Home › Task 3:- Tutor Observation Session

Task 3:- Tutor Observation Session

Tutor Observation Evaluation:

Module Background:
This is a Level 8 Module on Digital Marketing delivered on a Thursday night from 7-10pm in the Carlow Campus in Room A201. The students vary in age from 23 – mid 50’s. It’s a Life Long Learning programme, the session is lecture 10 week 11 and it is only delivered in term 1. It involves lectures and practical computer time activities. The assessment is 100% Project with group and individual assignments. The module is exactly the same as the module delivered for the Peer observation as I deliver this module over 3 nights in 3 separate Campuses.

Pre-Session Concerns:
I was very concerned with the dynamic of the room to start, as the room wasn’t the best to conduct a class using a constructivist learning approach. The cohort of students were better than the Monday night group however I was worried as I was concerned that only 1 or 2 would turn up. The session previously only amounted to four students.

I spent a lot of time creating the slides for the session and I was hoping that they were not too descriptive and content rich for the students. I had a lot of websites lined up to use and demonstrate certain aspects of Search Engine Optimization. I was worried that they might not work or take too long to load as this has happened before. This session was to be focused on SEO or Search Engine Optimization and particularly On Page SEO. I had placed off page SEO to the latter of the lecture if we had time and if not this would be rolled over and into the next session. There were a lot of online tasks and websites that I had to access to demonstrate certain things before the students could follow the examples outlined from the screen. There were possible examples that these sites wouldn’t work or that the students couldn’t log on to them for various reasons. A lot of websites require a login with a username and password so I had to make sure that these were available and working, however sometimes they don’t. I also expected that some of the students would have issues with their logins as they always do. All of the students would have to access their own WordPress or Weebly websites to undertake a number of tasks under the topic of SEO. I was also aware that perhaps the students hadn’t done any of the prior work at home for the activities and tasks outlined for the session.

The Lesson Planning:

The lesson planning took a long time to produce and I thought that I’d better spend a little bit more time working on the lesson plan as there would be a peer of mine observing this session and reading this lesson plan. I created my own lesson plan first and added this to the main lesson plan template. (See Appendix Task-2 A, Main Lesson Plan for Tutor Observation).

Reflection and Feedback:
Reflection:
The tutor observation was quite and the tutor didn’t say anything throughout the session. I introduced the Tutor who arrived early who sat at the back of the room. The students were informed verbally and on Blackboard that there would be an observer attending the 24th of November 2016 session. I created an extensive lesson plan and emailed this to the tutor with a schedule of the entire semester. (See Appendix Task-2 A, Main Lesson Plan for Tutor Observation).

I felt quite nervous to begin with but my nerves disappeared after a while, I was confident with my knowledge and style and with the set of slide I had produced for the session. The session began well and I found the students attentive and willing to participate. In saying that I asked the observer to look at student’s interact with me and how they participated as groups. I was particularly concerned with students not engaging with the material or with me and I made this clear to the tutor. I was acutely aware that communication and dialogue was an issue throughout the semester as I was trying to implement a Constructivist learning approach to my lessons, (Carlile and Jordan, 2005).

The group work that I asked the students to undertake within the class was slow to start and they seemed to be looking for guidance as we progressed, rather than following the instructions given. I was hoping that the student’s would have learnt something by this stage of the course as this was lecture 9 of week 10. I think though that I presumed to much of them as I thought that collaborative learning would have taken hold and that the student’s themselves would be helping each other. Initially the scaffolding technique or support I used from the first lessons of the semester were withdrawn, however as the activites proceeded I realised that I would have to guide the student’s through the activities as their independence on doing these activities wasn’t evident. The class was almost full with only 3 missing so the dynamic was good and there was almost a full contigent to undertake successful group work, (Ashworth, Brennan, Egan, Hamilton, Sáenz, 2014).

My whole approach has been based on the Constructivist learning theory where by learners use their existing knowledge and combine it with the new information, (Jonassen, 1999). I have been trying to use a real life office based environment as an example of how things happen in the Digital Marketing world. I dipict a situation and then use this to show how things could happen just as (Moore et al., 1994), articulates that learning takes place in an environment that it occurrs within a certain content and I have been trying to outline this context all along.

As the class progressed, I felt it was lagging and that the student’s were reluctant to undertake the work, as I had to badger them into getting into their groups to undertake the task set. The main lecture to start was descriptive and a talk and chalk session on SEO (Search Engine Optimisation), the students were informed that this SEO session would be taking place and they were asked to prepare their websites for this SEO practical session in advance, (Brame, 2016).

Not all of the activities were done as groups and 2 of them were undertaken as individual activities, such as accessing their websites and placing in keywords and data so that their sites would be seen and ranked by search engines. Learning by doing is what I was trying to achieve based on Gibb’s reflective cycle, I tried to organise and really think about the stages of the activites I was asking the students to undertake, (Gibbs, 1988).

This seemed to work well and better than the group work which comprised analysing a website using prescribed online tools outlined in previous sessions in a step by step fashion. Even with this the students seemed to be very reluctant to undertake any task without me looking over their shoulders, they preferred to be scaffolded from start to finish.
I felt that I was doing all the work and thay they were sitting waiting to be told what to do, when to do it and how to do it verse by verse. Some learners had the task competed and done while most of them didn’t and they seemed to wait until I came to them for me to do it for them. Perhaps this is my fault that I didn’t from the outset of the semester sit back and let them do the work by trial and error rather than pointing out on the screen where they should go to next.

I was trying to take a more student led approach however as the semester progress I think I slipped back into a teacher centre style. My Social Constructivist approach just didn’t seem to work here and this was picked up by the tutor observer. I was scaffolidng these students very well but perhaps too much and not letting them explore doing the tasks and learning by themselves, (Gibbs, 1988). I want them to learn by doing even though I spent a lot of time preparing this session and all the other for that matter I feelt that they weren’t engaging with the material of the activities or the group work as outlined in the way I would wished and this was outlined by the tutor in her assessment. I feel that there is too much hand holding and relucktance to do the work in class on the part of the student and sit back and wait for John to come over and fix it, (O’Neill and McMahon, 2005).

Feedback.
Feedback was fair I thought and good overall in that the tutor indicated that what I was doing was very good, well prepared with great resources, handouts and activities arranged. She indicated that she learned a great deal about the subject an area she previously knew nothing about. She also indicated that she found it extremely interesting and could follow everything I was doing.

