{"id":5570,"date":"2020-07-30T17:31:12","date_gmt":"2020-07-30T16:31:12","guid":{"rendered":"http:\/\/generic.wordpress.soton.ac.uk\/digital-learning\/?p=5570"},"modified":"2023-08-23T14:55:48","modified_gmt":"2023-08-23T13:55:48","slug":"moving-a-face-to-face-workshop-online-a-case-study","status":"publish","type":"post","link":"https:\/\/generic.wordpress.soton.ac.uk\/digital-learning\/2020\/07\/30\/moving-a-face-to-face-workshop-online-a-case-study\/","title":{"rendered":"Moving a face-to-face workshop online: a case study"},"content":{"rendered":"\n

When we were asked to create an online version of our face-to-face workshop, aligned to the university\u2019s Common Framework for Online Education<\/a>, it presented an exciting opportunity to develop something new – and a challenge. The content of our workshop was well suited to supporting staff moving to online and blended learning delivery, but how could we make it work online?<\/p>\n\n\n\n

Step back, move forward<\/strong><\/h3>\n\n\n\n

Our experiences reimagining a workshop designed to help participants adapt a course for online delivery fed directly into the session. One participant suggested \u201cit was most useful at a meta-level,\u201d and that was certainly true for us.<\/p>\n\n\n\n

We had to start by taking a step back. The question\nwasn\u2019t \u201chow do I re-create these activities online?\u201d but \u201chow do I meet the\nsession aims?\u201d, or even, \u201care the aims still relevant?\u201d.  A key element of the workshop was to give\nparticipants that same opportunity \u2013 space to step back and review the bigger\npicture.<\/p>\n\n\n\n

We also wanted to equip participants to move\nforward, ensuring that at the end of the session they would have a plan they\ncould take away and use \u2013 or at least the start of one.<\/p>\n\n\n\n

Utilise asynchronous\nopportunity<\/strong><\/h3>\n\n\n\n

To get the most out of our synchronous session, we set up some pre-learning activities in Blackboard.  Participants were asked to answer questions about the aims and learning outcomes of their course and watch two brief introductory videos.  As well as beginning the thought process that would develop through the workshop, it gave participants a chance to practically prepare the materials they\u2019d need.<\/p>\n\n\n\n

The \u2018meta-ness\u2019 of our session continued with the video demonstrating the storyboarding activity, as the example given was the storyboarding for the workshop itself \u2013 with the decision to move these activities into the pre-learning.<\/p>\n\n\n\n

\"Hands<\/figure>\n\n\n\n

Engage and interact<\/strong><\/h3>\n\n\n\n

One participant said, \u201cThe first part engaged me\nwith you and\u2026committed me if you like to engaging with the activity.\u201d  Online, you have plenty of tools for\ninteraction, along with a need to consciously build it in: it\u2019s perhaps easier\nonline to become distracted or disengaged. \nEnsuring that participants know how to interact with the platform, and\nstarting with simple activities to practise this, can help.<\/p>\n\n\n\n

Drawing on elements of UCL\u2019s ABC Learning Design<\/a> for curriculum development, in our workshop participants usually annotate their curriculum map with different categories of activity, and are provided with examples of what might fit these categories.  Getting participants to generate examples of activities using Padlet gave a more active and collaborative way of introducing this.<\/p>\n\n\n\n

Give space<\/strong><\/h3>\n\n\n\n

The \u2018buzz\u2019 of activity as participants settle to a\ntask is a very quiet one online.  In a\nface-to-face session, there are informal opportunities for reflection and\ndiscussion. A tea break can consolidate an idea; something glanced at across a\ntable can offer a solution.  Online, this\nis difficult to re-create, but as the session developed we learned to give more\ntime for individual activities, to allow that space, and to not be afraid of\nwhat feels like silence \u2013 but may be productivity or inspiration!<\/p>\n\n\n\n

\"Storyboard<\/figure>\n\n\n\n

Discuss<\/strong><\/h3>\n\n\n\n

The most important learning resource in this\nsession is the participants. Plans are formed and problems solved through\ndiscussion, the pooling of knowledge and experiences. This element was\nessential, so after participants had mapped out and annotated their course,\nthey were allocated to smaller breakout groups to each share their outline map,\nand discuss. The process of doing this online can feel a bit obstructive: getting\nmicrophones to work and sharing files successfully are hurdles to overcome\nbefore meaningful discussion can happen. \nAgain, extending the time allocated to this helped make the most of this,\nand participants spoke positively about the value of this activity.<\/p>\n\n\n\n

What is realistic?<\/strong><\/h3>\n\n\n\n

Some of the practical elements that we needed for this workshop (accessing materials to create a storyboard and capture it in order to share with others) took additional time, so we removed other parts of the workshop altogether to accommodate this.<\/p>\n\n\n\n

This translated into the planning activity in the session. Time and resource are limited, so being pragmatic about what is possible is important. What\u2019s nice to have, and what\u2019s essential?  What\u2019s most worth spending time on? What opportunities are there for sharing resources with colleagues?  Who else (staff or students) can be involved?<\/p>\n\n\n\n

Test, review, revise<\/strong><\/h3>\n\n\n\n

Before our first workshop, we had the opportunity to run it through with colleagues, to check what we planned would work, and get feedback.  If you\u2019re trying something new for the first time this is very helpful.<\/p>\n\n\n\n

Feedback from participants throughout the session and afterwards has been really useful and enabled us to make changes as we\u2019ve gone on.  The same is true for any online learning: while it\u2019s good to have a clear structure and overall vision, communicating with learners about what works, and taking an iterative approach is also important.  Our experience is that not everything works the first time: learners recognise this, and when consulted can help in moving towards something more successful for all involved.<\/p>\n\n\n\n

If you are interested in knowing more about the FLOW (Flexible Learning Online Workshop) session on Rapid Review & Implementation, do get in touch with Bobbi Moore or Anna Ruff via digital-learning@soton.ac.uk<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

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