seamless experience for students. The consistency of student experience across the university is an important element built into the look of Moodle. You must not change the design of the Moodle module, eg the images on the grid format and weekly numbering, if you need to change the tiles, they should be the same design.

This is achieved with a broad framework that allows variation between types of pedagogy as well as level of study and disciplinary variations. The look of the VLE should express the university brand and build on the values of career focus, looking towards industry 4.0, clean, clear and uncluttered it promotes inclusivity through ease of navigation as well as innovation in use of the full range of Moodle apps and a focus on building engagement with peer community as well as academic team.

There will be a common “skin & structure’ that applies to all VLE Modules and Programmes (Courses), that academics must populate. There will be a focus on Careers 1st, which connects to Track My Future (TMF), self- audit and career passport. There will also be an icon, about ‘Module Cohort’, offering an opportunity for discussions among student cohorts.

Common “Skin & Structure’ to all new academic framework VLE Modules

Taiba Hodgson

Taiba you are currently connected to

Common “Skin & Structure’ to all Programmes/Courses

Taiba Hodgson

Taiba you are currently connected to

The above is the default ‘skin & structure’ for all level 3, 4, 5 & 7 programmes on the new academic framework (12 weeks of teaching plus the 3-week block for preparation/revision/assessment/reading weeks preparation for next module) and is expected to the used in the majority of cases. Level 6 programmes on the old framework will have 24 weeks of teaching plus assessment periods (as per academic calendar – see Appendix G).

There will be a number of programmes (course) that have variations (subcomponent) of the above models (e.g. nursing and MBA). Guidance on how to make modifications is available and hidden at the top of module pages, linked to the CELT Moodle guidance page.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

9.0 ACCESSIBILITY AND DISABILITY IN ONLINE DELIVERY Our Dual Delivery will recognise inclusive curriculum and be supportive of the needs for accessibility and requirements of our disabled learners. We recognise that we have students that have difficulty engaging with audio elements. Our audio-based activities will include subtitles or closed captions to accommodate learners that may have difficulties with hearing or comprehending audio elements. With regards to podcasts, we will ensure the creation of audio transcripts, enabling our online learners to follow and engage with the content.

For our online learners with dyslexia and other learning disabilities, who may struggle to learn effectively with text-based learning material, we will ensure that there is provision and access to audio-based resources, complete with written descriptions. By doing this, our learners can connect the two delivery formats and improve their comprehension of the content.

Similarly, we recognize that our learners with ADD and ADHD can have an impaired attention span and may be easily distracted. This can pose challenges, if for example the online learning requires completing a simulation in a busy and noisy environment or participating in forums or online discussion groups with the intention of providing peer-based support. For these learners, we will provide downloadable material that can be completed in their own time and environment absent of any distractions that being online could bring.

We also understand that some of our online learners have some degree of vision loss or are legally blind, will need narrations and audio captions to explore the content. We will also simplify any text elements to make it easier to read and decipher and avoid any technical jargon that audio conversation software could find difficult to read out loud. Similarly, for our learners with some form of memory impairment and who may struggle to recall key facts or retain information long enough to apply it during a scenario, we will reinforce key information regularly to help support memory retention. (See Appendix E for some good practices in “Accessibility and Disability).

Student Disability Policy Staff Disability Policy

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

10.0 IMPROVING STUDENT ENGAGEMENT IN DUAL DELIVERY Student engagement is critical to learning, more so in an online environment, and will adopt strategies which maximise the engagement of students. Student engagement may be measured using a number of behavioural indicators, such as “observational learning behaviours” and “application learning behaviours”.

For observational learning behaviours, these include reading e-mails, reading discussion posts, viewing videos, viewing lecture notes, documents, and continuous virtual presence to mention but a few. For “application learning behaviours”, these include posting to forums, writing reply mails, taking online quizzes and other tests, post questions, seek feedback, give feedback, seek clarification, post self-created resources, and making learning visible.

It is expected that lecturers would apply a number of the following observational learning, and application learning behaviours as part of engaging our learners: – Module leaders can assign discussion topics to students and can ask them to submit before a deadline through our VLE. – Module leaders can engage students in collaborative writing where a group of students can contribute to a single topic/theme, both synchronously and asynchronously. Module Leader can moderate and monitor student’s participation, and in so doing able to identify and evaluate individual student contributions and engagement – Reading, listening, watch & learn exercises: Lecturers can post an article or suggest a piece of academic material and ask their students to compile and post the key points. A worksheet based on the contents of the topic may be prepared and posted as a learning task. Similarly, the lecturer can identify the best ‘Podcasts’ for their subject and recommend the same to the learners. Students can listen to the podcasts and answer a self-assessment questionnaire or rubric. Again, lecturers can post a video lecture of a subject/ topic from free sites and ask their students to give their comments regarding their understanding about the topic and post their queries in the VLE/online platform.

– Lecturers to identify authenticated free virtual labs/virtual learning environments and direct their students to visit those sites and share their learning experience (e.g. in the form of reflective writing).

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

– Creation of videos and use of simulated environments and authentic clinical cases: Lecturers can post simulated cases/environments and mini clinical cases and provide appropriate directions to elicit proper responses/views from their learners to link theory to practice. Students could be directed to use the application of knowledge to the cases and simulated environments.

A number of publishers (e.g. Elsevier) provide free online teaching-learning resources. Lecturers can identify such sites and can send the links of these free sites to their students as a learning resource and ask them to generate evidence for having used these sites for their learning.

– Students as creators of learning resources: Ask students to create their own educational videos or PowerPoint presentations with voice over and slide notes for a selected topic or for a topic of their own interest which may then be circulated among their peers and staff for their understanding and comments.

– Creation of students’ e-learning circles (Teams of remote learners who are highly interactive and participatory in nature and use online media to acquire a deeper understanding of areas of shared interest). Lecturer to divide a student cohort into a possible number of small sub-groups; allocate subject topic for each sub-group; identify student coordinator for each sub-group who will be responsible for coordinating with other members of their group in designing the online session, conducting the session and reporting on the learning outcomes. In short, the sub-group will be responsible for making their own online learning plan, execute their learning plan and finally show evidence for their learning. Lecturer to observe the whole session by taking part as one of the participants and give his/her critical comments at the end of the session.