Learning Outcomes:
She belived that the learning outcomes were address very well for the session which came in line with the learning outcomes of the module. She indicated that the lesson plan was extremely detailed and thorough and outlined all the areas to be addressed. The tutor was very constructive in her observation and evaluation of the session and of my presence within the room and my knowledge of the subject. Her assessment of my notes and slides were good and she indicated that perhaps the slides were too detailed and crowded. She indicated that my approach to the subject was excellent and that I was doing the right thing. The learning outcomes she addressed; as being very broad and I indicated that my lesson plan and delivery was a result of my interpretation of the module descriptor and the learning outcomes.

Teaching Style:
My teaching style is apparently very good and my authority in the room is evident and she indicated that perhaps I maybe intimidating the students due to the vast knowledge that I am revealing within the course of the session. I spent a lot of time in the class running around a lot and appraently I’m doing all the work here. I am undertaking demos online using online software and showing the stduents, click by click what to do and perhaps this is a little too much. I am engaging with them however they aren’t engaging with me nor with the others in the class. Perhaps this may have something to do with the fact that this is a 7-10pm session and the participants are tired and don’t want to engage after a hard days work. However my session is still teacher centred rather than what I am trying to do and make it student centred. Digital Marketing and particularly Search Engine Optimisation is very difficult to understand and needs a lot of prior learning and experience to fully follow. It’s technical as well as fluid and changes all the time., the observer indicated that this maybe why the student’s are not engaging and why they are perhaps waiting for me to come and do it for them. She observed that some students were awkward asking silly questions or revealing that they hadn’t done any work prior to this session.

Recommendations:
The tutor recommended that perhaps I should stand back a little from the class and let the class run itself. I am running the class but perhaps I should do less in the class and make it more student centred, whereby they learn from doing and I just observe from the side. The tutor did indicate that I was doing all I could in view of the module descriptor, the cohort of students that I had and indeed the room layout which she indicated was also a potential reason why the students behaved in the way that they did. Unfortunately the lecture room is a computer lab where the students can hide behind the screens. She indicated that perhaps I should either get them to turn off their monitors or I take overall the control of all the machines in the room, (See Appendix Task-2 B, Form 2. Confidential – Tutor Observation of Teaching).

Conclusion:

My Learning Evidence from the Experience:
I have taken onboard quite a lot of what my Tutor observer outlined. I am going to change my teaching style to reflect a student-centered approach and get the students to undertake plenty of re session work on the topics and areas that need to be addressed. The observer indicated that I was doing all the work within the class, so from now on I’m going to get students to present a lot of their work within the class structure rather than waiting for them to submit their findings thru Turnitin. I have already organized a number of quizzes and I have outlined a number of lectures that I am going to record along with doing a number of screencasts of some important areas such s Social Media and creating a website. I am still however going to persist with creating a good Constructivist learning style in my approach to re-evaluating my teaching.

References

Alan McCabe & Una O’Connor (2014) Student-centred learning: the role and responsibility of the lecturer, Teaching in Higher Education, 19:4, 350-359, DOI: 10.1080/13562517.2013.860111

Ashworth. F,. Brennan. G,. Egan. K,. Hamilton. R,. Sáenz.O,. (2014) Learning Theories and Higher Education. Dublin: DIT, pp.1-16.

Carlile, O., & Jordan, A. (2005). IT WORKS IN PRACTICE BUT WILL IT WORK IN THEORY? THE THEORETICAL UNDERPINNINGS OF PEDAGOGY (1st ed.). Dublin: AISHE. Retrieved from http://www.aishe.org/readings/2005-1/carlile-jordan-IT_WORKS_IN_PRACTICE_BUT_WILL_IT_WORK_IN_THEORY.pdf [Accessed 8 Dec. 2016].

Gibbs G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Jonassen, D. (1999). Designing constructivist learning environments. In Reigeluth, C. Instructional Design Theories and Models, pg 217-239. Mahwah, NJ: Lawrence Erlbaum Associates.

Milkova, S. (2016). Strategies for Effective Lesson Planning | CRLT. Crlt.umich.edu. Retrieved 11 Dec 2016, from http://www.crlt.umich.edu/gsis/p2_5

Moore, J. L., Lin, X., Schwartz,D.L., Petrosino,A., Hickey, D.T.,Campbell, O.,& Hmelo. (1994). The Cognition and Technology Group at Vanderbilt. The relationship between situated cognition and anchored instruction. Educational Technology, 34 (8), 28-32.

Murray, B. (2002). The new teacher’s complete sourcebook. New York: Scholastic Professional Books. O’Neill, G. and McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers?. [online] Aishe.org. Available at: http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html [Accessed 12 Dec. 2016].

Song, H. (2010). Distance learning technology, current instruction, and the future of education. 1st ed. Hershey, PA: Information Science Reference.

Vygotsky, L.S. (1978) Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press

 

 

Appendices

Appendix Task-2 A, Main Lesson Plan for Tutor Observation

 

John Cowper

MAIN LESSON PLAN FOR TUTOR OBSERVATION SESSION

Lesson Plan for Tutor Observation Session

Date: 24.11.2016

Module:     Digital Marketing Lecture No:   10   – Wk 11
Stage:   Year 4 of 4 Date: 24.11.2016
Section:   SEARCH UNPAID Class group: CW-7-10
Topic of lecture: SEO Search Engine Optimization Duration of topic:   3 Hours
Time of teaching session: 3 Hours Location: Carlow Campus
AIMS AND LEARNING OUTCOMES TIME ALLOCATION
a)      Aims of this SEO session:

 

The aim of this session is to convey the principles of Search Engine Optimization, (S.E.O.), how it works using S.E.O. techniques from meta tags, inbound marketing, link building, keyword research, content marketing and metric measurement through using analytics. To make websites more appealing to users and search engines to rank them higher in the Search Engine Results pages. To Understand the difference between On Page (Site) S.E.O. and Off Page (Site) S.E.O..

 

  

3 Hours
b)      Learning Outcomes:

 

At the end of this session, learners should be able to:

Understand the difference between SEO and SEM Marketing.

Understand and Identify On Site (Page) Search Engine Optimization.
Understand the principles involved in SEO Meta Tags in a website’s source code.

Identify, analyze and create good keywords and keyword placement for On Site SEO.
Understand Inbound and Outbound linking strategies.

Identify and understand the difference between internal and external linking.

Understand, Identify and use H Tags and Alt image Tags effectively on a website.
Identify and understand good website URL structures for clear navigation.
Understand, Identify and implement Google verification code to a website.

Appraise and understand the SEO content within their own website.

Appraise, identify and understand the SEO content of other websites.

