Digipedagogical guidelines

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Considering different types of students in online teaching

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Every student must have equal opportunities and rights to learn and participate in teaching. Increased online teaching has introduced new challenges compared to contact lessons. Online, it is more difficult to see how committed and motivated students are, or whether they use a screen reader or other tool.

When teaching is planned in a high-quality, versatile, and accessible manner, successful learning experiences are available to everyone. In addition to students with hearing, visual, or physical impairment, students whose mother tongue is not Finnish, or who face challenges with attention or mental health, benefit from accessible content. Statistically, about 20% of the population are in need of accessible content, in some level, and an even larger proportion benefit from it.

Five steps towards more accessible online teaching: aspects to consider

The aim of the listing is to increase your competence in considering different learners, at various stages of planning and teaching. We will also review some practical tips, on how to improve the accessibility of your online or hybrid teaching. Remember that even minor changes can increase the accessibility of teaching!

1. Use accessible material in your teaching

  • Your material has been produced in an accessible manner. 
  • Your material is easily available, structured, and named in a descriptive way.
  • Your material is versatile and not based on receiving information with just one sense.
  • Your material is available well before and after the teaching session

2. Instruct participants in the accessibility of the online teaching platform

  • Explain in advance the course policies, the platform in use, and the location of the teaching.
  • There is no need to be thoroughly familiar with the accessibility of platforms. It is enough to be able to instruct students to access information.
  • Accessibility tools for Microsoft Teams
  • Screen reader support for Microsoft Teams
  • Zoom is for Everyone
  • Enable platform testing: For example, start online teaching 10 minutes in advance, allowing everyone to test audio, video, and other features. This also provides time for chatting and creating an interactive atmosphere.

3. Ensure accessibility during teaching

  • Speak clearly, use a high-quality microphone, and keep the camera on. The visibility of lips, as well as expressions and gestures increase accessibility.
  • Give instructions, in advance, on what happens, what kind of participation is expected and how interaction is realised.
  • For example, it is good practice for students to raise their hands when they wish to speak, and to ask students to turn their cameras on when speaking. 
  • Give time and options for responding: A person who has literacy problems may prefer to answer aloud, a shy person writes, and a person who uses a screen reader may need a longer response time.
  • In hybrid teaching, pay equal attention to students present both remotely and physically.
  • Online teaching stresses memory and attention. Rhythm and pause your teaching to maintain concentration and an appropriate cognitive load.

4. Publish a recording to be accessed after teaching

  • Your recording is easily available and named in a descriptive way.
  • The teaching material displayed in your recording is also available as a separate file, such as PowerPoint or a support word list.
  • Your recording is divided into sections, or a rough “table of contents” is available.
  • Your recording is subtitled.

5. Don’t be afraid to try, and remember to ask for feedback

  • Produce teaching materials in multiple channels: In addition to a simple recording, a text file and a summary, or a diagram of the key points, could be available. In addition to a written assignment, an audio file could be provided.
    • Students should also be given alternative ways to demonstrate their competence. Could a podcast, chart, play, social media material, or group discussion be produced instead of an essay?
    • For example ThingLink (Finnish only), Sway (Finnish only) and Venngage (Finnish only) are supported services at HAMK. 
  • Remember that you do not need to know everything: the most important thing is to pay equal attention to students, and be prepared to develop your own teaching and competence.
  • The easiest way is to ask directly. This way, the teaching supports precisely the needs and wishes of the participants.
Alla kuvatun hybridiopetushankkeen toimijoiden logot.

The guide has been implemented as part of the Developing skills and methods of hybrid education and work project, which is coordinated by the Association of Finnish eLearning Centre. The project is financed by the Häme Centre for Economic Development, Transport and the Environment. Häme University of Applied Sciences and Tavastia Education Consortium are part-implementers.