– Creating online discussion forums: Lecturer to initiate online discussion on a chosen topic. Divide the student cohort/group into sub-groups. Lecturer can moderate by providing constructive feedback, and finally helping the learners to summarise the whole discussion with important learning points.

11.0 CASE STUDIES Below are two short case studies from the Royal Docks School of Business and Law (RDSBL) and the School of Architecture, Computing and Engineering on the use of active blended learning, and Microsoft Teams in Dual Delivery.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

11.1 Case 1: Blended Learning in Delivering Module HR7233 (School of Business and Law) Module HR7233 (School of Business and Law). This module was delivered in an active blended format following principles of problem-based learning using a case study written specifically for the module. The content around international employment relations is complex and dense. Students working in teams were better able to sift through the content making sense of using the conversational framework. A practical application of the learning to the case study of a global FMCG (think Britvic or Nestle) allowed the development of praxis (practical, usable knowledge) for a career-first application. A focus on three of the learning processes can be seen below.

Process Peer modelling

Example in module This was conducted primarily in groups with more experienced learners, including those with prior experience of HRM as well as those half-way through the programme modelling positive student behaviours as well as knowledge and skills in HRM

Evaluation One student comment exemplified peer modelling- “Very supportive classmates always willing to share their knowledge”. Care was taken to ensure that all students could benefit, so, for example, groups were constructed to be as diverse as possible and regular meetings with the tutor were held.

Cognitive elaboration

360 feedback – As part of the process of reflection students were asked to give feedback within their groups, of “three things I value about working with you and three things you could work on”

This exercise was completed by the majority of students and reported in assignments where the existence of themes of feedback indicated that students had achieved a shared construct of performance levels among the group.

Practice with one The groups worked through two another role plays exercises, preparing, enacting and following up.

Many learners could be seen practicing together in order to prepare for the role play exercise.

Evaluation points for this module included: – Pass rate for the module increased by 12% – Merits increased by 18% – No of Distinctions increased by 1 – No longer a flagged module – Student feedback very positive – 15% of Passes were at Merit.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

11.2 Case 2: Microsoft Teams in the delivery of a mental wealth module in ACE. An example from the School of Architecture, Computing and Engineering (ACE) showing video made jointly with CELT outlining engagement with Microsoft Teams in the delivery of a mental wealth module.

Watch here

12.0 STAFF FAQS 1. Will staff be required to come into campus to run live events when covid-19 is still present?

a. The health and safety of staff and students is the priority of the

university. If you are unable to travel into university, you will be able

to broadcast your live events from home. Please discuss with your head of

department to come to a mutually agreeable arrangement that considers

your individual circumstances whilst ensuring a full provision of live events.

2. What measures to ensure safety will be put in place?

a.The University’s COVID Secure Campus guidelines details the measures

(including at Alert Levels 1- 5) to be followed to ensure and maintain safety.

This includes measures on social distancing, use of sanitisers; testing; Face

masks; Mobile protective plastic screens; and temperature checks at all

our three campuses 3. How will we ensure that students have a rich university learning experience?

a. Moodle has been designed with the student learning journey in mind to

ensure a high quality of learning experience that can toggle on and off

between online and face-to-face delivery as required.

4. How will we be supported using the new Dual Delivery technology?

a. There will be a full programme of support in the skills of design and

delivery of online learning to ensure that all staff are confident in

building a Dual Delivery learning journey. The Centre for Excellence in

Teaching and Learning (CELT) have provided an online course to complete

and you are also required to complete the Microsoft innovative educator

(MIE) badge by the end of July 2020.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

5. What additional support should we provide for students?

a.Intentional support in providing co-curricular and extra-curricular

activities should be provided. The social distancing has led students to a

potential experience of being isolated and so at course and department

level, additional support for students should be provided.

6. Will I have to come onto campus to meet students or will I be able to do it from home?

a. Please make use of teams to support students through office hours.

7. Will I have support to access technology from home?

a. The University has made all necessary arrangements for staff to the

revenant technology to support Dual Delivery (on-campus and online).

Inform your line manager of any additional support.

8. How far in advance will I know my schedule with students?

a. The timetable will be published in the usual way. However, due to the

unusual circumstances you may not have access to your timetable until

later than usual.

9. What level of presence with students am I expected to offer?

a. Please follow the usual patterns of “live events� and office hours to

support students and academic advisees.

10. Is there some latitude for course teams to adapt the Dual Delivery framework?

a. Yes, you should work as a course team to identify the most appropriate

pedagogy and adaptation of the VLE framework for your course. Across

the course itself there should be significant consistency. The prepare,

engage, consolidate framework is set for all modules.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

13.0 REFERENCES AND FURTHER READING Useful resources to support preparation and implementation of Dual Delivery – Video: Managing time when teaching online – Genially Resources – The Journal of Computer Assisted Learning (JCAL) has published a virtual issue composed of recent articles to help teachers, principals, administrators, and even parents to get through these troubled educational times. All these articles have been previously published and are available to everyone free of charge.

– Research Report – experiencing the hyflex model ( comparable with Dual Delivery) – This article discusses the difference between emergency and usual online delivery. It provides a useful reminder of the difference between the two and points.

– This is a special open source edition of the British Journal of Educational Technology to support the onward move to online delivery – CELT: introduction to learning design – Every Microsoft team keyboard shortcut and how to use them – Recording of a webinar at the British Academy of Management on supporting international students in the pandemic – Unsplash : Free high quality images – Future learn MOOC on how to teach online – UAL’s guide to inclusive online teaching – The Teaching in Higher Ed Podcast: Blended Learning – Ed Tech – Online learning – Connected learning – Laurillard, D; Kennedy, ET; Charlton, P; Wild, J and Dimakopoulos, D (2018) Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology , 49 (6) pp. 1044-1058. (2018).

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

APPENDICES Appendix A: Checklists for creating a Dual Delivery module – Some Good Practices The following tables are adapted from: – Azusa Pacific University (n.d.) Quality Standards for Online Learning.

(Accessed: 21 May 2020) – UCL (2020) UCL Connected Learning Baseline (Accessed: 21 May 2020) – Rose Bruford College – Sutherland, S., Brotchie, J. and Chesney, S., 2011. Pebblegogy: Ideas and activities to inspire and engage learners. Pebble Learning Limited, e-Innovative Centre, University of Wolverhampton.

