{"id":2797,"date":"2020-05-05T11:05:46","date_gmt":"2020-05-05T11:05:46","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/t-and-l-exchange\/?page_id=2797"},"modified":"2023-07-20T08:07:42","modified_gmt":"2023-07-20T08:07:42","slug":"covid-19","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/covid-19\/","title":{"rendered":"Covid Case Studies"},"content":{"rendered":"<div id=\"pl-2797\"  class=\"panel-layout\" ><div id=\"pg-2797-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-2797-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-2797-0-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"0\" ><div class=\"panel-widget-style panel-widget-style-for-2797-0-0-0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p>The COVID-19 pandemic has resulted in an unprecedented shift to homeworking and online teaching for the University. This page shares examples of how colleagues from across the institution have adapted to new ways of working.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><div id=\"pg-2797-1\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-2797-1-0\"  class=\"panel-grid-cell\" ><div id=\"panel-2797-1-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"1\" ><div class=\"panel-widget-style panel-widget-style-for-2797-1-0-0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t\n\n<div class=\"su-posts su-posts-default-loop \">\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-7045\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2021\/02\/26\/7045\/\">Organising a Peer Review Event of Synchronous Online Teaching<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 26 February 2021\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Read Vicky Collins approach to addressing the challenges of remote learning, student engagement and new technology within ISLI. This article details an internal peer review event on the theme of \u2018Managing  synchronous online teaching. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-7029\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2021\/01\/14\/the-impact-of-covid-upon-practical-classes-in-part-1-chemistry-an-opportunity-to-redevelop-a-core-module\/\">The impact of COVID upon practical classes in Part 1 chemistry &#8211; an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-7021\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/12\/21\/can-online-learning-facilitate-meaningful-interpersonal-connection\/\">Can Online Learning Facilitate Meaningful Interpersonal Connection?<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 21 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Shelley Harris reflects on the experience of taking Employability events online for creative writing students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-6977\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/09\/29\/promoting-and-tracking-student-engagement-on-an-online-undergraduate-pre-sessional-course\/\">Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 29 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This case study outlines approaches to fostering an active learning environment on the University\u2019s first fully online Undergraduate Pre-sessional Course.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3295\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/09\/08\/misconceptions-about-flipped-learning\/\">Misconceptions About Flipped Learning<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 8 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Ed Tew shares his thoughts in the final of his three posts on flipped learning.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3261\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/07\/23\/flipped-learning-in-class-flipped\/\">Flipped learning &#8211; &#8216;In-class flipped&#8217;<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 23 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Ed Tew shares the &#8216;in-class flipped&#8217; idea and explores ways to apply it in an online platform such as Blackboard Collaborate Ultra.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3246\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/07\/16\/running-virtual-focus-groups-investigating-the-student-experience-of-the-academic-tutor-system\/\">Running Virtual Focus Groups \u2013 Investigating the Student Experience of the Academic Tutor System<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 16 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Find out how, whilst in lockdown, Amanda Millmore measured the impact of the new Academic Tutor System (ATS) on students in the School of Law, capturing their experiences, both good and bad, with a view to making improvements.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3152\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/06\/22\/how-islis-assessment-team-created-an-online-oral-exam-for-the-test-of-english-for-educational-purposes-teep\/\">How ISLI\u2019s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This case study outlines ISLI&#8217;s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3143\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/06\/22\/3143\/\">Flipped learning revisited<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Dr Edward Tew  reflects on Flipped Learning and its application during the COVID-19 pandemic.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3095\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/06\/18\/how-isli-moved-to-full-online-teaching-in-four-weeks\/\">How ISLI moved to full online teaching in four weeks<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Find out more how ISLI moved to full online teaching in four weeks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-3086\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/06\/17\/taking-academic-language-and-literacy-courses-online\/\">Taking Academic Language and Literacy Courses Online<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 17 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-2987\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/06\/08\/still-learning-together\/\">Still Learning Together<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 8 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Find out how Professor Cindy Becker created a YouTube channel to reassure students that she is still here, still wants to teach them, and is as keen to stay in touch as they are.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-2906\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/05\/29\/virtual-field-classes\/\">Virtual Field Classes<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 29 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Find out how SAGES provided their students with the field-based teaching elements of their courses when access to sites was impossible. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-2879\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/05\/19\/take-home-exams-gauging-the-student-experience\/\">Take-home exams: gauging the student experience<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 19 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Dr Alison MacLeod from SAGES outlines her experience of running an 100% online exam.<\/p>\n<p>How did it go? What was the student opinion? Did they hate it? Would there be a mass protest? Read more to find out.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-2864\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/05\/07\/from-face-to-face-to-online-in-two-weeks-changing-the-delivery-mode-of-the-academic-practice-programme\/\">From Face to Face to Online in two weeks &#8211; Changing the delivery mode of the Academic Practice Programme<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: 7 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This account explores how the Academic Practice Team re-designed three full days of face to face teaching from the Academic Practice Programme into two mornings of synchronous online teaching using Blackboard Collaborate Ultra.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>The COVID-19 pandemic has resulted in an unprecedented shift to homeworking and online teaching for the University. This page shares examples of how the University Teaching Fellow (UTF) Community have adapted to new ways of working.<\/p>\n","protected":false},"author":124,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages\/2797"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=2797"}],"version-history":[{"count":3,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages\/2797\/revisions"}],"predecessor-version":[{"id":7306,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages\/2797\/revisions\/7306"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=2797"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}