Microteaching Showcases Wed 20 and Friday 22 June

This message sets out the format and running order for the two Microteaching Showcase sessions to be conducted in the Collaborate virtual classroom [http://openbrookes.net/firststeps12/moodle/collaborate-classroom/] on Wednesday 20 June and Friday 22 June from 1500-1700 BST.


We will start with a brief introduction in which we discuss giving and receiving constructive feedback.

In presenting your example and receiving feedback, treat it as a two-way learning opportunity. It helps to ask for what you would like feedback on. Frame the session with a statement about what particular element you might want comments on.

  • Be aware of your reactions
  • Request examples
  • Engage in discussion
  • Respond with your own ideas

In giving feedback, again, treat it as a two-way learning opportunity. The observers learn as much about their own teaching as the person being observed does.

  • Start with the positive
  • Ask questions to stimulate discussion rather than make statements
  • Focus on what happened, not the person
  • Be specific, give examples
  • Acknowledge your own perspective.

Points you might consider when giving and receiving feedback, include:

  • Clarity of purpose and objectives
  • Methods or approaches used
  • Delivery timing (on various scales)
  • Content and subject matter
  • Learner/participant/colleague engagement
  • Use of resources (including environments: physical and virtual)

After the session you should all plan actions to follow-up on the learning points.

Conducting the sessions

There will be time for 6 presentations in each session Wednesday and Friday.

Each person will have a total of 15 minutes. In this time there should be no more than 10 minutes of presentations. If you run over 10 minutes the moderators will ask you to stop so that we can move to discussion. We may need to stop you mid-flow, in order to be fair to everyone.

There may be several modes of presentation, for example:

  • Talk with slides
  • Link to external site (e.g. YouTube video, blog site, other VLE, etc)
  • Interactive discussion

If you intend to use slides can you please sent them to us so that we can upload them to the virtual classroom. We will give you moderator privileges during your presentation so you can advance the slides, or you can just say “next slide please” and one of the moderators will be your assistant.

If you want people to have looked at sites in advance can you please post your link to the micro teaching wiki [http://vle.openbrookes.net/mod/ouwiki/view.php?id=60]

We will collect feedback using the “Blank slide” technique. There will be one blank slide per person. Each observer (all of us in the audience) should:

  • Identify 1 strength
  • Identify 1 area of improvement
  • Repeat positive points.

The provisional running orders follow

Running Order for Wednesday 20 July (provisional)

1500-1515 Introduction

1515- 1530 Paola Esposito

1530-1545 Lisette Toetenel

1545-1600 Anna Verges

1600-1615 Vikas Nethaji

1615-1630 Pat Kenney

1630-1645 Lucy Johnson

1654-1700 Ben Samuels

1700-1715 Preliminary conclusions: how has it gon3

1715 End

Research reminder: please give permission to use your contributions in our research

Evaluation reminder: please complete the course evaluation questionnaire

Running order for Friday 22 July (provisional)

1500-1515 Introduction

1515- 1530 Rachel Fang Weng

1530-1545 Eleni Zazani

1545-1600 Cris Crissman

1600-1615 Jon Reid

1615-1630 Apostolos Koutropoulos

1630-1645 Scott Johnson

1645-1700 Concluding remarks

1700 End

Research reminder: please give permission to use your contributions in our research

Evaluation reminder: please complete the course evaluation questionnaire



Pre reading for 30 May live session posted

The role of Openness by Academics in the Transformation of their Teaching and Learning Practices

by Frances Bell

Please read this blog post prior to session
and consider these questions:

  • How can openness benefit my practice?
  • What risks are presented by open academic practice?
  • What impact is your participation in #fslt12 having on your personal network?
  • What role can openness play in learners’ practice?


Syndicated blog posts with no fslt12 category or tag

Some people have asked us to syndicate blogs using particular categories or tags (usually fslt12 or similar), but when we go to the blog we find that the category or tag has not yet been set up.

Rather than syndicate the whole stream we have decided not to syndicate the blog in the interest of minimising less relevant material.

If you want us to syndicate all your posts please let us know.

If you want us to syndicate a particular category tag, please be sure that the category or tag has been set up for use.

Thank you.



The FSLT12 course is part of the JISC/HEA Open Educational Resources Programme, Phase 3, OERs for PG Certs. The project will examine the learning that occurs as a result of interaction and participation in the distributed community. The goal of the research is to  evaluate the learner experience of the MOOC in order to stimulate discussion amongst the educational development community about the benefits, opportunities and risks of this approach.

We have now received ethical approval from the Oxford Brookes Research Ethics Commitee in order to carry out this research. If you would like to participate please read the participant information sheet and complete the consent form

The course is running

The FSLT course is now running. Week 0 was hectic and lots of things that we wanted to get done by Monday actually got done by Friday. But again and in a different channel: Welcome. Please listen to the welcome message on the course home page. Make sure your account is working on the Moodle. If you are undertaking the assessed option, please make sure you have sent the enrolment form to Fiona (flsmith@brookes.ac.uk).

See you all in week 1.