– SOAS Decolonising learning and teaching toolkit The checklists provided are an amalgamation of advice from different resources. The two checklists are recognition that there are many more options provided than you can plan for in this instance.

Course teams will be in a position of preparedness either closer to the detail provided in checklist 1 or checklist 2 and therefore will find the detail of those checklists a more useful starting point in considering what to include or what enhancement areas to focus on.

Checklist 2 provides a high level of detail. The reasoning behind this detail is that we are in a unique position to plan forward and this checklist will hopefully scaffold your ability to make a 3 to 5-year plan for levelling out the Degree Awarding Gap.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

CHECKLIST 1 FOR DUAL DELIVERY MODULES Structure / Interface Aspect

How you can do that?

Do you present activities and resources in a meaningful, clear, structured and sequenced way?

Moodle: – Use headings – Use section overviews – Group common elements – Use clear labels

Have you done this?

Teams: – Use channels (make sure they are unhidden) – Use tabs – Group common elements Did you minimise cognitive load Moodle: as much as possible?

– Use books, folders or lessons – Hide unused sections Teams: – Be consistent with your layout – Avoid empty channels / tabs Are there navigation aids?

Moodle: Add blocks (e.g. announcements, Panopto, etc.)

Teams: Add tabs (e.g. MS Forms, Polly, websites, etc.)

Have you used a template?

Moodle: – Template available from Blended Learning Course

Is the learning sequence in your module guide and on the module identical?

Moodle / Teams: – Ensure your module follows the order you set in the module guide

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Orientation for students and establishing learning communities Aspect

How you can do that?

Have you included your module guide?

Ensure your module guide has: – clear and measurable learning outcomes; – assessment information; – module content; – reading lists; – Netiquette; – policies and other relevant information;

Have you done this?

Ensure your module guide is accessible on your Moodle module (i.e., in the Welcome Home section).

Do your students know who you are?

Include information about you in the Welcome Home section (picture, job title, contact details, etc.)

Include a welcome video, if possible. The use of audio and video can help establish your presence.

Do your students know what to Include a welcome announcement or message to expect? provide: – a short overview of the course; – a summary of expectations for online engagement; – how they can gain access to the course; – an explanation of which introductory activities students need to complete and by when.

Inform students how they are expected to use Moodle and/or Teams.

Identify which activities are compulsory and which ones are optional.

Do you encourage peer collaboration?

Create a space for students to collaborate so that they do not just rely on you answering every question.

This could be the General channel on Teams, for instance.

Do your students know the purpose and workload of each section?

Provide an overview of expected learning outcomes for each section (e.g., week), and indicate anticipated time needed to complete tasks.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Teaching and Learning Aspect

How you can do that?

Have you included activities where your students have to participate actively?

Encourage students to investigate, share or discuss through quizzes, simulations, forums, blogs, wikis, glossaries, or databases.

Have you included tasks that foster reflection and collaboration?

Encourage students to develop their understanding, practice skills, or produce content (e.g. selfassessments, peer review, group discussions or interactive scenarios), in order to maintain motivation and active engagement in the learning process.

Have you done this?

Resources Aspect

How you can do that?

Are your resources well labelled, up-to-date and chunked for an online environment?

Use descriptive titles for all items, especially files.

Have you done this?

Provide learning resources such as slides, handouts, notes in a consistent format.

Check resources regularly and ensure that the links still work.

Embed or link videos and other media.

Chunk your content - if you are pre-recording a lecture / seminar / etc., bear in mind the length of the video/audio. Aim to have 10/15’ minutes of content and then link it to activities.

Assessment Aspect

How you can do that?

Is the assessment information clear and easily accessible?

Ensure the assessment section on Moodle includes: the schedule; criteria; submission details and links.

Do your students know when to expect feedback and what kind of feedback they will get?

Include a brief section explaining to students the turnaround feedback time (15 working days), as well as the format the feedback will be given in (audio, text, video) and how to access it.

Have you done this?

Communication Aspect

How you can do that?

Are the communication channels effective and consistent with and between students?

Include a communication statement describing: – how students and staff will communicate for different purposes (e.g. using Moodle forums for coursework-related questions and email for personal matters); – expected staff response times.

Have you done this?

Use the Announcements forum on Moodle as a oneway channel for important news such as key dates and events. Students receive an email (which they can’t unsubscribe from), but can’t post or reply themselves, avoiding mass emails to the cohort.

Use Teams General channel to provide students with the chance to ask questions to be answered by either staff of other students.

Make the purpose of every discussion forum clear.

Encourage students to upload a profile picture to personalise the online environment.

Communicate regularly (especially at the beginning of the course) to establish and maintain tutor presence.

Use the activity completion block on Moodle for students to be able to track their progress through the course. You can then send emails / messages to those falling behind, for instance.

Accessibility Aspect

How you can do that?

Are your resources accessible? Ensure: – Layout is clear, with good spacing, including text that isn’t cramped or dense. Navigation is consistent (e.g., use departmental template, if any).

– Fonts are sans serif and large enough to read (minimum 11pt).

– Coloured text has high contrast against backgrounds. Avoid red, green and pink text.

– Links are descriptive (avoiding ‘click here’) and open in the same window. Where there is heavy dependence on images, there is also a text description of the key learning points, for screenreader users (e.g. alongside the image, as a caption, or as ‘alternative text’).

Do you use tools to check resources for usability and accessibility?

Use MS Office Accessibility checker Contact our Accessibility consultant (ADD DETAILS! Permanent Resource needed long term)

Have you done this?

Legal Aspect

How you can do that?

Do you observe intellectual property and copyright legislation?

Contact Library, Archive and Learning Services for copyright information via: library@uel.ac.uk

Have you avoided guest access (without a password) unless you are sure your material is copyright-cleared for open access?

Copyrighted material must only be supplied through a password-protected system (such as Moodle).

Have you ensured that student-generated content is stored on a password protected system (e.g., wikis, blogs, videos, etc.)

If you use non-password protected sites, you need to ensure that your students are aware that the material is publicly available and that they are satisfied with the implications of this (e.g. their names appearing along their work).

