Welcome to Trinity term 2021. I hope you enjoyed a happy and relaxing Easter break.
With the start of the final term of this academic year, it’s difficult to believe it's 12 months since we were first required to adapt our teaching due to the COVID-19 pandemic. And with the delay of in-person teaching restarting for students this term – other than those on practical and practice-based courses – we continue to teach remotely, as well as in-person, for the time being.
What have we learned?
Across the collegiate University, we have learned a huge amount over the last 12 months. We have reflected on feedback from our students and adapted the way we teach to support them.
Most recently, students were invited to share their experiences through the HT21 student feedback channel, one of the student surveys run by the University. The survey asked open questions about what was working well for them, what they were finding challenging, and what could perhaps be adapted to help support them moving forward. The final analysis of responses (SSO required) provides useful insights into their overall study experience, as well as their experience of different teaching methods.
Many students expressed their continued appreciation of the efforts made by teaching staff. They were particularly appreciative of tutors and supervisors who acknowledged the challenges presented by the pandemic, and adjusted their expectations where necessary. The briefing paper, Planning for teaching and learning that retains the best of Oxford (SSO required) looks at ways to retain the most valued aspects of the Oxford experience for students, whilst acknowledging the challenging circumstances.
Unsurprisingly, many students said they struggled with the lack of social element to learning during the term, and were grateful when opportunities were provided for informal social interaction and support with other students. This included starting classes early so students could join early to talk with tutors and other students, and organising online study sessions or writing groups, perhaps where the tutor was present for a short period at the start, with students then able to take the session forward and support each other informally.
Students also voiced apprehension about the move to online exams this year, and many were unsure about what to expect. Many students valued the opportunity to discuss example answers or essays, comparing them to the examination criteria to learn what makes a good response. They also appreciated having access to sample questions and the opportunity to work through these together. As well as revision classes, students found it helpful to have informal opportunities to check in with tutors and their peers to replicate some of the aspects of in-person revision at Oxford.
For those of you supporting students with revision and assessment this term, the University’s single source of information for online open-book exams, and the wellbeing and preparation advice, developed by the Student Welfare and Support Service, together with the Counselling Service, may help. There are also two Oxford Teaching Ideas providing guidance on preparing students for exams, Making the most of collections and revision classes and Supporting students who are taking online, open-book exams.
What guidance and resources are available to provide support this term?
In response to what we’ve learned, and to continue to support you this term, the Centre for Teaching and Learning website contains helpful guidance and resources developed by our digital education and educational development experts, together with a coalition of partners across the collegiate University.
The Flexible and Inclusive Teaching (FIT) approach recognises and minimises barriers to students’ learning and participation, whilst focussing on students’ needs, accommodating when, where and how they may need to study.
The FIT framework suggests five pathways developed by the Centre for Teaching and Learning in which flexible and inclusive teaching can be achieved for different common teaching types at Oxford. These pathways help course teams conceptualise how they might adapt their existing practice to new modes of delivery, and provide the flexibility to move quickly to more remote or more in-person teaching depending on circumstances.
To help see how these pathways can be applied in practice, we’ve developed several Oxford-specific examples – each outlining ways in which colleagues have adapted their work and are incorporating the FIT approach into their practice.
Teaching and Learning Showcase
These examples, together with others from across Oxford, will be highlighted in a virtual Teaching and Learning Showcase to be held later this term. A new biennial event for the University, the Showcase will take the form of a series of online events between 7th and 9th weeks, and is designed for teaching staff at any stage in their career at the University. Further details regarding the programme and how to register to participate, will be released in the next few weeks. In the meantime though, we encourage you to consider submitting a proposal to give a short presentation at this exciting new event. The deadline for submissions is Friday 14 May.
How can the Centre for Teaching and Learning help you further?
Last term, there were 637 requests for help via the Teaching Remotely Service Desk, a dedicated service to support staff and students this year. Of these, the 569 staff who requested assistance came from 61 different departments/faculties, whilst the 75 students who sought advice studied at 33 different departments/faculties.
The support provided by the service desk helped 94 teams to create Canvas courses and assisted 110 academics and students with questions about digital tools (including MS Teams, Panopto, ORLO, Cabinet and Vevox).
If you would like to speak with someone to explore different teaching options, I encourage you to contact us. Consultants from the Centre for Teaching and Learning can provide advice and assistance in several areas, including digital education, educational development, and the Canvas VLE.
Professor Rhona Sharpe
Director, Centre for Teaching and Learning