Student diversity and UDHL as a source of pedagogical development

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Engagement: The “Why” of learning

  • Self-regulation: Offer students the flexibility to choose a F2F, simultaneous, or nonsimultaneous implementation method that suits their life situation and learning styles.
  • Include F2F, simultaneous, and nonsimultaneous students to select the topics for the implementation and to make independent choices, for example regarding alternative materials and assignments.
  • Guide student teams in concluding a team agreement that commits them to the work, and offer team coaching during the work process, for example to resolve conflicts.
  • Motivate students to do their best.
  • Arousing and maintaining interest: Create interesting and appropriate learning assignments for F2F, simultaneous, and nonsimultaneous students, for example, by combining the content and assignments of the course with working life experiences.
  • Communicate equally with F2F, simultaneous, and nonsimultaneous students, use gender-neutral language and inclusive examples (race/culture, etc.).
  • During your presentation, ask targeted questions from F2F, simultaneous, and nonsimultaneous students, and note their answers.
  • When conducting surveys, such as Forms, keep the response time open until all students have been able to respond and/or comment.
  • Minimize threats and distractions in the learning environment.
  • Consider the students’ commitment challenges and sufficient technical competence in advance

Means of representations – The “What” of learning

  • Orientative big picture: Help students understand the big picture of F2F, simultaneous, and nonsimultaneous implementations, by providing schedules, resources, exercises, and learning assignments in the Moodle learning environment
  • Make presentation materials that illustrate the content of lectures, such as PowerPoint slides, available to students at least one day before the teaching event.
  • Targeting: Guide students on the contents and assignments of different implementation forms, in a targeted manner, for example with Moodle’s grouping tools and subtitled introductory videos.
  • When recording your teaching, focus your speech directly on F2F, simultaneous, and also nonsimultaneous students, in turns.
  • Structuring content: Include glossaries of terms and concepts in the learning environment
  • Illustrate the contents in a versatile manner, for example by using graphics, videos, texts, patterns, and conceptual maps.
  • Outline and highlight key models of the learning content and relationships between concepts.
  • Multi-channel: Record lectures and share them in the learning environment (video or podcast)
  • Inform the students about the possibility of getting a digital version of the course book (presentation 2 to 3 months before implementation through the library to Celia).
  • Information on the available assistive technology, e.g. various text-to-speech software options (advanced reading programme, Readspeaker, etc.).
  • Offer text equivalents for auditive and visual material, e.g. subtitles for more permanent videos.
  • Provide instructions on learning assignments in various ways, for example, by offering model solutions for demanding assignments.
  • Include excursions in implementations.

Methods of Action and Expression – The “How” of learning

  • Implementations: Enable the student to choose implementations that are in line with their learning style and suitable for their life situation.
  • Guide student teams in optimising effective ways of working together for all team members.
  • Include work that exceeds the implementation boundaries, in the implementation, such as cross-commenting on outputs between F2F, simultaneous, and nonsimultaneous students.
  • Exercices: Formulate optional practical exercises and assignments for content learning, in F2F, simultaneous, and nonsimultaneous learning environments.
  • Give clear and accurate feedback on the exercises, which guides the students to set personal goals and develop learning strategies.
  • Assignments: Format assignments to be suitable for F2F, simultaneous, and nonsimultaneous implementations.
  • Clearly structure and label the assignments.
  • Reserve enough time for the learning assignments.
  • Assesment and feedback: Allow students to choose how they want to receive feedback on learning assignments (e.g. oral or written feedback).
  • Provide clear and accurate feedback on the learning assignments.
  • Allow students to re-submit assignments, and enable flexible submission dates for larger learning assignments.
  • Include self-reflection, self-assessment and, in group assignments in particular, peer evaluation as part of the implementation.
  • Learning monitoring: Provide the students with an opportunity to monitor their own progress in the learning environment and the study information system.

The guide has been implemented as part of the Developing skills and methods of hybrid education and work project, which is coordinated by the Association of Finnish eLearning Centre. The project is financed by the Häme Centre for Economic Development, Transport and the Environment. Häme University of Applied Sciences and Tavastia Education Consortium are part-implementers.

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Addressing hearing, vision, and motor function challenges in online teaching

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The group of higher education students is extensive and diverse. Therefore, there is also a great variety of support needs. Awareness of the most common barriers and operational challenges helps to plan teaching, so that it considers a wide range of various learners. When teaching is organised with everyone in mind from the outset, there is no need for extensive special arrangements and changes.

