Redesign using video

In generel

There are several models for converting teaching to video or streaming as described below. In general, we recommend:

  • Support with asynchronous, blended learning elements and LMS activities designed as preparatory self-study or group work.
  • Use regular breaks of 5-10 minutes duration to prevent attention span to drop off and to gather thoughts from students.
  • The duration of the teaching is limited to a maximum of 3-4 hours, but design breaks and activities within this time span.

You can read the entire memo on the carrying out of teaching at Health, which the models are based on by clicking on the link on the right.

Asynchronous online teaching with videos

  • Use Blackboard to upload videos - for both teachers and students - or convert an existing video file into a multiple-choice (quiz) video.
  • As an alternative to synchronous distance learning, you can make a series of Digital presentations or teaching videos. Here, among other things, Soapbox or Screencast-O-Matic can be useful programs for recording what is going on your screen, yourself and the sound.

Fully online, synchronous teaching

  • If all students follow the teaching online, the format is fully online. Here you as a teacher can sit at your computer, e.g. in the office or at home, and use PowerPoint, webcam, and computer microphone, just as if you were in a meeting.
  • The model provides a good opportunity to follow students' activity, e.g. when they raise their hand or write in the chat.
  • CESU recommends using Zoom for this type of instruction.

Joint online teaching combined with physical classes

  • In some teaching formats such as lecturing, actual teaching (already taking place) can be streamed out to students online - this is called joint online teaching combined with physical group teaching.
  • The simplest way to perform parallel teaching is to set up your computer on the desk in the auditorium, and hold the teaching while streaming it.
  • Note that without assistance, this model requires different considerations, for instance that you stand close to your computer so that your teaching is captured by image and sound. In addition, you must repeat questions/ comments from the auditorium; otherwise, the online students will not be able to hear them. Finally, you should take breaks to check if there have been any questions from students on the chat. An extended model of this solution is joint teaching with e-moderation.
  • Zoom can be used for this type of teaching.
  • Other tools that equate online and physical students - e.g. Mentimeter, use of webcam with whiteboard and paper, Padlet, etc, can also supplement the use of Zoom.

Joint online teaching combined with physical teams with e-moderation

  • Joint teaching can also be extended with e-moderation. Here a technically and pedagogically trained e-moderator assists the teaching enabling you as a teacher can concentrate on the academic. An e-moderator can e.g. be a co-teacher, a student in the semester or a student assistant.
  • The advantage of an e-moderator is that they e.g. can help use an auditorium's audio and video equipment for streaming, and that they can continuously monitor inputs from (online) students. This is also an advantage if the course consists of many different teachers.
  • Note that e-moderation often requires a greater preparation e.g. to set up equipment, book assistance or train students.
  • For this type of teaching, Zoom and Adobe Connect can be used.