Pedagogy: Best practices

A course with a strong practical dimension

For those courses containing a strong practical dimension (experiential learning, replicating clinical scenarios, making use of specific equipment and tools, role-play simulation, group work, clinical case-work, etc.), choosing a teaching modality (in class on site with alternate groups, live streaming, blended learning, full distance learning) will depend on a range of factors, including health conditions and decisions made by respective UNIGE departments/centres/institutes, faculty preferences, and the imperative access to specialised equipment.

The possibilities and constraints associated with each modality are detailed below.

Ressources

 

 

Regardless of the number of students, it is likely that this modality will lead to the setting up of alternate groups of students to organize access to the classrooms on UNIGE premises. Such a set up will be organised by programme directors and/or departments/centres/institutes. Groups may be formed, where appropriate, on a principle of choice by alphabetical order, by alternating days or weeks, or any other system deemed relevant.

This organization will certainly have an impact on the amount of content transmitted during each class session and whether organizing practical activities is possible or not. It may therefore be useful to consider the following options, which will often require adopting the flipped classroom approach:

 

  • Recording videos tutorials and making them available to students so that they can try and replicate certain moves/techniques when present in the classroom
    • Freely available videos can be provided to students. Instructors can also make their own video clips using Zoom, as well as Camtasia.
    • In both cases, students are invited to view these video clips prior to a face-to-face session in which they can practice reproducing the gestures and techniques they have studied.
    • This can be replicated over several teaching sessions, for example by sequencing a MOOC.

 

 

  • Recording video clips of the tests performed by students to use for remote debriefing 

In addition to the flipped classroom format, or if instructors wish to allow students to experiment freely, students can be filmed during face-to-face sessions and the videos can be analysed remotely, either by the instructor or within groups.

Such an arrangement requires students’ explicit agreement to be filmed.  

 

  • Offering asynchronous online activities to support learning

In addition to making course recordings available, the Moodle platform can be used to set up additional activities: 

 

  • Ensuring that the pedagogical team is available to support students

Whenever possible, offices hours may be extended to accommodate student questions. These hours can be offered in person or remotely on Zoom.

As with the above-described alternate groups “on site” modality, the streaming modality will likely rely on the setting up of groups to organise access to the classrooms on UNIGE premises. Again, such a set up will be organised by programme directors and/or departments/centres/institutes. Groups may be formed, where appropriate, on a principle of choice by alphabetical order, by alternating days or weeks, or any other system deemed relevant.

The use of Mediaserver in its Media Live Streaming version is proposed in the equipped rooms.

The use of Zoom is possible when classrooms are not equipped with Mediaserver.

Using the streaming modality for teaching has been tested and analysed by Prof. Jérémy Lucchetti. It has proven effective for learning, but presents some challenges, especially for students with difficulties.

Managing a group of students composed of some taking the class on site while others doing so remotely may generate challenges, such as decreased attention spans and unbalanced interaction. Importantly, the cumulative fatigue that is inherent to spending full days in a online/blended learning environment usually exacerbates the issue of dropping attention spans. It may therefore be useful to consider the following avenues:  
 

  • Enhancing interactivity 

Organizing activities allowing for simultaneous participation of those students present physically in the classroom and those taking the class remotely can contribute to improving attention spans, interactivity and group cohesion.

Voting, debates, collaborative group activities are all possible alternatives. For further guidance and ressources, please refer to the section dedicated to improving interactivity.

Furthermore, it is also possible to propose to groups participating in the class remotely to act as observers of the groups present and to organise observation, analysis and peer-debriefing activities.

 

  • Ensuring that the pedagogical team is available to support students

Whenever possible, offices hours may be extended to accommodate student questions. These hours can be offered in person or remotely on Zoom.

In the full distance learning modality, teaching sessions can be alternately synchronous and asynchronous or alternate synchronous and asynchronous activities within the same session.

For a synchronous distance learning session, the use of Zoom may also be considered. Please refer to the Zoom tutorials available on the dedicated section of this website.

During this type of online learning session, it is recommended to specify from the outset the rules for using the video and interacting with other participants (see the Zoom tutorial on good practices when interacting on Zoom)

Supporting interactivity and providing students with diversified course material and various interactions will also contribute to making the session unfold more smoothly.

If the instructors have access to the UNIGE buildings, they can set up live tutorials that they comment on while answering students' questions.

While adopting the flipped classroom approach, recording videos tutorials and making them available to students so that they can try and replicate certain moves/techniques when present in the classroom.

  • Freely available videos can be provided to students. Instructors can also make their own video clips using Zoom, as well as Camtasia.
  • In both cases, students are invited to view these video clips prior to a face-to-face session in which they can practice reproducing the gestures and techniques they have studied.  
  • This can be replicated over several teaching sessions, for example by sequencing a MOOC.


In addition, role-play simulations (of clinical scenarios, negotiations, legal debates) can be organised using the “break-out rooms' feature on Zoom, enabling the instructor to divide up a group of students into teams.

Depending on the disciplines, some subject-specific websites offer virtual environments and tools.

Ensuring that the pedagogical team is available to support students

Whenever possible, offices hours may be extended to accommodate student questions. These hours can be offered in person or remotely on Zoom.

The blended learning modality requires that instructors carefully choose the aspects to be dealt in the classroom as opposed to those that will be addressed remotely, with in-class sessions focusing on those practical activities that cannot be carried out remotely.

The blended learning modality can build on the elements presented in the above sections. It is complemented by fully remote learning sessions. The latter can take place synchronously or asynchronously.
 

For a synchronous distance learning session, the use of Zoom can be appropriate. Please refer to the Zoom tutorials available on the dedicated section of this website.

During this type of blended online learning session, it is recommended to specify from the outset the rules for using the video and interacting with other participants (see the Zoom tutorial on good practices when interacting on Zoom).

Supporting interactivity and providing students with diversified course material will also contribute to making the session unfold more smoothly.
 

Ensuring that the pedagogical team is available to support students

Whenever possible, offices hours may be extended to accommodate student questions. These hours can be offered in person or remotely on Zoom.