It is good practice to ask the students directly about their support needs and wishes on supporting learning. This should be done privately. Indeed, many people with physical disabilities or mobility and learning difficulties prefer online participation rather than contact lessons, so that attention is not focused on their physical characteristics, or simply because it is easier for them to concentrate. In other words, do not pay too much attention to individual students during teaching, but treat everyone similarly.

Although the below tips are divided according to learning challenges, many of the items in the lists below benefit everyone.

Hearing challenges

Finland is estimated to have approximately 740,000 people with hearing impairments. There are different degrees of hearing impairment: Some have only hearing loss, while others are completely deaf. Many people with hearing impairments use vision to help them. In this case, it is important to ensure that the materials are clear and visual, and lip reading is possible.

  • Make sure that your face is clearly visible in the camera, in distance learning. When speaking, do not cover your mouth with your hand, for example. Make sure there is sufficient lighting and that you stand out from the background.
  • Speak clearly, loud enough and calm enough, but do not overemphasise. Use a high-quality microphone. Suitable gestures, expressions, and intonation support speech.
  • In online teaching, ask students to turn on their camera, at least when speaking. It is advisable to keep the microphones turned off, except when speaking, to avoid background noise.
  • Repeat questions and comments from students.
  • In discussion situations, arrange the space so that everyone can see each other’s faces.
  • Clearly indicate when the theme changes. Use subheadings, lists, pictures, and videos to cut the contents into a clear and comprehensible whole. Provide enough breaks between your teaching. Keep to the pre-announced schedule.
  • Provide subtitles for videos and text equivalents for podcasts, for example.
  • Provide key comments also in writing (board, slide, etc.), not just orally. Listing and structuring important issues also helps people with learning difficulties.
  • If the student has an interpreter, it is advisable to ask them about the best practices.
  • Use multiple communication channels for contacting.

Visual challenges

There are about 55,000 visually impaired people in Finland, about 10,000 of whom are blind. The majority of visually impaired persons are partially sighted and older people. It is estimated that about five per cent of the population in Finland are colour-blind. The most common form of colour blindness is red-green colour blindness. 

The most important thing to consider with people with visual impairments, is to ensure sufficient contrasts, to separate content from the background, text size, and to remember to describe out loud the visual content in the presentation.

  • In teaching situations, address all students by name
    • Compare the following questions, from the perspective of a visually impaired person: “Would you like to answer?” And “Minna, you seem to have raised your hand. What do you think?”
  • Ask students to mention their names first when they speak. Also read the messages sent to the chat aloud.
  • Explain possible lecture slides clearly and descriptively. For example, “In this graph, you see the change in the economy” does not say much. Instead, try to describe the content of the graph and the most important observations.
  • Do not highlight individual students but explain to everyone. For example, avoid the following: “Now I’m going to describe this graph to you, Matti, so you can keep up.”
  • Make the course material accessible so that it can be read with a screen reader. Use an adequate font size and contrast. Do not present any information only in colour, but use text and symbols as support.
  • If you share your screen during a presentation, enlarge the screen. In the browser, you can do this by pressing Ctrl and + at the same time.
  • If you are showing a video during your teaching, make sure the sound volume is high enough.
  • Ensure the accessibility of the tools you use, if one of the students uses a screen reader. For example, many whiteboards (Miro, Flinga, etc.) are not accessible.

Motor function challenges

Mobility and operating impairment is also a very broad concept. There are different types of injuries: Both congenital and subsequent, permanent and temporary. Impairment can mean, for example, that there may be challenges in the functioning of hands or feet. A person may also have unintended movements or challenges with fine motor skills. Anyone may be affected by temporary impairment, such as a broken arm.

  • Give time to react. For example, there may be challenges in using a mouse or writing.
  • Provide alternative ways to participate in the discussion (e.g. chat messages, microphone, different reactions). Provide the option to contact you later via email or the Moodle platform.
  • Provide the option to use one’s own devices (BYOD). In contact lessons, ensure compatibility with computer class equipment well in advance.
  • Flexibility in schedules and alternative methods of completion promote studying and student well-being.
  • Make clickable and interactive functions large enough. Provide sufficient time to perform such activities, for example in exam situations.