Have you done this?

Where possible, use openly-licensed or copyrightcleared images.

Quality Assurance Aspect

How you can do that?

Do students have the chance to evaluate the module anonymously?

Include end-of-module questionnaire

Do you provide regular opportunities for students to feed back?

Provide feedback opportunities throughout the term, not just at the end.

Can all stakeholders contribute to the module / course evaluation?

Invite other tutors, support staff and administrators to give you feedback on the module’s online elements.

Have you done this?

CHECKLIST 2 FOR DUAL DELIVERY MODULES EDI & building trust Aspect

How you can do that?

Create supportive online learning spaces where staff & students develop a sense of belonging

Have the opportunity to develop and learn, take new directions, and take new challenges.

Slide visuals / Core and recommended text authors / important figures / case-studies / perspectives / Ways of knowing are representative of student body...

Have you thought about how your choice of examples might encourage some students to participate whilst silencing or excluding others?

Encourage students to collaborate and think creatively about the internet as a space for performance.

Provide collaborative and safe Explore mitigating against perceived ‘loss’ (e.g. spaces for students to express familiar habits of practice, study expectations, themselves and to take risks avenues of intellectual and emotional reward, recognition of personal progress, discrete peer to peer learning, and so on).

Link learning with/build from student experiences and discuss identity, belonging, processes of Othering and effects of identity / reparation work on learning progress.

Discuss previous encounters of learning, take into account feelings about group work and cocreate learning culture, expectations, roles and responsibilities.

Develop peer & industry coaching/mentoring relationships.

Discuss contributing to group work (rude, speaking in public space, confrontational) and build skills to expose learning processes and provide frameworks to co-generate dialogue.

Increase ownership and authorship simultaneously.

Moodle – Encourage discussion forums to consider diverse aspects of their experience.

Teams – A TEAMS site for sharing resources and best practice.

– Encourage students to control their speed of collaborative learning and encourage diverse feedback to support personal, professional and academic growth.

Have you done this?

Structure / Interface Aspect

How you can do that?

Do you present activities and resources in a meaningful, clear, structured and sequenced way?

Explore with learners the difference between – single tasks, aggregate tasks and collaborative presentations (sharing & publishing).

– uploading multiple files, gallery view and website.

Have you done this?

ability, achievement, action plan, activity, experience, meetings, thoughts.

Moodle: – Use headings.

– Use section overviews.

– Group common elements.

– Use clear labels.

Teams: – Use channels (make sure they are unhidden).

– Use tabs & group common elements.

– Encourage activity logs, blogs, e-portfolio, class notebook, OneNote, Survey/Forms.

Did you minimise cognitive load Moodle: as much as possible?

– Use books, folders or lessons.

– Hide unused sections.

– Use a mixture of text and verbal content.

– Provide step by step structures to scaffold reflection so that students can make sense of their experiences at deeper levels.

Teams: – Be consistent with your layout.

– Avoid empty channels / tabs.

– Encourage students to contribute using text, visual and verbal input.

– Remove background music and decorative graphics.

Are there navigation aids?

Moodle: – Add blocks (e.g. announcements, Panopto, etc.).

Teams: – Add tabs (e.g. MS Forms, Polly, websites, etc.).

Have you used a template?

Moodle: – Template available from Blended Learning Course.

Is the learning sequence in your module guide and on the module identical?

Moodle / Teams: – Ensure your module follows the order you set in the module guide.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Orientation for students Aspect

How you can do that?

Have you included your module guide?

Ensure your module guide has: – clear and measurable learning outcomes; – assessment information; – module content; – reading lists; – Netiquette; – policies and other relevant information;

Have you done this?

Ensure your module guide is accessible on your Moodle module (i.e., in the Welcome Home section).

Do your students know who you are?

Include information about you in the Welcome Home section (picture, job title, contact details, etc.)

Include a welcome video, if possible. The use of audio and video can help establish your presence.

Do your students know what to Include a welcome announcement or message to expect? provide: – a short overview of the course; – a summary of expectations for online engagement; – how they can gain access to the course; – an explanation of which introductory activities students need to complete and by when.

Inform students how they are expected to use Moodle and/or Teams.

Identify which activities are compulsory and which ones are optional.

Do your students know the purpose and workload of each section?

Provide an overview of expected learning outcomes for each section (e.g., week), and indicate anticipated time needed to complete tasks.

Students know when they have to post, how many times they have to respond and by when.

Students understand the combination of tutor-led and exploratory work, prescribed and negotiated content, structured and organic/spontaneous tasks.

Understanding how different actors perceive their role.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Teaching, Learning & Assessment Aspect

How you can do that?

How will you engage students and encourage them to recognise multiple stories of learning, experience and achievement?

Encourage students to investigate, problem solve, share or discuss through quizzes, simulations, forums, blogs, wikis, glossaries, or databases.

Have you done this?

Encourage buddy systems to run new ideas past each and with technology.

Increase diversity in core course content.

Encourage students to explore the material generated by arts venues, artists, academic and institutions to promote shared activities for students outside of class time.

Teams: – Use focussing tasks to identify key points and knowledge-check quizzes.

– Encourage self/peer assessment to check learning in real time.

– Use video to support peer to peer learning.

– Create avenues for collaboration and socialising online.

‘Chunking’ content

Break complex content into smaller chunks Moodle: – “Traditional” lectures can be pre-recorded.

– A series of shorter “content chunks” such as podcasts, text excerpts, and short videos.

– Make links between experiences and form new learning.

Have you included tasks that foster reflection and collaboration?

Encourage collaboration by planning experiments and trials, setting investigations, problem- based learning, group work, work-based learning recorded in LinkedIn. Teams – Encourage students to share images or video/ audio clips.

– Encourage feedback, comments and grades from a myriad of sources.

– Encourage students who may feel shy about sharing.

– Create project action plans using planner and SharePoint.

Is the assessment information clear and easily accessible?

Ensure the assessment section on Moodle includes: – the schedule; – criteria; – submission details and links.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Communication Aspect

How you can do that?

Are the communication channels effective and consistent with and between students?

Include a communication statement describing: – how students and staff will communicate for different purposes (e.g. using Moodle forums for coursework-related questions and email for personal matters); – expected staff response times.

