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Collaborating with learners synchronously (Part 2)

3.8    

This module looks at the practical issues of how to build synchronous online learning into a balanced programme of online and face-to-face learning.

It examines the challenges of real-time online activity (technical, social and personal) and things you can do to ensure that learner experience and outcomes are comparable to the rest of the programme.

Aim

This module will help you to develop strategies for working in real-time (synchronously) with your learners.

Objective

After completing this module, you will be able to:

• identify the practical challenges of real-time online learning and how to ensure suitable levels of student experience and outcomes
• determine how you can introduce synchronous online learning activity into your scheduled programme
• judge when it is appropriate and when it is not.

Digital Teaching Professional Framework

This module covers the DTPF component - C3 : Communication and collaboration with learners and between learners (peer support)

  • Implement and/or support collaborative learning activities in which digital devices, resources or information strategies are used.
  • Implement and/or support collaborative learning activities in a digital environment, e.g. using blogs, wikis, learning management systems.
  • Use digital technologies for collaborative knowledge exchange among learners.
  • Monitor and guide learners in their collaborative knowledge generation in digital environments.
  • Allow learners to digitally present their collaborative efforts and assist them in doing so.
  • Use digital technologies for peerassessment and as a support for collaborative self-regulation and peerlearning.
  • Use digital technologies to experiment with new formats and methods for collaborative learning.
  • Use digital communication tools to respond promptly to learners' questions and doubts, e.g. on assignments.
More about the Digital Teaching Professional Framework

Taking note of your feedback
We greatly appreciate the time taken to provide us with feedback on each module. We regularly review all the feedback provided and use it to inform the development of new modules. Subject to funds being available and other constraints, we will amend existing modules where feedback shows this is required.
Reviews
2
13th February 2019
Sophie De'ath

The quiz element made me think about the information that was given in the animation.  Report this review

Our Response: Thank you for your helpful comments which will inform our ongoing development.
2
7th February 2019
Matthew Gordon

Seemed a bit short on (further) examples, but food for thought nonetheless.  Report this review

Our Response: Adding a comment to your rating makes a real difference! Thanks.
2
25th January 2019
Phil Deegan

Interesting topic material - however ironically the on-line test was not functioning correctly when I completed this module!  Report this review

Our Response: A comment is always helpful, thanks.
1
1st February 2019
Alan Ball

The video is well made and informative, but the assessment is poorly executed. There's no differentiation between online and offline communication, and one of the answers is definitely synchronous but offline, so the assessment requires you to put it in the asynchronous box. Dumb.  Report this review

Our Response: Thank you. We appreciate your feedback. It is important for us to understand how to improve our training modules and, subject to you having given consent, we will be in touch to discuss it further with you. Alternatively, please do not hesitate to contact our Helpdesk on 0330 22 333 63. Understanding your views is important to us.
18th September 2019
Rich Buckley

It's important to know what you're going to be delivering and that students know how to access the resources and software needed. This covers the essentials of working with CMC.  Report this review

Our Response: A comment is always helpful, thanks.
29th July 2019
Kevin Daws

A good module but I will benefit both by watching the video again but more through starting a plan an online session and exploring all the resources listed in the module  Report this review

Our Response: Adding a comment to your rating makes a real difference! Thanks.
20th June 2019
dawn goodman

Ideal again to get learners engaged, however always check that your equipment is working and that resources and lessons are prepared beforehand.  Report this review

Our Response: Thank you for your helpful comments which will inform our ongoing development.
17th June 2019
Maria Abbott

Our Response: Appreciated!
14th June 2019
Jason Marks

Our Response: Thank you. We appreciate your feedback. It is important for us to understand how to improve our training modules and, subject to you having given consent, we will be in touch to discuss it further with you. Alternatively, please do not hesitate to contact our Helpdesk on 0330 22 333 63. Understanding your views is important to us.
21st April 2019
Tina Blease

Our Response: Appreciated!
11th April 2019
Becki Lee

Our Response: Thank you.
9th April 2019
Julie Mcintosh

Our Response: Thanks for your rating.
26th March 2019
Darryl Robinson

Could have been combined with the Part 1 module.  Report this review

Our Response: Thank you we appreciate your comments and have noted them.
20th March 2019
Gary Dring

Prompts thought about how synchronous support can be incorporated into learning.  Report this review

Our Response: You feedback is important to us and will inform our future development.
11th March 2019
James Spivey

Our Response: Great thanks!
28th February 2019
DEBBIE WHISTON

Our Response: Cool!
27th February 2019
Marie Woodward

Our Response: Looks like we did not quite meet your expectations. Thanks for your feedback.
26th February 2019
Jane Tomlinson

Our Response: Cool!
11th February 2019
Susanna Brandon

Our Response: Thank you for the encouraging feedback!
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Badge for Collaborative Learning - Adopting

Collaboration can be supported using digital tools. This badge recognises that you have started adopting methods for collaborative learning with your learners.