 

 This was indicated at the beginning of the module, at day 1 in the form of a detailed schedule of events and lectures to be undertaken in each of the 13 weeks. See Schedule attached.
SESSION CONTENT
Session Content: Key Concepts:

Agenda – SEO and SEM Marketing

Step -1: Overview of SEO and SEM and the definition of a SERP.

Step -2: Overview of SEO Search Engine Optimization.

Step -3: Overview of SEM – PPC Paid Google Ads.

Step -4: Outline the new rules SERP layout for both SEO and PPC.
Step -5: Indicate how SEO and Google Search works.

 

Agenda – On Site SEO

Step -1: Overview of On Site Search Engine Optimization.

Step -2: Outline the difference between Title and Description meta tags.

Step -3: Outline the function of keyword variants and good keyword research.

Step -4: Indication and outline of keyword density rules.

Step -5: Outline Activity 1 and what’s involved.
Step -6: Overview of Google Webmaster verification tools.

Step -7: Overview of SEO Search Engine Optimization tools.

Step -8: Overview of a website SEO appraisal using tools.

Step -9: Overview of a SEO internal website linking.
Step -10: Overview of image Alt and H Tags.
Step -11: Outline of optimized URL’s.

Step -12: Overview of Content Creation.

Step -13: Overview of good site navigation.

Step -14: Overview of getting a good page rank.
Step -15: The benefits of having a sitemap.

Final Step: Outline Activity 2 and what’s involved – SEO Appraisal of one of the Case Study sites in Groups.

Agenda – SEO Organic Stats vs Paid Stats

Step -1: The benefits of SEO Organic Statistics vs Paid Statistics

Step -2: Black Hat & White Hat S.E.O. – What’s the difference??

 

Activities:

A). Show students how Seositecheckup.com works.
B). Activity 1: Students to verify their own site with Google Webmaster Tools.

C). Students go into their own sites and verify their site URL using implemented code.

D). Then student’s individually APPRAISE their site using handout “Your SEO Site Optimization Worksheet-1”
E). Activity 2: Students in Groups choose a Case Study site and make an SEO appraisal of this website using the handout “SEO Site Optimization Worksheet -2”

 
REQUIRED RESOURCES
Resources Required:

Computers or laptops connected to the internet

Access to Google search engine and others.
Access to WordPress site and Weebly site.

Access to Gmail and Google Webmaster tools.

Access to Social Media sites, Gmail, Google Analytics and AdWords

 

Online Resources:

Keyword Tools

http://keywordtool.io

http://www.wordstream.com/keyword-tool-google

http://www.wordstream.com/adwords-keyword-tool

http://www.internetmarketingninjas.com/blog/search-engine-optimization/12-free-keyword-tools-replace-googles-keyword-tool/

http://www.googlekeywordtool.com/

http://www.ducttapemarketing.com/blog/keyword-tools/

 

WEBSITE ON-PAGE ANALYSIS

http://moz.com/tools/onpage-grader

http://marketingland.com/video-slideshow-seo-revolution-will-televised-79259

http://seositecheckup.com/

http://www.seocentro.com/tools/seo/seo-analyzer.html

http://www.powermapper.com/products/sortsite/checks/seo-checks.htm

https://www.woorank.com/

http://www.seowebpageanalyzer.com/

https://www.pluginseo.com

http://www.seoworkers.com/tools/analyzer.html

http://www.site-analyzer.com/

https://chkme.com/

 

SEOBOOK -SITE

http://tools.seobook.com/keyword-tools/seobook/

http://tools.seobook.com/keyword-tools/

http://tools.seobook.com/general/keyword-density/

http://tools.seobook.com/keyword-list/generator.php

http://tools.seobook.com/

http://www.seobook.com/learn-seo/keyword-research-strategies.php

 

KEYWORD TOOLS

http://www.wordstream.com/keywords

https://freekeywords.wordtracker.com/sign_in/

http://www.google.com/trends/

http://www.seoinpractice.com/keyword-research-diy.html

http://www.searchmarketingstandard.com/5-free-musthave-keyword-research-tools

http://www.bing.com/toolbox/keywords

http://ubersuggest.org/

http://www.keyworddiscovery.com/

 

SEO LINKS:

http://checkpagerank.net

http://www.prchecker.info/check_page_rank.php

http://www.sitescore.co

http://www.google.ie/adwords/start/?gclid=CIer6IbJwbwCFUN22wodjBEAiQ

http://www.google.ie/analytics

http://googlekeywordtool.com

 

SEO Tools

SEO Research Tools

https://moz.com/tools/onpage-grader

http://moz.com

http://www.longtailpro.com

https://www.semrush.com

http://www.alexa.com

https://socialcrawlytics.com

http://www.mysiteperformance.com

https://developers.google.com/speed/pagespeed/insights

https://www.google.ie/analytics/tag-manager

https://moz.com/researchtools/ose

http://www.seolution.com/open-site-explorer

https://www.google.ie/webmasters/#?modal_active=none

https://blog.kissmetrics.com/beginners-guide-to-google-webmaster-tools

https://searchenginewatch.com/sew/how-to/2191991/google-webmaster-tools-an-overview

http://www.screamingfrog.co.uk/seo-spider

http://webpagetest.org

https://moz.com/blog/the-8step-seo-strategy-step-1-define-your-target-audience-and-their-needs

http://www.bing.com/toolbox/webmaster

https://support.google.com/analytics/answer/2558811?hl=en

 

SEO Videos:

 

What is SEO
https://www.youtube.com/watch?v=hF515-0Tduk

 

How Search works on Google
https://www.youtube.com/watch?v=BNHR6IQJGZs#t=43

GOOGLE RESOURCES:

http://www.pushon.co.uk/marketing/paid-media
https://support.google.com/adwords/answer/1704389?hl=en https://support.google.com/adwords/answer/1722117?hl=en&ref_topic=3119117
Google AdWords Display Network

https://www.google.ie/ads/displaynetwork/build-your-ads/ad-formats.html

https://www.google.ie/ads/displaynetwork
Video Ad Formats

https://support.google.com/adwords/answer/2375465?hl=en

https://www.youtube.com/watch?v=omXFdKYLRW0
Insights on the AdWords Auction

https://www.youtube.com/watch?v=PjOHTFRaBWA
Google AdWords Bidding Tutorial

https://www.youtube.com/watch?v=jRx7AMb6rZ0
Google Analytics 2015 Tutorial for Beginners (Introduction)

https://www.youtube.com/watch?v=Sn17WEjJYVk

Getting Started with Google Analytics

https://www.youtube.com/watch?v=WC3ONXJn9FQ

 

