Author: Olivia Rowland

A positive start to your online group will help people feel welcome. It’s also reassuring for the facilitator to know that everyone’s ready and able to contribute. We’ve found that these simple tips can ensure everyone can play a part.

1. Greet people as they join the meeting to help them feel welcome.
2. Have a general chat session for the first few minutes to get everyone warmed up. Include some opportunities to increase sense of social presence, i.e. chat about themselves or where they are.
3. Alternatively, give participants a small task to do at the start, such as introducing themselves in the text chat.
4. Use the participant list as a means of getting people to introduce themselves and get used to speaking in the room. This is also a good audio check.
5. Set ground rules and expectations at the beginning of the session – for example, raise a hand if you want to speak, type comments in the text chat – to help people understand how and when to interact.
6. Aim to have two helpers if you can: one to check the text chat and one to handle technical queries.
7. Look out for anyone coming in late – perhaps set a reminder to check if anyone is new at regular intervals.
8. Remind people to turn off their mics when they’re not talking and remember that you have the power to mute them if they don’t follow the instructions. Even for professors!
9. If you’re recording the session, check that people are happy about this.
10. Plan to use breakout rooms to prompt participants to share ideas.

• It is fully embedded in the teaching and learning of (inter)disciplinary content (reflects a contextual and epistemological view of skills)
• At the same time, it is perceived as meaningful and relevant to students’ current and future lives (transferable, flexible)
• Students are apprenticed into the conventions, techniques, styles and approaches of their field(s) of study (they know what is considered appropriate and can meet normative standards)
• At the same time, students can explore, critique and creatively develop their skills in directions which are unique to them.

Recreated with kind permission of Jackie Tuck, Senior Lecturer – WELS

When students have the chance to share their insights, they feel more engaged in their study and more connected to their institution. And of course, they can offer fresh perspectives that will benefit future students. That’s why it’s vital to gather student feedback on your courses – not just through with end-of-course evaluations but also before you launch new materials and while teaching is in progress.

Before the course

1. 1. Test new materials and activities before you launch them, using students’ feedback to finesse them.
   2. Evaluate new learning activities as you use them and ask for feedback using short surveys, focus groups or interviews.
   3. Build in opportunities for in-course questionnaires or mini check ins.

During the course

4. Set up channels for students to share their views easily and in confidence.
5. Use social media to generate discussion and explore new ideas.

After the course

6. 6. Allow time to carry out end-of-course surveys and to follow up on your findings.

Read the following text [‘A bit passive’] :: and:: [‘Ooh, there’s more!’] discuss your interpretation… [‘Bringing in active skills! Now you’re talking!’]

Watch this video :: and :: summarise it in an infographic…
Listen to this lecture :: and :: present your own research…

Read <crossed out> Review <replaces ‘read’. ‘A switcheroo from passive to active? Nice!’> a relevant article :: and :: share your reflections…