From Lab to Laptop: Case studies in teaching practical courses online
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Tab Betts, University of Sussex
Paolo Oprandi, London Metropolitan University
Copyright Year:
Publisher: University of Sussex Library
Language: English
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Attribution
CC BY
Table of Contents
- Introduction - How do we teach practical courses online?
- Part 1: Student Perspectives
- Chapter 1 - My experience of practical engineering labs as a first-year undergraduate during the pandemic
- Chapter 2 - Connection loss in online learning: a physiotherapy student’s experience of practical education during a pandemic
- Chapter 3 - Online versus live practicals: what were physiology students missing during the pandemic?
- Part 2: Teaching Case Studies
- Chapter 4 - STEM: Teaching practical analytical chemistry online: improving delivery of a Year 2 NMR Spectroscopy Practical
- Chapter 5 - Digital technologies and practices for the online teaching of practical skills in performing arts disciplines within UK conservatoires
- Chapter 6 - Zoom-based negotiation: a path to tacit understanding. Scaffolding employability within the undergraduate curriculum
- Part 3: Assessment
- Chapter 7 - Hands-on assessment in a hands-off world: strategic implementation of inclusive assessment in an online environment
- Chapter 8 - Covid-19 lockdowns: a catalyst for rethinking assessments in skill-based nursing courses
- Chapter 9 - Creative performing arts: ways of witnessing practice
- Part 4: Educational Development
- Chapter 10 - Playful practicals: breaking free from educational norms with online escape rooms
- Chapter 11 - Doing what it says on the tin, online: the Workshop module for Open Education practitioners
- Chapter 12 - Undoing learning through lurking: a simple framework for supporting staff thinking about online teaching
- Part 5: Fieldwork and Placements
- Chapter 13 - Moving away from the traditional PowerPoint to an interactive documentary-style session
- Chapter 14 - From physical to virtual: the emergence of an authentic work-related experience
- Conclusion - Where do we go from here?
- Credits
- What is the Active Learning Network?
- Glossary
About the Book
The ability to teach online makes learning content accessible to all with internet access. However, in the process of moving our courses online it is crucial that educators continue to provide students practical experiences to learn from. Hands-on learning in courses such as nursing, dance, and chemistry is challenging to adapt for online learning and significant ingenuity is needed to make them suitable for an online setting. That is why it is crucial that, as a broader community, we share ideas on how to overcome the challenges faced. This book aims to address this need by providing a range of case studies from higher education students and staff on how practical learning can be redesigned for online teaching.
About the Contributors
Editors
Tab Betts, NTF FHEA, is a Lecturer in Higher Education Pedagogy at the University of Sussex and a learning technology consultant. He is the International CPD Lead for the School of Education and Social Work, course leader for Fundamentals of Teaching and Learning in Higher Education, a module for the Postgraduate Certificate in Higher Education and was previously a module leader for the MA in Education at the University of Sussex. He recently served as Director of Online Learning and Pedagogical Innovation for The Parliamentary Centre of Asia to produce a suite of online courses for parliaments across Southeast Asia (ASEAN region).
Paolo Oprandi is a Senior Learning Designer. His work advances the University’s social justice mission of transforming lives through education, promoting an inclusive culture, and enabling fair outcomes for students. Through staff development and system design he blends in-person and online learning, uniting embodied and virtual learning experiences. By increasing the inclusivity of education, he believes his work transforms and enriches education, knowledge production, and the academic disciplines, through maximising the input of voices from diverse backgrounds.