Reading Lists:
Website: Lynda Weinman 2011, Online Training, Lynda Weinman, USA

http://www.lynda.com

Website: Adobe 2011, Adobe Online Training

http://tv.adobe.com

Website: Second StorySecond Story Interactive Design

http://www.secondstory.com/

Website: AIGA 2011, American Institute of Graphic Art

http://www.aiga.com

Website: FWA 2011, Favourite Web Awards

http://www.fwa.com

Website: Coyne & Blanchard 2011, Communication Arts

http://www.commarts.com

Website: Creative Cow 2012, Motion Graphics Tutorials

http://www.creativecow.net

Website: Motionographer 2012, n/a, Motion Graphics Resources

http://www.motionographer.com

Website: Art of the TitleArt of the Title Sequence

http://www.artofthetitle.com
Hillman Curtis 2002, MTIV: Process, Inspiration and Practice for the New Media Designer, 1st ed Ed., New Riders Press

Edward Tufte 1997, Envisioning Information, Graphics Press

Robert Jacobson and Richard Saul Wurman 2000, Information Design, MIT Press

Ellen Lupton and Jennifer Cole Phillips 2008, Graphic Design The New Basics, Princeton Architectural Press

 

Handouts:

Your SEO Site Optimization Worksheet-1
SEO Site Optimization Worksheet-2

What is a Sitemap?
What are Meta tags?

What is a Search Engine?
What are Keywords?

Website ON-PAGE Analysis
On Site SEO
Off Site SEO
CONTENT AND TEACHING STRATEGIES OF LECTURE
a)      Overview/Agenda/Review

The previous lecture, lecture 9 in Week 10 was Email Marketing, Google Analytics and Google Display Advertising. Students were shown how email marketing works through using Email service providers such as MailChimp. All of the various emailing rules, EU Cookie Directives as well as the Data Protect Act was introduced. Google Analytics was outlined and a demo undertaken, students created and signed up to a Google Analytics Account, Statcounter.com as an alternative to Google Analytics was introduced. The (GDN) Google Display Network was introduced following on from the (GSN) outlined 2 weeks previously.

…. There will be a quick overview on what was conducted in lecture 9… going over the semester schedule on PowerPoint.

This sessions AGENDA will outline the following:

S.E.M.

SEO-PPC
Meaning – Definition

Differences
Organic Searches – SERP’s
Paid Searches – SERP’s

SEO
On Site (Page) SEO
Meta Tags – Source code – Keyword Searching
Keyword Placement – Density – Location
Linking – External/Internal
Image Alt Tags – URL Structures – H1/H6 Tags
Site Navigation – Page Rank – Sitemaps

 

 Time allocation

 

 

10 Mins
b)      Introduction

The introduction will be short and outline the Agenda of the session. The students will be reminded of the previous session (Lecture 9) about Email Marketing, Google Analytics and Google Display Advertising. Then the lesson will go an overview of SEO and SEM and the definition of a SERP. Then the lesson will outline using PowerPoint, The anatomy of SEO and a complete overview of what is Search Engine Optimization.

 

 

 Time allocation

10 – 20 Mins
c)       Subject Content and Teaching Strategies

The students will be given 2 main activities to undertake during the 3 hour session. They will be given handouts of SEO links and how SEO works. Most of what has to be undertook is online based. Students willl be expected to avail of the lab computers and access these online resources while the initial lecture is taking place.

As the students are being asked to write a Digital Marketing Strategy plan, SEO is a huge part of what they would need to implement re their website or app and also write about within their document, which they must submit for assessment.
Students are to undertake the following activities within this session.
Activity 1:

Students will access Seositecheckup.com and access their own website first before accessing Google Webmaster Tools to verify their own site. They will need to do this by going into Google Console to get some code and then access their own site, paste in this code and verify their site URL using this code. Then students will individually APPRAISE their site using handout “Your SEO Site Optimization Worksheet-1”

Activity 2:
Students in Groups choose a Case Study site and make an SEO appraisal of this website using the handout “SEO Site Optimization Worksheet -2”

This process is to get the students to think about their websites and how SEO factors in how it preforms and ranks on the Search Engines. This is very much a hands on process where students need to follow a set of processes to learn how to optimise their website and how good SEO can effect their site’s overall rankings. This is a process of learning by doing and getting the student to be the centre of this process, as a lecturer I’ll be just monitoring as they undertake these tasks, with a little guidence by the lecturer. Constructionivist, Social Constructionivist principles apply here. Students have been given a detail brief previously to create a website Blog, a Case Study and a Digital Marketing Strategy Plan.

 Time allocation

 

 

10 Mins

 

 

 

 

15 Mins

 

 

10-20 Mins
d)      Consolidation

Students will soon realise how SEO Optimization works and how they will need to undertake this on a daily basis to continue the SEO process over a number of days, weeks and even months to ensure that they website remains highly ranks in the returned search results pages know as SERPs. Reviewing concepts taught will be done through observing how each students behaves online and how well they adapt to the issues and problems that arise as they go through these SEO processes. They will be aided by using online tools. What they do online on their computers will allow for assessing the effectiveness of the lesson, including constructive feedback and evaluation.

 Time allocation

15 Mins

 
ASSESSMENT STRATEGIES
Students will be assessed on completion on a Digital Marketing Strategy document a Case Study and a website blog, which will include research, data gathering information, organizational background data, competitor analysis, target audience identification, objectives, digital channels analysis, action plan Gantt chart, budget allocation, measurement outline.

The assessment strategies are based on the students creating a Digital Marketing Strategy, a Case Study, a blog with a minimum of 5 blog posts of 250 words each. The strategy document has sections to be completed. The Case Study and Blog can be completed and submitted before the end of the lesson. As the students create the Digital Marketing Strategy document the lecturer can monitor and assess and help improve with feedback and therefore consolidate the learning to reinforce the development of their strategy and the processes involved, such as SEO. The learning is improved as it is instructed, each student has a goal which can be monitored, evaluated and critiqued to try and get the best possible outcome. Students learn through doing, emulating and this is carried through to the next iteration. Do, feedback, redo, feedback.

The students are assessed by submitting their assignments as requested and these are graded after the course has been completed. So assessing whether or not they have picked up on the feeback and learned from the critiques can be undertaken at this point. Generally there are no exams in this subject area and assessments are made using practical assessment methods (Rubrics) such as assessing and grading, ideas presented, reports written and videos created along with others submitted.

