Lecture theatre, with students attending.

Lectures & large teaching events

Lectures provide students with an opportunity to learn content from the experts. Digital can enhance learning opportunities and open the doors to new ways of working, making learning more inclusive for all involved. Take a look at the tips below on how you can embrace digital in your teaching to improve the student experience.

A man reading a script into a microphone.

1. Provide lecture recordings

Recorded lectures provide excellent revision opportunities for students as well as provide greater inclusivity for those students who can't attend lectures in person. You can pre-record lectures using Panopto, eStream, PowerPoint, or Teams. When pre-recording lectures, it's suggested to break up sessions into 15 min chunks so it's easier to download for those struggling with low bandwidth, as well as provide manageable chunks of learning. eStream let's viewers adjust the video quality - which is useful if people have lower bandwidth. Panopto is also installed in various lecture theatres and seminar rooms, ready to record your in-person teaching. Remember to make sure your content is accessible - see the Accessibility & inclusion guide.

If you require a professional video recording of an in-person event, you could use the Digital Media Service which produces videos for staff at Lancaster campus (focused on teaching and learning activities).

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2. Add interactivity to lecture recordings

Include formative assessments, quizzes, surveys, and other interactive elements to make recorded lectures more engaging and effective. You can use Panopto or Lancaster eStream to add interactive tasks to your videos. These short interactions can encourage students to reflect on the topic and check their understanding.

A Microsoft Forms poll.

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A turning point poll embedded into power point.

3. Add interactivity to live lectures

You can use a variety of digital tools to make your in-person lectures more engaging and interactive. They are a good way to get an overview of the opinion in the room and start a deeper discussion, plus students are often more willing to participate in anonymous polls. TurningPoint can be used to create instant polls or to integrate live polls and questions into a PowerPoint presentation. Moodle Active Quizzes can be used to conduct a live Moodle quiz with a specific Moodle module or group.

If you're doing an online synchronous session, you can do quick polling in Teams to gather quick feedback to prompt discussion. Take a look at the Engaging students online in live sessions online course to develop your skillset in active learning.

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4. Use a digital whiteboard

You can use applications such as Microsoft Whiteboard or Microsoft OneNote as a digital whiteboard during lectures, whether you are teaching online or in-person. This allows you to keep a record of what you have written on the board during the lecture, which you and your students can revisit later on. You can also give your students access, and use the whiteboard as a collaborative space. This could either be during the lecture, or asynchronously, with students able to add their thoughts or ask questions later on. If you do use a physical whiteboard during a class, you can photograph this and upload it to Whiteboard or OneNote, and continue to expand upon it as an electronic resource.

A woman writing on a whiteboard with red pen.
A cat sat on the sofa wearing glasses and holding a keyboard and mouse. It is looking at an iPad.

5. Complement with online asynchronous learning activities

To complement your lectures, you can use your Moodle or Teams space to add asynchronous online learning activities, such as forum discussions, continuous online chat, or interactive tasks such as quizzes and surveys. This provides a good opportunity for you to help structure independent learning and encourage students to reflect on their learning and interact with others. If you need to collect some informal feedback from students for a revision session, you could use the Moodle feedback activity or Microsoft Forms. See the Asynchronous online activities guide for further examples.

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6. Be inclusive and accessible

Make all related teaching and learning materials available at least 3 days before the start of the week that students are expected to watch asynchronous lectures. See the Lecture specific accessibility expectations in the Accessibility guide for further information.

A monthly calendar in a bullet journal.