Abstract

In adapting our PGCTHE programme at Aberystwyth University to respond to the pandemic, we shifted our seminars online. The new format has given us additional opportunities to build a learning community among our participants, some of whom are not based on our main campus. It also gave us additional and unforeseen ways to build active and collaborative learning into our programme. We plan to continue using the new seminar format even after the university has a full return to in-person teaching.

This talk builds on a presentation, ‘What I learned from moving seminars online’, that I gave in July 2020 as part of the AdvanceHE Online Curriculum Symposium. Since then, I’ve refined the technique and developed a model for incorporating Active Cognitive Tasks (ACTs) into online learning. The ACT model is built around four existing frameworks: Bloom’s taxonomy (focussing on higher order thinking), Chi’s ICAP model of active learning, Laurillard’s learning types as used in the ABC Learning Design methodology, and Redmond’s framework for online engagement. A theory-based article on ACTs will be published as part of a SEDA Special in early 2022. The current talk complements the forthcoming SEDA article by providing a concrete case study showing how I use ACTs in online PGCTHE seminars.

The basic approach involves giving participants an asynchronous preparation task followed by a highly interactive synchronous online discussion. The preparation task is usually to read an article that I have annotated with thought questions and other comments. I also give them a worksheet in advance so that they know how the session will run. During the live Teams session, I upload the worksheet via chat so that everyone can type into it as a shared document. I give them some time to type their responses and then build the discussion around participant’s ideas. Everyone can download the collaborative notes at the end. In my talk for HEFi, I will show you examples. This activity has helped us a build community of mutual support during a time when we can’t be physically together. It has been well received and many of my students tell me they now use a similar technique in their own modules. The key take-aways of my presentation for HEFi are the value of using ACTs for community building and the importance of integrating preparation with the live online session. This approach to seminars can be applied not only to PGCTHE-type programmes but to any teaching that incorporates discussion, such as undergraduate seminars. What my PGCTHE participants experience as students, they then go on to use as teachers.

Expected outcomes of this session:

How to run an interactive online seminar that promotes active learning and builds a learning community.