Dr Glenn Hurst in the Department of Chemistry has recently published a paper in the Journal of Chemical Education as part of the special issue on ‘Insights gained while teaching chemistry in the time of COVID-19’. The manuscript reports on his experience in transforming the ‘Group Exercises’, a distinctive group working activity with associated formative and summative assessment completed by approximately 170 undergraduate chemistry students each year, online due to COVID-19. The paper offers an insight into the challenges faced but also unanticipated benefits from online facilitation.
You can read Glenn’s “Online Group Work with a Large Cohort: Challenges and New Benefits” paper online [pubs.acs.org] and follow him on Twitter.
Glenn’s paper refers to the use of various types of learning technology and group work tasks. To learn more about these areas, take a look at the linked materials below or contact us.
- Our central webpage of COVID-19 teaching and learning contingency guidance which contains guidance for both staff and students
- We’ve run many webinars concerning COVID contingencies and moving teaching online, you can access recordings and other resources on our “PDLT Webinars 2020” VLE site
- Our “Preparing for Dual Delivery (2020-21)” VLE site contains lots of resources for staff around preparing for teaching in Autumn term, chunked down into sections:
- Converting your teaching for online/dual delivery
- Further activities for online learning
- Sequencing and presenting content for online/dual delivery
- Delivery and facilitation of learning in online/dual delivery
- Guidance on setting up group spaces/tools on the VLE
- Guidance on video/web conferencing tools:
- Guidance on student presentation projects:
- Our Student Guidance on Studying Online
- The Library’s “Studying Online” Skills Guide
- The Library’s “Group Work” Skills Guide
- Student Employability Guidance for University Staff
- Chapter 7 of our TEL Handbook, which covers evaluating your use of technology enhanced learning.