Have you done this?

Use Teams General channel to provide students with the chance to ask questions to be answered by either staff of other students.

Make the purpose of every discussion forum clear.

Encourage students to upload a profile picture to personalise the online environment.

Communicate regularly (especially at the beginning of the course) to establish and maintain tutor presence.

Use the activity completion block on Moodle for students to be able to track their progress through the course. You can then send emails / messages to those falling behind, for instance.

Resources Aspect

How you can do that?

Have you done this?

Are your resources accessible? Ensure: – Layout is clear, with good spacing, including text that isn’t cramped or dense. Navigation is consistent (e.g., use departmental template, if any).

– Fonts are sans serif and large enough to read (minimum 11pt).

– Coloured text has high contrast against backgrounds. Avoid red, green and pink text.

– Links are descriptive (avoiding ‘click here’) and open in the same window. Where there is heavy dependence on images, there is also a text description of the key learning points, for screenreader users (e.g. alongside the image, as a caption, or as ‘alternative text’).

Do you use tools to check resources for usability and accessibility?

Use MS Office Accessibility checker.

Contact our Accessibility consultant through Nigel Meeson, Disability & Dyslexia Team Manager.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Accessibility Aspect

How you can do that?

Have you done this?

Are your resources accessible? Ensure: Layout is clear, with good spacing, including text that isn’t cramped or dense. Navigation is consistent (e.g., use departmental template, if any).

Fonts are sans serif and large enough to read (minimum 11pt).

Coloured text has high contrast against backgrounds.

Avoid red, green and pink text.

Links are descriptive (avoiding ‘click here’) and open in the same window. Where there is heavy dependence on images, there is also a text description of the key learning points, for screenreader users (e.g. alongside the image, as a caption, or as ‘alternative text’).

Do you use tools to check resources for usability and accessibility?

Use MS Office Accessibility checker.

Contact our Accessibility consultant

Legal Aspect

How you can do that?

Do you observe intellectual property and copyright legislation?

Contact the Library and Learning Services for copyright information.

Have you avoided guest access (without a password) unless you are sure your material is copyright-cleared for open access?

Copyrighted material must only be supplied through a password-protected system (such as Moodle).

Have you ensured that student-generated content is stored on a password protected system (e.g., wikis, blogs, videos, etc.)?

If you use non-password protected sites, you need to ensure that your students are aware that the material is publicly available and that they are satisfied with the implications of this (e.g., their names appearing along their work).

Where possible, use openly-licensed or copyrightcleared images.

Have you done this?

Quality Assurance Aspect

How you can do that?

Data analytics

Move beyond the data stories to inform decisions about blended learning pathways.

Do students have the chance to evaluate the module anonymously?

Copyrighted material must only be supplied through a password-protected system (such as Moodle).

Do you provide regular opportunities for students to feed back?

Provide feedback opportunities throughout the term, not just at the end.

Can all stakeholders contribute to the module / course evaluation?

Invite other tutors, support staff and administrators to give you feedback on the module’s online elements.

Have you done this?

Appendix B: Enhancing the flexibility of learning for our students from September 2020 Every course is asked to submit the documentation outlined below, using the templates provided. To avoid this becoming a tick box exercise where little time is allocated to critical review of the course content, not every course will be reviewed in depth. The panels will review a sample of documentation and use this as basis for development activities. All courses (whether they have been sampled or not) will be able to participate in the development activities that follow.

By creating a ‘critical’ friend network that includes peer and student representatives the review step allows for focussed discussions on how the proposed blended learning design extends learning opportunities and will ensure that the course embraces our minimum TEL standards. Reviewers will be informed by the Course Enhanced Blended Learning Strategy and module material. The review will use prompts created by CELT and Community of Practice (CoP), based on OfS guidance to flatten the Award Gap, to reflect on the course design and identify opportunities.

Step by Step Guide to Enhancing Blended Learning Step 1: Staff Development Activity – Co-ordinated by CELT this includes completion by teaching staff of activities such as the Microsoft Innovative Educator Programme. This paired with guidance on the Enhanced Blended Learning criterion, and any School Dual Delivery Plans, informs completion of step 2.

Step 2: Completion of a Course Enhanced Blended Learning Strategy – To consider issues such as; the methods of delivery, learning activities and tools, building communities, student support, and assessment strategies. Informed by student feedback on the emergency remote teaching experience and any PSRB requirements/constraints. This is also an opportunity to outline what further support is needed for the ongoing development of staff.

Styep 3: Creating a Blended Learning Module – By populating the content for one full module per course (subject-specific rather than the Mental Wealth Module), the course team demonstrate the delivery elements identified in the Enhanced Blended Learning Strategy. This module should then be used as a reference point for staff in the teaching team responsible for developing the other modules on the course.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Step 4: Feedback from a Reviewer – Submission of the Strategy and Module to CELT who undertake a review process, utilising a critical friend network to provide feedback on the elements created in the previous steps and sign off that the module meets the criterion outlined in the guidance. The next section outlines the development and review process.

Step 5: (Where necessary) Submission of any amended Module or Course Specifications to SLTQC – In order to minimise disruption, it is anticipated that changes will not be made to Learning Outcomes. If the above activity leads the course team to identify changes to modules, such as modes of assessment, these must be submitted to SLTQC for approval (in line with modification rules, normal non-curriculum related updates do not count towards the 25% rule, see Part 6 of the Quality Manual).

Step 6: Addendum to Course Handbook – Using a template provided, and content from the Enhanced Blended Learning Strategy, the course team populate a student facing addendum to the course handbook that outlines the way the course team are approaching delivery in 2020-21.

Step 7: Information sent to External Examiners – When providing module assessment and information to External Examiners, the external examiners are also provided with contextual information such as the Enhanced Blended Learning Strategy.

Panel Review Process – CELT in partnership with QAE and UELSU establish a community of practice (understandings of pedagogy essential) of 35 academics and service staff and a separate CoP from student body.

– A sample 60 courses selected via random sampling, evenly spread across the Schools.

– Panels composed of 4 panellists convened (1 project manager, 2 CoP collaborators and 1 student representative).

– CELT project manages 4 panels and QAE project manage 4 panels.