Reflect!

  • In your current teaching and assessment, how do you consider students who receive and produce information in different ways in terms of hearing, seeing, understanding, and learning?
  • Do you consider various support needs in the planning of the material and the pedagogy you implement? In the planning and implementation of teaching, how do you take into account:
    • A student who has difficulty concentrating?
    • A student who rarely participates in contact teaching?
    • A student for whom interaction with other students is problematic?
    • A student with literacy problems?
    • A student who is often nervous or anxious?
    • A student whose state of health requires intensive treatment periods?

(Source of the reflection task: Pesonen & Nieminen, 2021)

Sources and useful materials

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The logos of the organizations working in the project,

The guide has been implemented as part of the Developing skills and methods of hybrid education and work project, which is coordinated by the Association of Finnish eLearning Centre. The project is financed by the Häme Centre for Economic Development, Transport and the Environment. Häme University of Applied Sciences and Tavastia Education Consortium are part-implementers.

Quality Criteria for HyFlex Implementations

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The quality criteria are designed to support flexible teaching and learning. HyFlex, or Hybrid Flexible, allows students to attend classes in person, remotely online at the same time or remotely at different times, according to their own choice. The criteria incorporate the eAMK project’s criteria for online delivery in a modified form.


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Target group and users

The needs of the target group and users are taken into account in design, production and implementation.

  • Design implementations In line with the UDL framework.
  • Define the pre-requisite competences and describe them in the implementation plan (eAMK).
  • Provide students with tools to identify the required competences (eAMK), where appropriate.
  • Work with your colleagues to plan the implementation to fit smoothly into the student group’s calendar.
  • Offer the student a choice of participation mode (attendance onsite, simultaneously online, remotely with recordings).
  • Choose pedagogical solutions that are successful with the number of participants (eAMK).
  • Open the implementation to students two weeks before the start of classes.

Learning process and pedagogical solutions

Apply appropriate pedagogical models, practices and methods.

  • Select content, technical and pedagogical solutions that support the application of knowledge and the achievement of competence objectives (eAMK)
  • Design the learning process of the implementation to be equitable across different modes of participation (onsite, simultaneously online, remote with recordings).
  • Make the learning process visible and the programme of hybrid situations available in advance.
  • Agree and instruct on how to register for the different types of participation and other ground rules.
  • Plan how to work in hybrid situations (responsible person/teacher, onsite, remote online, remotely with recordings).
  • Provide students with different ways to support them in setting their own goals. (eAMK)

Assignments

The tasks contribute to the achievement of competence objectives, are work-oriented and allow for individuality.

  • Link assignments and activities to learning objectives and real-life work situations (eAMK)
  • Design tasks and activities so that students have options for expressing their own skills
  • Clearly describe the objective of the tasks, the work instructions, the timetable, the sources of information, the guidance and feedback, the assessment and the use of time.
  • Enable and support collaborative working between those involved in different ways
    • Students can agree on ways of working (e.g. team agreements)
    • The documentation of the work is available for all and for comments.

Content and materials

The content and materials support the achievement of the competence goals.

  • The selected and produced materials are up-to-date, compiled from reliable sources and the references and permissions are visible (eAMK)
  • Share the materials and assignments in the learning environment two weeks before the implementation starts.
  • Ensure that materials and outputs are accessible to all and that access rights are known.
  • Agree on how to document the work of the learning situations and ensure availability for different modes of participation (onsite, simultaneously online, remotely with recordings).
  • Agree with participants what will be recorded in learning situations and where it will be available (data protection).

Tools

The tools support learning and the learning objectives.

  • Use tools that support the achievement of competence objectives, are pedagogically sound and appropriate to the professional work processes.
  • Select and reserve a suitable space (equipment, number of seats) for hybrid teaching.
    • Plan in advance what tools/equipment you need
    • Test and learn how to use the tools in the space chosen.
    • Allow enough time before and after the lessons.
  • Tell participants about the equipment and software needed in the implementation plan.
  • Agree on the rules
    • Use of the camera
    • Request to speak
    • Tools and software to be used.