 

 

 10 – 20+ Mins

 

 
LESSON OUTLINE: 3 HOUR OUTLINE
 

Time Content Lecturer Activity Student Activity Aids
7.00pm – 7.05pm Start-Intro-Slides Agenda overview Powerpoint
7.06pm – 7.10pm Schedule overview and where we are? Schedule overview Powerpoint
7.11pm – 7.15pm Overview of SEO and SEM and the definition of a SERP Outline of SERP’s – Overview of SEM – PPC Paid Google Ads. Powerpoint
7.16pm – 7.21pm The anatomy of SEO – Overview of SEO Search Engine Optimization Online demo of Search Engine Results pages based on a keyword term. Outline the new rules SERP layout for both SEO and PPC. Students can follow online Powerpoint
7.22pm – 7.30pm Showing Videos of SEO and how search works on Google Viewing a You Tube Video. Indicate how SEO and Google Search works Students watch videos screens Online video
7.31pm – 7.35pm Search Engine Marketing Channels.

Overview of On Site Search Engine Optimization and the SEO Process.

 Outline of a full SEO Technical Appraisal.

 

 Powerpoint
7.36pm – 7.45pm Introduction to ON-SITE SEO. Overview of On Site Search Engine Optimization. Outline the difference between Title and Description meta tags.

Show site source page and indicate meta tags.

 Students have opened up their own websites Powerpoint and Online demo
7.46pm – 7.55pm Outline the function of keyword variants and good keyword research Indication and outline of keyword density rules. Students looking a their sites Powerpoint
7.56pm – 8.15pm Outline Activity 1 and what’s involved Overview of Google Webmaster verification tools. Overview of SEO Search Engine Optimization tools, Seositecheckup.com and others. Students individually open their sites and take and set verification codes for Google and other search engines.

Students do an SEO website appraisal of their own using tools indicated on handout.

 Powerpoint and Online demo

WordPress and Weebly demos

 

HANDOUT GIVEN FOR ACTIVITY 1.

“Your SEO Site Optimization Worksheet -1” handout.
8.15pm – 8.45pm COFFEE BREAK
8.45pm – 9.15pm Introduction to internal linking Overview of a SEO internal website linking Powerpoint
ALT and H tags Overview of image Alt and H Tags Powerpoint
Optimized URL Structures Outline of optimized URL’s Powerpoint
Good Content Creation for website optimization and key wording Overview of Content Creation Powerpoint
Outline of site navigation, pages and nav bars. Overview of good site navigation Powerpoint
Using online software to find your site page rank Getting a good page rank Powerpoint
Does your site have a site map sitemap.xml? Benefits of having a sitemap Powerpoint
9.16pm – 9.40pm Outline Activity 2 and what’s involved – SEO Appraisal of one of the Case Study sites in Groups. Students in groups access a site associated with one of the 4 CASE STUDIES on Blackboard.

Students do an SEO website appraisal of this site using tools indicated on handout.

 HANDOUT GIVEN FOR ACTIVITY 1.

“SEO Site Optimization Worksheet -2” handout.
9.41pm – 9.46pm S.E.O.Organic v Paid

 

 SEO Organic Statistics vs Paid Statistics Powerpoint
9.47pm – 10.00pm Black Hat & White Hat S.E.O. – S.E.O. now, what’s new what old? Black Hat & White Hat S.E.O. – What’s the difference?? Powerpoint
PRE-SESSION REFLECTION
Before the session commences, note down your feelings about the session, identifying any areas of potential concern regarding any aspect of the process.

The Lesson Planning:

The lesson planning took a long time to produce and I thought that I’d better spend a little bit more time working on the lesson plan as there would be a peer of mine observing this session and reading this lesson plan. I created my own lesson plan first and added this to the main lesson plan template. (See Appendix Task-2 A, Main Lesson Plan for Tutor Observation).

Pre-Session Concerns.

As part of the Tutor Observation session we were asked to create a lesson plan and submit this as part of Task 3 Tutor Observation Session. At first I was rather unnerved by the whole idea as I was involved with this sort of thing before and I found it to be a very difficult process. This whole process seemed to take an awful lot of time to undertake and complete, as I was trying to create good slides and get my timing right and correct for the allocated 3 hour teaching session. I was especially worried as I was being graded and judged while being observed by a Tutor. Again in my preparation for this task I reviewed Bonnie Murray’s eight questions to ask yourself before planning a lesson. I used this many years ago to prepare myself for the avalanche of lesson planning, (Murray, 2002).
Even though I used this book I found myself being drawn back to to Milkova’s strategies to create my plan for this task, (Milkova, 2016).

My worry is that because the nature of Digital Marketing (Online Marketing) as it is sometimes called can be difficult to teach because it is so new and it changes all the time, even on a daily basis. For example Google changed Google AdWords lasy year and the colour of the ad boxes on Google Ads are now green, they were yellow 6 months ago. I found myself asking myself, how do I teach Search Engine Optimisation? Do I try and make it completely student centred, or do I try and teach (lecture with multiple slides), show and then see if they copy and learn by doing in this way?

Teaching in the digital arena can be difficult area to show students processes as sometimes things can go very wrong. I am at this point in the semester trying to record videos of online software demos being done as well as my lectures and upload them to either Moodle or Blackboard. Hopefully this may alleviate my concerns going forward.

This session is going to be long and will be a 3 hour lectorial with activities included. I am worried that the activities that I have planned may not go as well as I want them to, as I am worried that it might take too long to get the activities going and they may then go on too long and impede on the rest of the planned session and timing. I really didn’t think prior to this session that it will go well and I need to get through the slides and content quickly to get the session some context and meaning towards the end with Activity 2.
I am expecting that much of the feedback will be critical of the timing and the speed at which I go through the content, or indeed if there is too much content there in. Such as way too many slides and not enough student learning occurring, I am aware that I have to teach this area as students find it difficult to understand the processes involved in the area of digital and online marketing never mind social media marketing. There are so many terms and processes that students have to remember and there are so many online tools that they can use, that I find students can find all of this quite overwhelming. I am trying to get the students to embrase the content and take it by the collar and jump into it. It’s like learning to drive a car, you have to get into the car and press the accelerator and turn the steering wheel before you’ll go anywhere. This is the same with Digital Marketing, learn by doing is my motto. Trying to get the students to learn by doing is important and by undertaking tasks is an important part of what I am trying to do in each and every session I have with my students.

I was very concerned with the dynamic of the room to start, as the room wasn’t the best to conduct a class using a constructivist learning approach. The cohort of students were better than the Monday night group however I was worried as I was concerned that only 1 or 2 would turn up. The session previously only amounted to four students.

