I believe that it is important to provide opportunities for students to be able to question and to reflect on one or two points from each lecture that may be something new or something that struck a chord. Actionable feedback is gained through quizzes and links for learners to leave learning points and questions.

For live synchronous lectures, I constantly re-evaluated ways which encouraged students to 'raise' their hand, ask questions and interrupt my flow to ensure understanding of content. I found the use of 'chat questions' declined as we continued in the online space for large group lectures. This led me to create quizzes and encourage students to draw all over my slides - and was a great success in garnering engagement and creating a positive environment for learning.

So, in my latest term I needed to provide asynchronous content to be able to cover material and reach as many students as possible. The challenge - how do I capture that spontaneous question or encourage that reflection when students are learning in their own time. In producing my pre-recorded lectures, I incorporated all or some of the following aspects to encourage remote engagement and reach students with different learning styles:

• Introducing lectures with background context or providng a challenge
• Embedded slides with quiz questions into the recording, added H5P question types to check understanding, and upon attempting the quiz question, the recording continued with a full explanation of correct and incorrect responses . This learning activity provided instant feedback and engagement through the recording.
• Links to MS Forms within the lecture recording inviting students to leave ​​​​
  • comments and descriptors which can provide word clouds and show instant interactions
  • reflect on a learning point for each lecture
  • ask a question - this latter was addressed in discussion forums or synchronous review sessions

As this is the first year I have created specific pre-recorded lectures (as opposed to recording live lectures) and interactive components, I have been encouraged by some of the learning points that students write, and the questions they ask. This also provides me with information on the alignment of learning outcomes and adds richness to how I can continue to adapt my teaching practice to the students' needs.