Consider three stages in each element of learning delivery:
Group or individually based activities students will be asked to complete, in Brightspace, before the class-based learning activities. These activities should draw on and be explicitly linked to the proposed in-class learning.
Activities for class delivery which will be explicitly linked to the pre-delivery activities, building on what students were asked to do. This phase of learning may have resources or activities embedded within it, which should be accessed and completed in Brightspace. Activities should be engaging, immersive and interactive, not just extensions of a presentation given in a previous online lecture.
The follow up activity which students should do to consolidate and reflect upon their learning. This phase may have resources and group or individually based activities associated with it. These should be completed in Brightspace.
Use Brightspace throughout the blocks to pulse check your students. These can be set up using intelligent agents and reassure students, making it ok to ask for help, and signposting help where needed.
Different courses may need different blends of F2F on campus and remote online delivery, just as courses will make different use of tools and groups / independent activities.
Consider changes to assessment which reduce the summative load to only one piece of summative assessment, at the end of the module. This could build on formative pieces, perhaps taking a course work based approach, where by these early formative pieces are brought together into one final piece of work which is assessed and graded. This approach will allow students chance to rework earlier pieces, based on feedback, and be able to experience, early on, the effect and value of feedback-feedforward in their assessment.
Make sure assessment is appropriate for the programme, level of study and potential careers. Remove exams wherever possible (subject to subject benchmarks or PSRB requirements), recognising the need for student to be able to find, evaluate and synthesise information rather than simply recall it under pressure.
Where TCAs are used, ensure that a 24 hour completion window is made available for students, and there is clear guidance on when this window opens and closes, and how long the assessment will be live for once started. Students should also be given guidance on how long the activity is likely to take them, ensuring that that is comfortably shorter than the live time, for example, guidance might suggest:
TCA is open 12 noon – 12 noon
Assessment is live for 4 hours once started.
It should be possible to complete the assessment within 2 hours.
Develop regular in-line formative assessments throughout the blocks, which provide students opportunity for early feedback on their development and progress. Wherever possible, make use of tools in Brightspace to ease the marking load.