I spent a lot of time creating the slides for the session and I was hoping that they were not too descriptive and content rich for the students. I had a lot of websites lined up to use and demonstrate certain aspects of Search Engine Optimization. I was worried that they might not work or take too long to load as this has happened before. This session was to be focused on SEO or Search Engine Optimization and particularly On Page SEO. I had placed off page SEO to the latter of the lecture if we had time and if not this would be rolled over and into the next session. There were a lot of online tasks and websites that I had to access to demonstrate certain things before the students could follow the examples outlined from the screen. There were possible examples that these sites wouldn’t work or that the students couldn’t log on to them for various reasons. A lot of websites require a login with a username and password so I had to make sure that these were available and working, however sometimes they don’t. I also expected that some of the students would have issues with their logins as they always do. All of the students would have to access their own WordPress or Weebly websites to undertake a number of tasks under the topic of SEO. I was also aware that perhaps the students hadn’t done any of the prior work at home for the activities and tasks outlined for the session.

Brief Outline of Module:

The module is ‘Digital Marketing’ a 13 week Level 8 Certificate. This session is lecture 10 of week 11 of a 13 week semester. The students are very familiar with Social Media but not the other aspects of Digital Marketing such as creating blogs, Google Search and Display Advertising (AdWords), Analytics, Email, Mobile Marketing and E & M Commerce using mobile devices.

The following outlines the content of the Module descriptor:

Teaching and Learning Strategies

Learners will be exposed to theory and practice of digital marketing through exposure to and study of

academic materials (texts, journals etc.) and industry practice materials (web resources, case studies, live case examples, industry reports etc.). Classes will be tutorial in nature where learners will be expected to actively engage with module materials (online & offline), problem-solving exercises and participate in class discussion and debate. Learners will be encouraged to self-reflect Computer Laboratories – instruction classes will take place in computer labs to facilitate digital marketing practice

 

Module Aims:

The aim of the course is to introduce the learner to the dynamics and challenges of the principles practices of digital marketing. It aims to equip the learner with the practical and theoretical strategy of digital marketing.

 

Previous Knowledge student Profile:

Students are Level 8 certificate students who are working in industry and undertaking a Digital Marketing night course.
Students have some experience of Digital Marketing and Social Media.

Students need to have previously used Social Media such as Facebook, Twitter and LinkedIn.

Students are keen to implement what they have learned during their working day.

Students have a basic understanding what’s involved in Digital and Social Media Marketing.

Students have a very very basic understand of Search Optimization and the meaning of SEO.

Students do not know the difference between On page (site) and Off page (Site) SEO.

Students are mature students both male and female ages ranging from 23 to mid 50’s.

Students are all working in business as employees or business owners.
CONSTRUCTIVE FEEDBACK
Reflection and Feedback.

Reflection:
The tutor observation was quite and the tutor didn’t say anything throughout the session. I introduced the Tutor who arrived early who sat at the back of the room. The students were informed verbally and on Blackboard that there would be an observer attending the 24th of November 2016 session. I created an extensive lesson plan and emailed this to the tutor with a schedule of the entire semester.

I felt quite nervous to begin with but my nerves disappeared after a while, I was confident with my knowledge and style and with the set of slide I had produced for the session. The session began well and I found the students attentive and willing to participate. In saying that I asked the observer to look at student’s interact with me and how they participated as groups. I was particularly concerned with students not engaging with the material or with me and I made this clear to the tutor. I was acutely aware that communication and dialogue was an issue throughout the semester as I was trying to implement a Constructivist learning approach to my lessons, (Carlile and Jordan, 2005).

The group work that I asked the students to undertake within the class was slow to start and they seemed to be looking for guidance as we progressed, rather than following the instructions given. I was hoping that the student’s would have learnt something by this stage of the course as this was lecture 9 of week 10. I think though that I presumed to much of them as I thought that collaborative learning would have taken hold and that the student’s themselves would be helping each other. Initially the scaffolding technique or support I used from the first lessons of the semester were withdrawn, however as the activites proceeded I realised that I would have to guide the student’s through the activities as their independence on doing these activities wasn’t evident. The class was almost full with only 3 missing so the dynamic was good and there was almost a full contigent to undertake successful group work, (Ashworth, Brennan, Egan, Hamilton, Sáenz, 2014).

My whole approach has been based on the Constructivist learning theory where by learners use their existing knowledge and combine it with the new information, (Jonassen, 1999). I have been trying to use a real life office based environment as an example of how things happen in the Digital Marketing world. I dipict a situation and then use this to show how things could happen just as (Moore et al., 1994), articulates that learning takes place in an environment that it occurrs within a certain content and I have been trying to outline this context all along.

As the class progressed, I felt it was lagging and that the student’s were reluctant to undertake the work, as I had to badger them into getting into their groups to undertake the task set. The main lecture to start was descriptive and a talk and chalk session on SEO (Search Engine Optimisation), the students were informed that this SEO session would be taking place and they were asked to prepare their websites for this SEO practical session in advance, (Brame, 2016).

Not all of the activities were done as groups and 2 of them were undertaken as individual activities, such as accessing their websites and placing in keywords and data so that their sites would be seen and ranked by search engines. Learning by doing is what I was trying to achieve based on Gibb’s reflective cycle, I tried to organise and really think about the stages of the activites I was asking the students to undertake, (Gibbs, 1988).

This seemed to work well and better than the group work which comprised analysing a website using prescribed online tools outlined in previous sessions in a step by step fashion. Even with this the students seemed to be very reluctant to undertake any task without me looking over their shoulders, they preferred to be scaffolded from start to finish.
I felt that I was doing all the work and thay they were sitting waiting to be told what to do, when to do it and how to do it verse by verse. Some learners had the task competed and done while most of them didn’t and they seemed to wait until I came to them for me to do it for them. Perhaps this is my fault that I didn’t from the outset of the semester sit back and let them do the work by trial and error rather than pointing out on the screen where they should go to next.

I was trying to take a more student led approach however as the semester progress I think I slipped back into a teacher centre style. My Social Constructivist approach just didn’t seem to work here and this was picked up by the tutor observer. I was scaffolidng these students very well but perhaps too much and not letting them explore doing the tasks and learning by themselves, (Gibbs, 1988). I want them to learn by doing even though I spent a lot of time preparing this session and all the other for that matter I feelt that they weren’t engaging with the material of the activities or the group work as outlined in the way I would wished and this was outlined by the tutor in her assessment. I feel that there is too much hand holding and relucktance to do the work in class on the part of the student and sit back and wait for John to come over and fix it, (O’Neill and McMahon, 2005).