Interaction

Interaction supports the achievement of the competence objectives.

  • Design equal opportunities for interaction, collaborative work, learning from each other and sharing experiences across and between different modes of participation (onsite, remotely onlie, remotely with recordings).
  • Use activating methods
    • IceBreaking
    • Different methods of facilitation and group work.
  • Use tools that allow everyone to participate, including representatives of working life.
  • Allow enough time for interaction during, after and before a simultaneous learning situation.
  • Agree who will support the remote participants (chat, coverage, visibility).

Guidance and feedback

Guidance and feedback is provided in a right time and throughout the course.

  • Possibility to receive guidance and feedback from teachers, students and stakeholder representatives on an equal basis in different modes of participation (onsite, simultaneously online, remotely with recordings).
  • Record information about guidance and how it is delivered (e.g. people, channels and schedules) in a way that is easy to find on the learning platform.
  • Strengthen the sense of control and presence online in different ways (e.g. voice, video, image, texts)
  • Agree on common communication practices with students, taking into account the different modes of participation.
  • Possibility to give feedback and ask questions to the student throughout the implementation.
  • Enable students to monitor their progress and use analytical tools to encourage and guide their progress.
  • If necessary, arrange for pair teaching, where one teacher guides the remote participants.

Evaluation

Evaluation is transparent, continuous, multifaceted and reflective skills are developed.

  • Base the evaluation on the learning outcomes and describe the assessment criteria and the assessment process in an understandable way on the learning platform (eAMK).
  • Evaluate throughout the learning process using a variety of methods (eAMK).
  • Possibility of self- and peer-assessment in different modes of participation (onsite, remotely online, remotely with recordings) and between them.

Development

Continuous improvement of implementation

  • If necessary, check the quality of the implementation with digital pedagogue mentors.
  • Regularly update the implementation and ensure it is up-to-date (learning objectives, content, methodologies, assessment, online tools) (eAMK).
  • Collect feedback from students and teachers and improve based on the feedback (eAMK).

Accessibility

  • Make the structure and content of the implementation clear.
  • Present and illustrate the learning materials in multiple ways, using multiple channels.
  • Caption the videos.

Accessibility of documents

  • Design documents
    • Plan the content and structure of the document first, and only then the layout. Use clear, general language.
  • Use document styles and highlighting
    • Use program styles to define the layout of documents (e.g.: header1, header2, lists) and bold (no italics or underlining) for highlighting.
  • Choose font types and sizes to be accessible
    • Use an accessible font style (e.g. Arial, Calibri). Text size of at least 11 or 12 pt for Word documents, at least 20 pt for webinar presentations and 32 pt for auditorium materials.
  • Format the text
    • Align the text to the left margin and set the line spacing to be wide enough (1.5).
  • Make sure links work
    • Describe in the text what is behind the link. Use the default style for links: blue and underlined. Make sure the link works.
  • Use colours with care
    • Choose and use colours wisely. Make sure that the contrast between the text and the background is sufficient.
  • Add alternative text to images
    • Add an alternative text (alt text) or text response to your images to explain the main content of the image.
  • Check PowerPoint slides
    • Use ready-made PowerPoint slide layouts and check the reading order of the slides.
  • Check the document using the Ease of use function and make sure that the language of the document matches the language of the content.
  • Save the document in an accessible format.

Accessibility of Moodle

  • Make the text clear and eye-catching.
    • Use text styles, headings and subheadings.
  • Use bold for emphasis rather than italics, underlining or colours.
  • Write a description or alt text for the images you add, explaining what the relevant content of the image is.
  • Make all assignments using the Moodle assignment tool and the learning task template.
    • Name assignments logically.
  • Use multimedia (sound, image, video) in a versatile and appropriate way.
  • Ensure that links work and that the link text is understandable.
  • Check your content for ease of use tool in Moodle

Support services

Support is available for pedagogical and technical challenges.

