Tips for teaching hands‐on practical skills

Crowther, Emma; Bell, Catriona; Warman, Sheena M

doi:10.1136/inp.g3709

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…This approach can be augmented by simulations(66), virtual labs(67,68), or videos(69,70) that develop students' understanding of technical processes relating to laboratory techniques so that the combination of laboratory technique and laboratory process provides an effective overall experience. Many of the strategies for teaching practical skills are also relevant in online environments, such as creating a 'stress-free' safe learning environment, and breaking the skill down into manageable, observable steps(71). For arts and performance-based fields, the same principles regarding focusing on achievable learning outcomes apply.Organisations such as the Musicians' Union have developed guidance for how to support online teaching (72), however, the challenge for practice-based arts courses should not be underestimated or minimised compared to the discussion of science subjects.…”

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confidence: 99%

10 simple rules for supporting a temporary online pivot in higher education

Nordmann¹,

Horlin²,

Hutchison³

et al. 2020

Preprint

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As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for at least part of the upcoming academic year for new and continuing cohorts This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, programme, and course will have its own myriad of individualised needs , however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the Pivot? No ‘one size fits all’ solution exists and many of the choices that need to be made will be far from simple, however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis.

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mentioning

confidence: 99%

10 simple rules for supporting a temporary online pivot in higher education

Nordmann¹,

Horlin²,

Hutchison³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…This approach can be augmented by simulations [ 70 ], virtual labs [ 71 , 72 ], or videos [ 73 , 74 ] that develop students’ understanding of technical processes relating to laboratory techniques so that the combination of laboratory technique and laboratory process provides an effective overall experience. Many of the strategies for teaching practical skills are also relevant in online environments, such as creating a “stress-free” safe learning environment and breaking the skill down into manageable, observable steps [ 75 ]. For arts and performance-based fields, the same principles regarding focusing on achievable learning outcomes apply.…”

Section: Rule 8: Focus On Achievable Learning Outcomes For Field Labmentioning

confidence: 99%

Ten simple rules for supporting a temporary online pivot in higher education

et al. 2020

View full text Add to dashboard Cite

As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programs fully online for at least part of the upcoming academic year for new and continuing cohorts. This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, program, and course will have its own myriad of individualized needs; however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the pivot? No "one size fits all" solution exists, and many of the choices that need to be made will be far from simple; however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis and any future crises.

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Presentation and lecturing tips

Bell¹,

Murison

Warman

2014

In Practice

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Auditory learners (learn by hearing): Include a logical progression of a story or argument about your topic, relevant anecdotes, verbal quiz questions Kinaesthetic learner (learn by doing): Link to practical case-based scenarios, link with practical situations, link to topical news items, videos, quiz questions, flashcards Note that many different learning styles are described; these are just examples.

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Tips for teaching hands‐on practical skills

Abstract: This article, the fifth in a series aimed at providing veterinary staff and students with tips and tools to make the most of the teaching opportunities that arise in practice, looks at ways of teaching practical skills effectively.

Cited by 3 publications

References 5 publications

10 simple rules for supporting a temporary online pivot in higher education

10 simple rules for supporting a temporary online pivot in higher education

Ten simple rules for supporting a temporary online pivot in higher education

Presentation and lecturing tips

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