Feedback.
Feedback was fair I thought and good overall in that the tutor indicated that what I was doing was very good, well prepared with great resources, handouts and activities arranged. She indicated that she learned a great deal about the subject an area she previously knew nothing about. She also indicated that she found it extremely interesting and could follow everything I was doing.

Learning Outcomes:
She belived that the learning outcomes were address very well for the session which came in line with the learning outcomes of the module. She indicated that the lesson plan was extremely detailed and thorough and outlined all the areas to be addressed. The tutor was very constructive in her observation and evaluation of the session and of my presence within the room and my knowledge of the subject. Her assessment of my notes and slides were good and she indicated that perhaps the slides were too detailed and crowded. She indicated that my approach to the subject was excellent and that I was doing the right thing. The learning outcomes she addressed; as being very broad and I indicated that my lesson plan and delivery was a result of my interpretation of the module descriptor and the learning outcomes.

Teaching Style:
My teaching style is apparently very good and my authority in the room is evident and she indicated that perhaps I maybe intimidating the students due to the vast knowledge that I am revealing within the course of the session. I spent a lot of time in the class running around a lot and appraently I’m doing all the work here. I am undertaking demos online using online software and showing the stduents, click by click what to do and perhaps this is a little too much. I am engaging with them however they aren’t engaging with me nor with the others in the class. Perhaps this may have something to do with the fact that this is a 7-10pm session and the participants are tired and don’t want to engage after a hard days work. However my session is still teacher centred rather than what I am trying to do and make it student centred. Digital Marketing and particularly Search Engine Optimisation is very difficult to understand and needs a lot of prior learning and experience to fully follow. It’s technical as well as fluid and changes all the time., the observer indicated that this maybe why the student’s are not engaging and why they are perhaps waiting for me to come and do it for them. She observed that some students were awkward asking silly questions or revealing that they hadn’t done any work prior to this session.

Recommendations:
The tutor recommended that perhaps I should stand back a little from the class and let the class run itself. I am running the class but perhaps I should do less in the class and make it more student centred, whereby they learn from doing and I just observe from the side. The tutor did indicate that I was doing all I could in view of the module descriptor, the cohort of students that I had and indeed the room layout which she indicated was also a potential reason why the students behaved in the way that they did. Unfortunately the lecture room is a computer lab where the students can hide behind the screens. She indicated that perhaps I should either get them to turn off their monitors or I take overall the control of all the machines in the room.

 

Conclusion:

My Learning Evidence from the Experience:
I have taken onboard quite a lot of what my Tutor observer outlined. I am going to change my teaching style to reflect a student-centered approach and get the students to undertake plenty of re session work on the topics and areas that need to be addressed. The observer indicated that I was doing all the work within the class, so from now on I’m going to get students to present a lot of their work within the class structure rather than waiting for them to submit their findings thru Turnitin. I have already organized a number of quizzes and I have outlined a number of lectures that I am going to record along with doing a number of screencasts of some important areas such s Social Media and creating a website. I am still however going to persist with creating a good Constructivist learning style in my approach to re-evaluating my teaching.

 
REFLECTION-ON-ACTION
a)      Effectiveness of Lesson

What was effective / ineffective in your lesson? – include at least 3 lesson elements that were ineffective / effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject content and class? Consider the entire lesson and the reaction of students.

How do you know? Provide evidence from student work, student questions asked and informal assessment. Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective in your lesson? How do you know? Next steps for improvement?
1.The slides and how they told the story and backed up what I was saying – very effective

 

 

 It was pretty obvious that students/learners undertood the terms and the tech speak which was outlined with images on the slides. Perhaps make the slides even more visual rather than just text based.
2. I think that the lesson was somewhat rushed and perhaps I wasn’t consentrating my efferts towards the students

 

 

 

 Feedback given after indicated that perhaps more eye contact was need. Start to actually look at individual students/learner when making a point to see if they understand or are engaged.
3. The online software demonstration was very effective and really showed what I was talking about just previously.

 

 

 Feedback given clearly indicated that the online software demo really consolidated their understandimg of previous instruction. Perhaps get a student to partake in the online software demo as an activity.
b)      Effectiveness as a Teacher

What was effective / ineffective about you as a teacher? – include at least 3 teacher elements that you did that were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This would be a section describing your strengths and areas for improvement – volume, eye contact, body language, questioning skills, responding to questions, comfort with material, confidence, delivery, board writing, vocabulary…

How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective about you as a teacher? How do you know? Next steps for improvement?
1.I probably didn’t ask enough questions and get the students invloved more from the start.

 

 

 

 I felt the lesson was somewhat lecture focused perhaps to chalk and talk. Start an activity early on in the lesson and get the learner invloved from the start.
2. Not enough movement around the room to get learners involved, so that when an activity comes along they can start on it straight away.

 

 

 

 Feedback indicated more interaction with the student body. Move around and get the learners involved in the lesson from the get go.
3. Speaking is too fast and sometimes I am thinking far too quickly and I can’t keep up with what I am thinking with what I am saying and it can come out wrong, rushed and garbled.

 

 

 Some observations in the past have revealed this to be an issue only at times. Slow down my pace and know that I don’t have to be speaking all of the time.

 

 

 

 

 

 

Appendix Task-2 B, Form 2, Confidential-Tutor Obsevation of Teaching

MASTER OF ARTS IN TEACHING AND LEARNING

 

 

Please:

  • Provide your observer with a copy of your teaching plan
  • Provide your observer with copies of any other supplementary material: handouts, resources on Blackboard
  • Ensure that the observer knows where to be and at what time
  • Inform students of the observation in advance
  • Arrange to talk to observer before session starts
  • Arrange to talk to observer after session ends

 

Section A to be completed by you with the observer before the session
Section B to be completed by the observer
Section C (1) to be completed as agreed by both you and the observer
Section C (2) to be completed by you after a period of reflection and action arising from the feedback from observer

 

SECTION A:   Pre-observation meeting/discussion
Name of Lecturer John Cowper
Tutor/Observer’s Name Dina Brazil
Date of Observation 24/11/16 Time

19.00-20.30
Location A213 Computer Laboratory LRC
Session Topic Search Engine Optimization (SEO)
Module and Programme Details Digital Marketing

Single Purpose Certificate.

 Level of Module

8
No of students 12
Other relevant Information Delivered via LLL. Session 9   observed. Module delivery: 3 hours a week in Term 1 only.   Diverse group of learners. Teaching strategy involves lectures and practical computer activities. Assessment is100% CA; group and individual assignments.