  • Give instructions in advance on how to deal with technical problems during simultaneous learning situations.
  • Support services and contact details are equally available across different modes of participation (present, remote at the same time, remote at different times).

The HOTT project is coordinated by the Finnish eLearning Centre. The project is funded by the Häme Centre for Economic Development, Transport and the Environment. The co-organisers are Häme University of Applied Sciences and the Tavastia Consortium of Schools.

the logos of the actors involved in the hott project.

Hybrid teaching facilities at Hämeenlinna campus

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The Hämeenlinna University Centre has a classroom designed for hybrid teaching on the 3rd floor of building C. The room can be found in the Peppi system as “hybriditila C339 vi-c-339”. The room has a capacity of 25 people plus a teacher/facilitator.

Note! This article is being updated and some of the information is not up to date.

Use classroom, when…

  • You organise classes where some students are present and some are remote.
  • You organize a lecture and at the same time make a recording of it, for example for part-time students.
  • You organize a small hybrid event.
  • You want to connect remotely to hybrid facilities on other campuses or universities.
  • You need a space that can be shaped for a wide range of group work.

Pedagogical possibilities of the classroom

Ease of use, accessibility and adaptability have been considered in the classroom design. The furniture is movable, and the chairs are adjustable. The technology is easily used on your device (BYOD). The equipment includes, for example, a ceiling microphone, speakers, a high-quality camera that follows the facilitator, a projector, and a graphics tablet. There are plenty of power sockets on every wall.

The aim is to provide a new environment supporting inspiring and motivating learning. With technology, furniture and pedagogical support, the goal is to achieve more activating practices in teaching. In addition, attention has been paid to a biophilic design by using natural colors and materials. We hope that the classroom will increase your creativity, improve learning outcomes and encourage you to try something new!

Arrange the room to support your teaching methods

Picture of the Pinta-table on the left side. On the right side different arrangements of the tables.

The space is furnished by Martela’s wheeled Pinta-tables. In the image above (Source: Martela), you can pick ideas to support the work of groups of different sizes. Below are a few additional ideas for organizing the room to support different ways to learn. In hybrid teaching, attention must also be paid to the learning experience of online participants. Online participants can be shown on the screen on the teacher’s desk or projected to a screen wall.

Graphics of the classroom with different arrangements of the furniture.

Group work

The image above on the left shows the basic arrangement of the room. Please leave the room like this when you leave, please! The arrangement is well suited for group work and discussions, as well as for traditional teacher-led teaching. Tip! Try the Cross-over groups method.

Debate

On the right side of the picture, there is an arrangement that supports debates. Next to the screen wall are seats for six debaters, as well as a seat for the judge in the middle. The rest of the tables are arranged so that the conversation is easy to follow. Remote participants will also have the opportunity to participate in the debate through video. This can be done, for example, by permanently pinning the online debaters (for example, using Zoom’s pin function).

Graphics of the classroom with different arrangements of the furniture.

Fishbowl or discussion

The image on the left above shows a fishbowl or conversational arrangement. Be sure to plan how online participants can jump into the conversation (raise a hand, turn the camera on, etc.).

Panel or presentation

On the right side in the image there is an arrangement for a panel discussion of visitors or a presentation of student work. The presentation is possible to give either from the classroom or online via the video wall. Opponators can sit on the right side of the presenters.

Want to place your own teaching method here?

Have you come up with a great learning method that suits to this classroom? Tell us and spread the good word! Please contact the LeaD Team for example through the Teaching technologies (in Finnish Opetusteknologiat) -teams (There is a channel for hybrid teaching).

More material for hybrid teaching

Logos of the project: Suomen e-oppimiskeskus, HAMK, Tavastia, EU.

Hybrid spaces and their use are being developed in the Skills and Practices for Hybrid Teaching and Working project, coordinated by Suomen eOppimiskeskus. The project is funded by the Häme Centre for Economic Development, Transport and the Environment. The co-organisers are Häme University of Applied Sciences and the Tavastia Consortium of Schools.

