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Moving from a marathon to a sprint (in our dress shoes) Virtual Teaching for business databases

Creating a virtual teaching team and framework for use across the library

(IT'S NOT A PIVOT IF YOU'RE ALREADY HEADING THAT DIRECTION)

Asynchronous principles

  • Always accessible
  • Inclusive by design
  • Collective creation

Cohorts and Community

  • "Wherever" you happen to be learning from
  • "Whenever" you happen to need us
  • "Whoever" happens to be there for the live sessions

Core demands and results

  • Reusable
  • Built in evaluation
  • Reflecting the needs of the users and the resource of the team

Applying the virtual teaching practice to business and management

Successes of fully asynchronous delivery

  • Case study 1: 720 UG1 first written assignment (EDI in higher education)
  • Case study 2: 150 PGT dissertation data and writing (accounting & finance)

Variety of content types, appropriately selected:

  • Readings, videos, activities, feedback, follow-on
  • Also created a series of podcasts (with transcriptions)
  • Team effort producing and quality assuring much content
  • Reuse content in other modules

Sometimes, that isn't enough (oh, business databases)

Academics asking for online workshops for specialist financial databases:

  • Case study 3: 6 x 25 UG3 empirical finance (Datastream/WRDS*)
  • Case study 4: 30 MBA international business (Eikon)

Created synchronous workshops with asynchronous options:

  • Lab sessions on Zoom (small class, spare instructors ready)
  • Workbook with clear step-by-step demos
  • Assessed by activities and quiz on Zoom and Blackboard
  • Blackboard 'Adaptive release' of feedback after quiz

Collaboration with academics, library peers and students:

  • Worked with academics to choose more suitable database (*WRDS not Datastream)
  • Used Student Team to help develop and deliver workshops
  • Also reused content in other modules

Happy (and tired) students, academics and librarians

“At first, I wasn't looking forward to this essay, but now I am looking forward to the challenge, now that I have a better understanding of how to get through it.”
  • Much positive feedback
  • Interesting to create, flexing skills with podcasts/video
  • Downsides: A lot of time and effort! But much is already reused/repurposed
  • Will continue to use these techniques after full return to campus

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