 
Particular requests asked of Observer Observe in-class interaction between students and John and interaction between students. John is concerned about the amount and level of autonomous learning and feels that there is an issue with engagement with class material. Attendance had dropped in previous weeks. However nine students were present at the observed session.

 

 

  1. Introduction

Were the anticipated learning outcomes for the session identified? Were the outcomes made clear to the students? Did the lecturer relate the session to previous sessions and set it in the overall context of the module? Summarise prior content? Areas for development?

Session was introduced well. Learning outcomes stated and linked to what had gone before and how this session would aid in the assignments.

 

 

  1. Planning and Organisation

Did s/he set out the structure of the session at the start? Did the session appear to be well-planned and organised? Did the class begin on time? Areas for development?

John was very prepared and organised, as he was early and was able to speak to students before   the class commenced to clarify any questions they might have with respect to assessment. Class was held in computer lab, with JC at his own PC projecting material onto the screen. Students tended to work on their own PC’s while he was talking. I was unsure what they were doing, homework?

 

 

  1. Methods/Approach

Were the methods/approach taken suitable to achieve the learning outcomes set? Were there opportunities for active learning; opportunities for interaction. Were the questioning/responding strategies appropriate? Were the explanations clear to the students? Were examples/analogies given? Did the lecturer check for learners’ understanding during the class? Areas for development?

John was well prepared with good learning resources. For the first 45 minutes John gave a ‘lecture ‘ on the topic of SEO, why this was important for effective digital marketing and how to practically   ensure SEO on websites. Relevant videos were included to explain aspects of the topic and prompt questions. Previously, students had made their own websites and in the second part of the class they used their new knowledge with John’s help to optimize their websites.

 

  1. Delivery and Pace

Did the pace and delivery seem appropriate for the students present? Were any aspects, in your view, dealt with too briefly / with too much elaboration? Did the session seem rushed/too drawn out? Was there variation of activity? Areas for development?

 

I found the pace appropriate and could follow the material without having prior knowledge. John answered any questions as they arose. However few questions were asked during the theory session.

 

 

  1. Content

Where you feel qualified to make comment, did the content seem appropriate, up-to-date? Did the session seem to be pitched at the appropriate level for the students present? Was the content sequenced appropriately? Were the key points emphasised? Were the key points summarised in conclusion?

NA

 

 

 

  1. Student Participation

Were students invited to participate? How were the needs of diverse learners met? How was participation managed? Did it appear to be carefully planned? Did participation enable the lecturer to check the students’ understanding of the material/approach? How did the lecturer deal with student responses?

As anticipated, there   were issues with interaction. Initially for the first 10 minute or so of the class students appeared to be working on their PC’s; from those I could observe they were not following John’s lecture. However they became more attentive, but I feel somewhat sporadically. Only one student asked questions and most of the others did not pay attention to either the question or the response.   Following the videos there was little reaction.

However once the practical activity began students were much more engaged and asked questions of John and seemed to be helping each other.
  1. Use of Teaching resources / technology

What resources were used (e.g. Powerpoint, handouts, video, etc.)? What other supports were used? Did the students get handouts or were they made available prior to class? Were they well-produced? Did the resources contribute to the session or detract from it?

Teaching resources were exemplary.

 

 

  1. Overall Style & Ambience

Was the lecturer confident in delivery? Did s/he convey enthusiasm? Was s/he clear and audible? Did the session seem to “go well”? Was there good rapport with the students? Were the students attentive/bored? Did they seem to “engage with the session”? Did the lecturer have good presentation skills? Was there good eye contact with students?

Students were more attentive and engaged during the practical session. Despite John’s good presentation and communication skills students were not as engaged during the ‘theory’ part of the session.

 

  1. Use of accommodation

Was the accommodation suitable for the session? Were the seating arrangements appropriate? Did there appear to be any Health and Safety issues?

I feel that the computer lab did not help students actively engage with John as they were on their PC’s much of the time; completing work for the class?     When students were engaging with the practical aspects of the session the accommodation was satisfactory as far as I could determine.
  1. Summary

Summarise the main points that you wish to feed back to the lecturer:

The session observed was well organised and delivered and a range of exemplary learning resources were provided. However each class group is different and this group may not engage easily no matter what activities are used. There also appears to be a large amount of material to be covered in a short period of time so changing the pacing and revisiting topics at may not be an option. Perhaps asking students to explain the challenges they faced may help with a subsequent group.

Below are some suggestions that might help with engagement:

1.       Some students appeared to engage before the class started, perhaps have an informal session as part of the class, or if students are shy they might like to email any questions that could then be discussed in class.

2.       Use a room with less distraction to deliver the theoretical material.

3.       Use buzz groups to encourage discussion and share ideas.

4.       If appropriate, control student PC’s to ensure everyone is watching the material on screen.

5.       Alternatively is it possible to provide some of the   ‘theory’ in advance before the class via email/ Blackboard and start the class with a practical session?   Intersperse theory with activity through out the session.

6.       Show video in advance along with questions to be answered at the start of class.

7.       Monitor class engagement with Blackboard resources using the Evaluation Tab in the Control Panel Area. Ensure that ‘Tracking ‘ is activated in the appropriate content area.

 

 

  1. Comments by participant

Comments and reflections of the participant:
The tutor recommended that perhaps I should stand back a little from the class and let the class run itself. I am running the class but perhaps I should do less in the class and make it more student centred, whereby they learn from doing and I just observe from the side. The tutor did indicate that I was doing all I could in view of the module descriptor, the cohort of students that I had and indeed the room layout, which she indicated, was also a potential reason why the students behaved in the way that they did. Unfortunately the lecture room is a computer lab where the students can hide behind the screens. She indicated that perhaps I should either get them to turn off their monitors or I take overall the control of all the machines in the room.

 

Signature of Tutor Observer: Dina Brazil                                            Date: 5/12/16    

Signature of Participant: John Cowper                                              Date: 7/12/16    

 

SECTION C (1) POST-SESSION ACTION TO BE TAKEN (TO BE COMPLETED AS AGREED BY BOTH THE PARTICIPANT AND THE TUTOR)

(to be completed by observee after a period of reflection and action arising from the feedback from the Tutor)
SECTION C (2)  EVALUATION OF ACTION TAKEN AFTER THE OBSERVATION (TO BE COMPLETED BY THE PARTICIPANT AFTER A PERIOD OF REFLECTION AND ACTION ARISING FROM THE FEEDBACK RECEIVED FROM THE TUTOR)
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix Task-2 C, PowerPoint Slides

The complete set of these slides can be seen up loaded to Blackboard as a PPT/PDF file.