– Panels take a critical friend approach and each review 7 or 8 blended learning courses.

– Courses are provided with developmental feedback.

– If there is cause for concern, CELT approach the department to ensure academics attend the SoTL ‘combining theory and practice’ event in early September.

– 4 – 6 days of SoTL (Scholarly Teaching and Learning) retreat “incorporation of theory and practice” to run throughout first two weeks of September.

Co-managed by Earle Abrahamson and Jonathon Mann with the support of UELSU and facilitated by CELT and QAE. Planned so that there is time for academics to discuss and make amendments to the blended learning programmes in a research driven, supportive, collaborative, and imaginative capacity.

– CELT to prepare extra practice driven support sessions if needed.

Enhanced Blended Learning Strategy (Form) Course Details School Department Course Name PSRB (where applicable)

NB. Ensure PSRB requirements are fully considered when completing this document

Course Leader Date submitted

Staff Development Self-Assessment Before submission of this strategy it is required that staff take part in development activities which might help to inform the content. See here and the CELT Newsletter to find out more details.

Please outline the contact you have had with CELT to date and a plan for the ongoing development of staff who deliver this course. Tick ‘Completed’ if you judge that enough staff have completed the activity to effectively implement the ideas/methods. Tick ‘Required’ if you require more support in the area.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Area

Completed

Required

CELT Blended Learning Course

□ □ □ □ □

□ □ □ □ □

Learning Design to create optimum environment and conditions to scaffold skills development to give and receive critical feedback, facilitate engagement and encourage collaboration

□

□

Mahara e-Portfolios

□ □

□ □

□ □ □

□ □ □

□

□

Microsoft Innovative Educator Accessibility training Using Microsoft Teams & Streams Creating Moodle activities & resource design (podcasts, H5P, Moodle books & layouts, create links and embed artefacts)

Critical digital pedagogy (evidence-based strategies to identify key aspects to reflect, develop and critically analyse different digital tools Panopto Video Meeting TEL minimum standards PowerBi training (telling data stories and use data analytics to plan learning) Other (please specify)

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Implementation of Enhanced Blended Learning (no more than 500 words per section) The purpose of this document this to review the design and delivery plans for 2020/21. Some elements will be key elements essential for a high quality student experience in 2020/21, e.g. effective induction to an online environment, and building student communities, whilst others will be part of a longer term approach to developing the inclusivity of teaching and learning over time, e.g. approaches to decolonisation and reducing the degree award gap.

Refer to the Guidance document attached: Guidance for completing the Enhanced Blended Learning Strategy 1. Equality impact statement 2. Changes needed to operational and administrative systems to support enhanced blended learning and how this will be managed 3. Design and implementation of the curriculum (you may need to go beyond the word limit in this section) 4. Support provided to encourage success for all students 5. How the course team build a practice of Critical Reflection & CPD 6. How the course team will build collaborative environments to allow for sharing resources and best practice 7. Resource implications to implement the above, agreed at School level

Example of a Module on this Course Refer to the Guidance document attached: Guidance for completing the Enhanced Blended Learning Strategy Please provide a link to one full populated module from this course, to illustrate the tasks staff and students complete during delivery and assessment of the module. 

Appendix D: Teaching Presence Measurement Items and Response Interpretations

Instructional design and organization Teaching presence Question items sub-categories Setting curriculum

Overall, the instructor for this course clearly communicated important course outcomes (for example, provided documentation on course goals).

Overall, the instructor for this course clearly communicated important course topics (for example, provided a clear and accurate course overview).

Designing methods

Overall, the instructor for this course provided clear instructions on how to participate in course learning activities (for example, provided clear instructions on how to complete course assignments successfully).

Establishing time parameters

Overall, the instructor for this course clearly communicated important due dates/time frames for learning activities that helped students keep pace with the course (for example, provided a clear and accurate course schedule, due dates and more).

Utilising the medium effectively

Overall, the instructor for this course helped students take advantage of the online environment to assist their learning (for example, provided clear instructions on how to participate in online discussion forums).

Establishing netiquette

Overall, the instructor for this course helped students to understand and practice the kinds of behaviours acceptable in online learning environments (for example, provided documentation on netiquette, i.e., polite forms of online interaction).

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Facilitating discourse Teaching presence Question items sub-categories Identifying areas of agreement/ disagreement

Overall, the instructor for this course was helpful in identifying areas of agreement and disagreement on course topics in ways that assisted students to learn.

Seeking to reach consensus

Overall, the instructor for this course was helpful in guiding the class towards understanding course topics in a way that assisted students to learn.

Reinforcing student Overall, the instructor in this course acknowledged student contributions participation in the course (for example, replied in a positive, encouraging manner to student submissions).

Setting climate for learning

Overall, the instructor for this course encouraged students to explore new concepts in this course (for example, encouraged “thinking out loud� or the exploration of new ideas).

Drawing in participants, prompting discussion

Overall, the instructor for this course helped keep students engaged and participating in productive dialogue

Assessing the efficacy of the process

Overall, the instructor for this course helped keep the participants on task in a way that assisted my learning.

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Direct Instruction Teaching presence Question items sub-categories Presenting content/ Overall, the instructor for this course presented content or questions questions that helped me learn.

Focusing the discussion on specific issues

Overall, the instructor for this course focused discussion on relevant issues in a way that helped me learn.

Diagnosing misconceptions

Overall, the instructor for this course helped me to revise my thinking (for example, correct misunderstandings) in a way that assisted my learning.

Injecting knowledge from diverse sources

Overall, the instructor for this course provided useful information from a variety of sources that assisted my learning (for example, references to articles, textbooks, personal experiences, or links to relevant external websites).

Ref. Bentz, David T., "Online and Face-to-Face Classes: A Comparative Analysis of Teaching Presence and Instructor Satisfaction" (2009). Public Access Theses and Dissertations from the College of Education and Human Sciences. 53.

Appendix E: Some Good Practices in Accessibility and Disability Whilst the use of subtitles and/or closed captions will be of immense benefit to a large number of our disabled students, consider that students who are deaf or have more severe hearing loss from an early age, cannot simply be supported through the use of captioning. This group of students will have grown up using BSL (or an equivalent), as their first language, English would be at best their second or even third language. It is essential for this student cohort that access to all lectures is given to their Communication Support Workers, so they can support them during their lectures.

