Students can learn from anyway

Each teaching session whether that be a lecture, lab, practical, tutorial or workshop, has a page on Canvas which can help guide the students through their learning. You may of been asked to create some learning content for students but learning doesn't just have to be watching / reading a PowerPoint.

Below are some ideas and key areas to think about when creating an educational experience for your students:

Language

It is important that the students still feel a connection to academic staff even though they are studying online. Language can really help to add a personal touch and a sense of narrative to the content:

“Today I am going to go over…”
“Now you can move onto”
“How did you find that?”
“First let’s work through this”
“If you are still unsure, revisit X”
“I thought X but after learning Y now Z”
“In summary….” “So far….” “As we have seen above….” “We saw in the first topic….”

Providing a PowerPoint with new concepts and knowledge may not be useful for all learners so it is important to frame your content in a way that students can learn through it.

Chunking Content

We would always suggest that when recording, think about chunking (Links to an external site.). Even if your content is longer, you want to ensure students are engaged throughout. You could break your learning into topics, themes, concepts, tasks - ensure they are named correctly if you wish to 'chunk' your content down.

This can be named by topic or if you wish the students to learn through part 1 before moving onto part 2.

Ideas to enrich your teaching

Testing prior knowledge – quiz before new concept is introduced
Comparing papers, videos with techniques, model answers and getting students to feedback on a discussion (students can see answers until they post)
Video content – YouTube, external websites or pre recorded content is a different form for students to acquire information outside of reading text
Giving students the opportunity to practice their knowledge through a quiz after content is delivered
Provide technique content (videos, worksheets) for students to practice
Reflective pieces of writing for tracking progress or thoughts
Students collaborating on Teams to produce presentations, resources, talks, podcasts

Learning Resources - Keep them curious.

Hunter for books, journal articles, dissertations, and SORA, our institutional repository. You can use the URL embed option to link the students directly to content
YouTube free video content - demonstrations, interviews, patient stories, protocols for labs, techniques, explanation drawings
JOVE science education and Lab based video content - let students see into the lab while at home
DynaMed they delivers the most current and accurate, evidence-based content for practicing clinicians
HSTalks is a series of lectures and interactive content for Biomedical and Life Sciences
BMJ a weekly peer-reviewed medical journal. It is one of the world's oldest general medical journals
Mentimeter or Kahoot to creative live quizzing for a session (create free accounts)
Podcast's , podcast'e everywhere! Have a listen to see if there are any informative podcasts your students might find interesting
Aclands home of all things anatomy
Healtalk is a space where people have shared real life experiences

See the example template on the next page on how you can utilize your session page to best support your students remotely.

Also on this page you can learn more about creating an enriching online experience for your students using your session page.

Template
Session page example 1
Session page example 2

I have a question or need help?

Chat live with Canvas support on the 24/7 chat on the ‘support’ option on the global navigation

Email: lts@sgul.ac.uk

Template

Session summary

[Introduction to session. Remember to link into other ideas / methods in the module, assisting with bringing ideas together and creating a linked learning journey]

Learning outcomes

At the end of this session students will be able to:

Pre-Session Activities (if appropriate)

[Clear Explanation for the students -]

Resources

[Examples: texts, videos, quizzes, podcasts, tool kits, set task]

Session resources

[Upload / link your resources you will be using in the session with a brief explanation for the students as needed]

Follow up Activities / Extension of Learning (If appropriate)

[Clear Explanation for the students –]

Resources

[Examples: texts, videos, quizzes, podcasts, tool kits, set task]

Example session taken from a Data and Statistics session in Clinical Pharmacology

Session summary

In this session you will use simulated trial data to explore how data can be compared. We will do this graphically and quantitatively. We will also introduce the concept of the 'p' value. In this session, demonstrations of the analysis will be undertaken in excel.

Some of you will have covered much of this material in A-level maths. If you have, why not challenge yourself to learn how to do the exercises using a new piece of software, for example SPSS. If you are interested in programming, download 'R' and 'R-studio' and try to undertake the analysis using this software.