Hybrid learning – online and face-to-face

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Hybrid teaching refers to a different kind of flexible combination of contact and distance learning. In hybrid teaching, attention should be paid to the equality of students by recognizing different learning styles and difficulties and by activating and engaging both contact and distance participants equally. To succeed, hybrid teaching requires careful planning of the situation and pedagogy in advance. Also, functional classroom and technology solutions are needed.

When students can flexibly choose according to their own needs or life situation, whether to participate online or in person, we are talking about a flexible hybrid, HyFlex.

Before teaching begins 

  • Familiarize yourself with the High Quality Module Implementation material, where you will find practical tools for module design and implementation.
  • Especially pay attention to the definition of learning outcomes. Set the rhythm by dividing bigger goals as themes and learning objectives on weekly basis. 
  • Define the times when guidance is available and ways of interaction for the whole module. 

Hybrid classrooms and hybrid sets in HAMK

Before teaching begins book hybrid classroom or hybrid set from Peppi.

Tips for utilizing platforms in hybrid implementations  

  • Design a module so that different platforms (e.g. Zoom, Teams, and Moodle) form a linked entity.
    • Ensure from the classification table, what particular kind of content you can publish in a particular platform. 
  • Remember to inform student groups how, for what purpose and when different platforms are used.
    •  Set the rhythm, especially for online sessions in advance and think about their role as part of the module. Make sure students can prepare themselves for the sessions. If possible, share the teaching materials in advance.
    • Think in advance, how the teaching and interaction are organized for online and face-to-face students.

More instructins for platforms

Zoom

  • Zoom is used at HAMK for online teaching. Zoom offers opportunities for video and audio connection, screen and material sharing, and small group work (Breakout rooms).
  • All Zoom instructions listed in Digipedaohjeet -website.

Moodle

  • Moodle is the official online learning platform used in HAMK. Utilize the automation of functions, such as automated reminder messages, quizzes, activity completion, or working in groups.  
  • All Moodle instructions listed in Digipedaohjeet -website.

Teams 

  • Utilize Teams, especially as a platform for interaction and working with small groups of students. 
  • All Teams instructions listed in Digipedaohjeet -website.

During the teaching session 

  • Open the remote connection at least 10 minutes before the start of the actual teaching session so that participants can test their audio devices etc. Welcome both in-person and online participants.
  • Prepare your own desktop for the teaching session: close additional programs, windows, email, etc. Make sure no sensitive data can be shown, not even by accident. Make sure no notifications or other dialogue windows will not disturb you. 
  • Pay attention to the ones remotely participating first. Give equal amount of instructions for online and classroom attendees.
  • How do remote participants attend if compared to face-to-face attendees? Will there be an interaction between remote and face-to-face students? 
  • Tip: Set the rhythm to the teaching sessions in a way that you can regularly maintain a conversation and return to questions.
    • Tip: Assign one student for a limited time to be responsible for following the conversation. The student follows the discussion, picks up questions that have not been answered, as well as comments. 
    • Tip: After asking a question, give enough time for participants to react and reply in the chat. If someone in the classroom comments or asks a question, the teacher repeats the student’s name and message into the microphone so that remote participants can follow the conversation. 

Activation of Participants 

  • Utilize query tools, for example Zoom Polls or Microsoft Forms. Consider how both in-person and online participants can respond.
  • Utilize raise hand feature in Zoom and Teams. 
  • Utilize working in small groups, for example Zoom Breakout Rooms. Is it better to divide remote participants into their own groups, or to mix in with face-to-face participants? 
  • Do you record the session? Inform about the recording in advance to participants. 
  • Instructions: Record and share a Zoom meeting and record and share a Teams meeting. 
  • Are you wondering about recordings coming from the participants’ webcams?
    • Tip for the Zoom session: By removing the selection from the Zoom app settings on the Recording tab “Record Video During Screen Sharing”, participants’ webcams will not be recorded, when sharing the screen, even if webcams are enabled during the session. 

After the teaching session 

  • Share the link to the recording of the teaching session to a  Moodle. If needed, message students that it is available. 
  • Be present online and actively communicate about module progression on decided channels/platforms. 
  • Track the progress of students in different ways.

Helpful material