Provide documents in an accessible PDF format, as this will allow the document to be opened with the preferred settings (colour contrasts, font styles etc.).

All supporting teaching materials (i.e. PowerPoint presentations) should be provided to students at least 7 days (ideally 14 days) in advance of any given lecture. This will allow students to work with their support worker to make any necessary amendments to these materials, so they can access these fully during any given session.

Do not including flashing images in lecture content or PowerPoint presentations, as this may have adverse effects for students with epilepsy and other conditions.

Appendix F: Definition of Terms Asynchronous e-learning, commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the same time. Asynchronous e-learning makes it possible for learners to log on to an e-learning environment at any time and download documents or send messages to teachers or peers.

Students may spend more time refining their contributions, which are generally considered more thoughtful compared to synchronous communication (Hrastinski, S, 2007) Blended Learning Learning delivered by a number of different methods, usually including face-toface and e-learning (see ‘technology enhanced’ or ‘enabled learning’) (QAA, 2018).

Also referred to Hybrid Learning.

Distance Learning A course of study that does not involve face-to-face contact between students and tutors but instead uses technology such as the internet, intranets, broadcast media, CD-ROM and video, or traditional methods of correspondence-learning 'at a distance'. See also ‘blended learning’. (QAA, 2018) Dual Delivery A Dual Delivery (sometimes referred to as Hyflex Delivery) is one in which delivery (class session) is available both face-to-face and online (through streaming video, or recordings, or both) and students can attend either mode of class, or both. Assignments can be selected from a range of options tailored to either the online or face-to-face environments. (Talbert, 2020). Expectation: “At any one point, students will be able to access their learning on-campus or online and, indeed, their tutor may deliver their teaching on-campus or remotely to both on-campus and online students. The Dual Delivery approach will preserve and protect academic standards, and the quality of teaching and learning”.

Learning Design A learning design is a representation of what happens in a teaching and learning session to help learners achieve specified learning outcomes. It is often structured as a sequence of learning activities that can be shared with others. For online and blended learning, this approach is able to show, not only what is happening when the teacher is with the learners, but also what learners should be doing when the teacher is absent, and they are being supported by technology. (Laurillard et al, 2018, p1046)

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Online Learning Online learning is any form of learning conducted partly or wholly over the Internet (Bates, 2016).

Synchronous Learning Synchronous e-learning, commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and teachers experience synchronous e-learning as more social and avoid frustration by asking and answering questions in real time. Hrastinski, S. (2007).

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Appendix G - Academic Calendar Autumn Term 2020-2021

Dates

September NSEs

September Re-enrollers (progression to next level)

September continuers (January and May start continuation in-year)

-4 weeks

31.08.20

PGCE Orientation

-3 weeks

07.09.20

PGCE Orientation

PG ITE Primary/ Secondary/ PCET teaching starts Headstart

-2 weeks

14.09.20

International Orientation

All term’s Internaassessment tional Oricomplete, entation externally examined & returned to Student and Academic Services. . Teams/ Moodle population & Dual Delivery module leader checklist complete.

-1 weeks

21.09.20

Orientation & induction

Induction

Week 1

28.09.20

Term commences

Term commences

Week 2

05.10.20

Week 3

12.10.20

enrolment deadline

Week 4

19.10.20

Late orientation & induction concludes

Week 5

Term commences

2020/21 Level 6 on linear modules re-enrolment (progression to next level)

Delayed Academic 19/20 Activity re-enrollers (resulting from Covid19)

Induction

placement submission deadline (PSRB required)

Term commences

web mark Teaching entry deadline (PSRB required) pre-board

enrolment deadline

Induction

Teaching

assessment Teaching and award board (PSRB required) mark results released / auto-enrolment

Teaching

26.10.20

Teaching wk1

Teaching

Week 6

02.11.20

Teaching wk2

Teaching

Week 7

09.11.20

Teaching (enrolment deadline) wk 3

Teaching

University itinerary

Induction

Term commences

Autumn Term 2020-2021

Dates

Week 8

16.11.20

Week 9

23.11.20

Week 10

September NSEs

September Re-enrollers (progression to next level)

September continuers (January and May start continuation in-year)

2020/21 Level 6 on linear modules re-enrolment (progression to next level)

Delayed Academic 19/20 Activity re-enrollers (resulting from Covid19)

University itinerary

Teaching wk4

Teaching / Formative assessment feedback deadline *

Teaching wk5

Teaching (Term 3 resit for PG)

30.11.20

Teaching wk6

Teaching

Week 11

07.12.20

Teaching wk7

Teaching

Week 12

14.12.20

Teaching wk8

Teaching

Christmas holidays

21.12.2003.01.21

Break

Break

Break

Break

Break

Break

Week 13

04.01.21

Revision

Revision

Revision

Break

Break

Completion of Spring Term preparation.

Week 14

11.01.21

Exams

Exams

Exams

Exams

Teaching wk9

Marking & Exams moderation Week

Week 15

18.01.21

Exams

Exams

Exams

Break

Teaching wk10

Marking & Exams moderation Week

25.01.21

Reading Week*

Reading Week*

Reading Week*

Reading Week*

Teaching wk11

Marking & moderation

January NSEs

January Re-enrollers (progression)

January continuers (September start continuation in-year)

2020/21 Level 6 on linear modules continuing (progression to next level)

Delayed 19/20 continuing (resulting from Covid19)

Academic Itinerary

University Itinerary

Revision

Break

Break

All term’s assessment complete, externally examined & returned to Registry.

Teams/ Moodle population complete & Dual Delivery module leader checklist complete

BA QTS L6 Placement starts/ BA QTS L4 Placement

Spring Term

-4 weeks

04.01.21

Term 3 resit (PG)

Break inc.