Learning outcomes

At the end of this session students will be able to:

Explain what is meant by independent and paired sets of measurements
Compare two data sets graphically and numerically
Describe similarities and differences between data sets, looking at centre, spread, shape and unusual features of the distributions
When comparing 2 datasets
- Explain the purpose of hypothesis testing
- State the null and alternate hypotheses
- Explain what is meant by a p value and use this value to ‘reject’ or ‘fail to reject’ the null hypothesis

Session resources

You will use the following datasets:

Documents

Documents

Documents

First lets complete the following tasks:

Task 1&2:

- Using the file sample1.csv, find the mean, median and sample standard deviation of the variable 'weight'

- Plot a histogram of the 'weight' data

Task 3&4:

- Using sample2.csv, compare the samples numerically and graphically from Groups A, B and C

- Calculate the mean, median and standard deviation for Groups D and E. Plot histograms for these groups

Task 5:

- Using sample3.csv, plot a histogram of differences in weight

- Interpret the differences in weight from sample1 in light of these data

This short video (Video Embedded) can walk you through the above actions if you get stuck.

Slides from the session and if you have any questions, you can email XXX or use this discussion to ask questions to which your peers might be able to help with

Follow up Activities / Extension of Learning

There are thousands of freely available large datasets on the internet that you can download and analyse. Why not spend some time playing around with displaying and comparing data? For a list, try this website. We can discussion your findings in the next session on X

Example taken from Management of Musculoskeletal Dysfunction in Physiotherapy

Session Summary Introduction to Spinal Management

This session aims to introduce you to the clinical reasoning process that underpins effective assessment and treatment of a patient. Tutorials link with practical sessions within this session.

There are activities will need to be completed prior to the session, they are indicated below.

Learning Outcomes

By the end of this learning unit you should be able to:

Subjective Assessment:

Identify possible sources of symptoms.
Identify a patient’s Severity and Irritability.
Use clinical reasoning to identify and priorities appropriate assessment tests.

Objective Assessment:

Perform an object assessment skill related to the case study and be able to demonstrate how you might modify the assessment if there was a change in severity or irritability.
Describe what you are looking for and what you may feel while carrying out these assessment techniques.
Evaluate objective assessment findings to decide on diagnosis.

Treatment:

Apply appropriate manual and exercise treatment based on objective assessment diagnosis.
Demonstrate how you might modify your treatment plan (manual therapy and exercise) based on patient progress.

Pre-session Activities

Spinal Case 1

First download and watch this video (YouTube Video Embedded)

You will need to download this clip and watch it on a laptop or desk top machine - please do not stream it or watch it over your phone as the sound will be very quiet. We would also recommend using a pair of headphones when watching.

Complete the body chart as you watch the video- use it as an opportunity to practice writing down information as a patient talk.

Reflecting on the subjective assessment, consider the following:

What is the Severity and Irritability of the patient?
What do you think the potential structures at fault could be?
What questions you would have asked to help narrow down potential structure or condition at fault.

Bring this document (a template of must, should, could) to the discussion (links to Canvas Discussion)

Spinal case part 2 - Reaching a Diagnosis and Treatment Plan

Following on from Part one, we will be considering a diagnosis and then developing a treatment plan within this session.

Please read the objective assessment and consider the questions in italic we will discuss within the class

Please also bring a copy or have access to the treatment planning sheet to the discussion (links to Canvas Discussion)

Follow up Activities / Extension of Learning

It is suggested that you read the following chapter:

Petty, N.J., 2018.Neuromusculoskeletal examination and assessment: a handbook for therapists. Elsevier Health Sciences. Chapter 2 (links to Hunter)

You can click on Units to look through the other helpful guides on how to use Canvas discussions, quizzes, conferences (Big Blue Button), Panopto for pre-recording lecture content and Microsoft Teams to support your teaching.