University closure days

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Autumn Term 2020-2021

Dates

September NSEs

-3 weeks

11.01.21

-2 weeks

18.01.21

International Orientation & Induction

-1 weeks

25.01.21

Orientation & Induction

Week 1

01.02.21

Term commences

Week 2

08.02.21

Week 3

15.02.21

enrolment deadline

Week 4

22.02.21

Late orientation completes

Week 5

September Re-enrollers (progression to next level)

September continuers (January and May start continuation in-year)

2020/21 Level 6 on linear modules re-enrolment (progression to next level)

Delayed Academic 19/20 Activity re-enrollers (resulting from Covid19)

Exams

Break

Teaching wk9

Marking & moderation

Exams

Break

Teaching wk10

Marking & Internamoderation tional Orientation

Induction

Reading Week*

Reading Week*

Teaching wk11

Marking & Induction moderation

Term commences

Term commences

Term commences

Teaching wk12

Teaching / Pre boards for Autumn Term

Term commences/ Pre boards for Autumn Term

Exams

Teaching / Assessment Boards for Autmn Term

Assessment Boards for Autumn Term

Exams (marking & moderation)

Teaching

Teaching wk 1 (pre boards)

Teaching

29.02.21

Teaching wk2 (assessment boards)

Teaching

Week 6

05.03.21

Teaching wk3 (Mark release)

Teaching

Week 7

12.03.21

Teaching wk4

Teaching / Formative assessment feedback deadline *

Week 8

19.03.21

Teaching wk5

Teaching / Term 1 resits

Easter Holiday

29.03.2111.04.21

Break

Break

Week 9

12.04.21

Teaching wk6 (Term 1 resits)

Teaching

Week 10

19.04.21

Teaching wk7

Teaching

Week 11

26.04.21

Teaching wk8

Teaching

enrolment deadline

Term 1 resits Break

Break

Break

Break

University itinerary

Break inc.

University closure days

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Autumn Term 2020-2021

Dates

September NSEs

September Re-enrollers (progression to next level)

September continuers (January and May start continuation in-year)

2020/21 Level 6 on linear modules re-enrolment (progression to next level)

Delayed Academic 19/20 Activity re-enrollers (resulting from Covid19)

Week 12

03.05.21

Week 13

10.05.21

Revision

Revision

Revision

Revision

Teaching wk10

Week 14

17.05.21

Exams

Exams

Exams

Revision

Teaching wk11

Marking & Exams moderation Week

Week 15

24.05.21

Reading Week*/exams

Reading Week*/exams

Reading Week*/exams

Exams

Teaching wk 12

Marking & Exams moderation Week

Teaching wk9

31.05.21

Revision

07.06.21

Exams

University itinerary

Teaching

14.06.21 Summer Term

Dates

May NSEs

-3 weeks

10.05.21

-2 weeks

17.05.21

International Orientation

-1 weeks

24.05.21

Orientation & Induction

Week 1

31.05.21

Term commences

Week 2

07.06.21

Week 3

14.06.21

enrolment deadline

Week 4

21.06.21

Late orientation completes

May Re-en- May conrollers (pro- tinuers gression) (January start continuation in-year)

2020/21 Level 6 on linear modules continuing (progression to next level)

Delayed 19/20 continuing (resulting from Covid19)

Academic Itinerary

Revision

Revision

Teaching wk10

Marking & moderation

Exams

Exams

Teaching wk11

Marking & Internamoderation tional Orientation

Induction

Reading Week*/Exams

Exams

Teaching wk 12

All term’s Induction assessment complete, externally examined & returned to Registry.

Teams/ Moodle population & Dual Delivery module leader checklist complete.

Term commences

Term commences

Revision

Teaching

Exams

Teaching

Break (Marking & moderation)

Teaching

Pre boards for Spring Term

Assessment pre boards Boards for Spring Term

Teaching

Assessment Boards for Spring Term

enrolment deadline

Pre boards for Spring Term

University Itinerary

Term commences

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Autumn Term 2020-2021

Dates

September NSEs

September Re-enrollers (progression to next level)

September continuers (January and May start continuation in-year)

2020/21 Level 6 on linear modules re-enrolment (progression to next level)

Week 5

28.06.21

Week 6

05.07.21

Teaching

Week 7

12.07.21

Teaching / Formative assessment feedback deadline

Week 8

19.07.21

Teaching

Week 9

26.07.21

Week 10

02.08.21

Week 11

09.08.21

Week 12

16.08.21

Week 13

23.08.21

Revision

Revision

Revision

Summer Holiday

30.08.2110.09.21

Break

Break

Break

Break

Week 14

13.09.21

Exams

Exams

Exams/ PG term 3 dissertation submission deadline

Break

Week 15

20.09.21

Reading Week*

Reading Week*

Reading Week*

Break

Marking & moderation

Break

Marking & moderation

Assessment boards

Term 2 resits Term 2 resits

Term 2 resits

Dates

University itinerary

Teaching

Teaching Term 2 resits

Teaching Teaching

Pre boards for resit

Sept NSEs

Sept Re-en- Sept rollers (pro- continuers gression) (continuation)

pre boards

Assessment AssessBoards for ment resit boards

27.09.21

Academic Year 2021 2022

Delayed Academic 19/20 Activity re-enrollers (resulting from Covid19)

All levels now semester-based

Teaching/ pre boards (term 2 resits)

pre boards (term 2 resits)/ Confirmation & clearing

Assessment boards (term 2 resits)

Assessment boards (term 2 resits)/ Confirmation & clearing

Break

Confirmation & clearing/ (marks released) wk comm 30/08

Academic Itinerary

University Itinerary

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

Autumn Term 2020-2021

Dates

September NSEs

-2 weeks

13.09.21

Orientation

PG term 3 dissertation submission deadline

Induction

-1 week

20.09.21

Orientation & Induction

Week 1

27.09.21

Autumn term commences

Week 2

4.10.21

September Re-enrollers (progression to next level)

September continuers (January and May start continuation in-year)

2020/21 Level 6 on linear modules re-enrolment (progression to next level)

Delayed Academic 19/20 Activity re-enrollers (resulting from Covid19)

Exams/ PG term 3 dissertation submission deadline

All term’s assessment complete, externally examined & returned to Registry.

Teams/ Moodle population complete & Dual Delivery module leader checklist complete.

Induction

Reading Week*

Induction

Autumn term commences

Autumn term commences

Teaching commences

University itinerary

Induction

Pre boards forSummer Term

* This Reading Week is designated as a student planning and review period for the upcoming term

The information provided is correct at the time of publication. However, it may be subject to change, depending on a number of factors.

FLIPPED FLEXED &