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Our Learning videos page presents short recorded lessons on TEL related subjects.

We welcome your suggestions for improvement or content on the TEL hub pages. Please submit your ideas and requests using our TEL requests and suggestions form. 

Introduction to instructional strategies for learning

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Instructional strategies are structured techniques used to facilitate learning in synchronous and blended learning environments. Their implementation improves learning by setting out clearly defined directions and goals. We have six examples to share:
 
Aim: To introduce evidence-informed instructional strategies for the delivery of learning.
Learning outcome: Reflect on the suitability of evidence-informed instructional strategies for delivery of your learning content.
The videos showcase real examples of instructional strategies used in health and social care learning. Play the videos or access the transcripts to learn more.
Direct instruction
Learners are provided with a full and explicit explanation of the learning material in a teaching focused environment. This is suited to teaching facts, rules, and procedures.
Problem-based learning
Small groups of learners work together to solve real life problems. The approach has a long history in healthcare education with an aim to develop collaboration, communication, and problem-solving skills for the benefit of patient care.
Flipped classroom
A blended learning approach where learners study the material in their own time before attending a synchronous session. Presented as an alternative to direct instruction for more experienced learners.
Project-based learning
Directs individual or small groups of learners to work for an extended period to develop solutions for authentic problems or challenges. In health and social care education, projects commonly focus on the need to create or improve a service, process, or product to benefit service users.
Simulation
The practice of real-world skills in a controlled and safe environment. Learning is underpinned by a scenario depicting a real-life situation and is often brought to life with the use of actors, replicated environments, practice equipment, or technology.
Practice-based learning
Learning and placement in a real workplace setting. Learners combine theory and practice, build complex skills, and demonstrate competency by applying their learning to real-world tasks.
Reflection
Do any of the strategies stand out as suitable for the learning your team delivers? Could they improve the learning experience? Before deciding, consider if your preferred strategy or strategies are compatible with:
  • Your learner’s level of existing knowledge.
  • The number of learners & facilitators.
  • The goals and outcomes learners are working to achieve
  • The technology and environment available to you and your learners
If you would like to discuss how to implement instructional strategies, contact the TEL support team on the digital learning help desk.
 
Resources

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Scenario-based learning in asynchronous environments
The TEL support team's Vikki Hadden explores the delivery of scenario-based learning in asynchronous learning environments.
 
Pre-learning: Not sure what asynchronous means? Here is a definition:
 
  • Asynchronous: Learning accessed at a time suited to the learner. Delivery is not live. Examples include videos, webinar recordings, podcasts, eLearning modules.
Aim: Provide examples of how scenario-based learning can be delivered in asynchronous settings

 

Learning outcomes

  • Describe scenario-based learning and how it supports learners achieve their goals
  • Design a scenario-based learning activity to incorporate into your learning
 
Play the video or read the transcript to learn more about delivering active learning with scenario-based learning.

 

Worked examples

Explore the TEL support team examples of a scenario-based learning activity
Note: We have created our example activity on a free version of Padlet, which restricts the slides available for its development. For this reason, some hints have been disabled and the consequences for wrong decisions are not visualised.
 

Apply what you have learned

  1. To make sure you understand the concept of scenario-based learning, try explaining it out loud to yourself or a colleague. Include how it supports learners to achieve their goals. How does it differ from case and problem-based learning?
  2. If you feel comfortable with the concept, give it a try! Design a scenario-based activity of your own. Make sure you choose content that will be improved by the strategy. Think about what technology will help you deliver it.
  3. If you would like to talk about your plans to incorporate scenario-based learning, get in touch on the digital learning helpdesk

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Improve learning with interleaving
Interleaving is an evidence-informed learning strategy that involves combining subjects for study. This contrasts with blocking where single topics are studied in turn. In this video, Vikki Hadden introduces the concept and how it improves learning outcomes. We have also created a worked example of an interleaving activity in Articulate Rise.
 
Aim: To introduce educators to the interleaving learning strategy and provide a worked example.
 
Learning outcomes:
 
  • Describe interleaving and its benefits to learner outcomes
  • Design an interleaving activity to incorporate into your learning.
 
Play the video or access the transcript to learn about interleaving.
 
Worked example:
Want to explore interleaving in action? Access our worked example: 
 

A demonstration of an interleaving activity on Articulate Rise!

 

Apply what you have learned:

  1. To make sure you understand the concept of interleaving, try explaining it out loud to yourself or a colleague. Include how it can improve learner outcomes.
  2. If you feel comfortable with the concept, give it a try! Design an interleaving activity of your own. Make sure you choose content that will be improved by the interleaving strategy. Think about what technology will help you deliver it.
  3. If you would like to talk about your plans to incorporate interleaving, get in touch on the digital learning helpdesk

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Introduction to storyboards for eLearning

The TEL team's Vikki Hadden introduces storyboards and their use in preparing content for eLearning modules.

Aim: Promote the use of storyboards to prepare learning content for eLearning modules.

Learning outcomes:

  • Summarise key benefits of using storyboards to develop content for eLearning modules.
  • Describe a typical framework for storyboarding eLearning module content in line with how learners learn.
Download Transcript

Introduction to storyboarding for eLearning video transcript on Sway

Now that you have accessed the video or written transcript, can you recall:

  • The key benefits of using storyboards to develop content for eLearning modules?
  • The suggested framework for storyboarding eLearning module content?  

If you are ready to practice your learning and start storyboarding, access these support resources to help you:

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Podcasting in health and social learning

TEL team's Vikki Hadden and Marcia Cook explore using podcasts for learning in health and social care and the resources available to NES colleagues.

Aim: To introduce the use of podcasts as a learning resource.

Learning outcomes:

  • Outline the role of podcasting as a learning aid in health and social care learning.
  • Locate the NES podcast site and support resources for the development of podcast content.
Download Transcript

Podcasting in health and social care video transcript on Sway

Find our podcast site and support resources. 

Think about!

  • We invite you to explore the podcast content on our Podbean site. Does it inspire you to create content of your own?
  • Think about your own learning content. Could podcasts contribute to the achievement of learner goals? Would they appreciate the flexibility podcasts offer? Would this delivery method compliment your existing resources?

If you would like to talk through any of these points, get in touch on the digital learning helpdesk.

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Essential planning for developing digital learning

The TEL team's Vikki Hadden takes you through key planning steps for the design and development of digital learning. 

Aim: Demonstrate a comprehensive planning structure for the development of digital learning resources.  

Learning outcomes:  

  • Examine your approach to planning the design of digital learning and identify areas for improvement.  
  • Locate key resources to support you in the plan and design of digital learning.  
Download Transcript

Essential planning for developing digital learning transcript on Sway.

Find our planning and design resources  

What is next?  

Now that you have an example of good practice planning, think about how this compares to your own approach.  

  • Do you already carry out any of the recommended steps? If so, celebrate your achievement! 
  • Did you identify any areas for improvement? If so, what will you change?  

For Tel team support, contact us on the digital learning help desk  

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Introduction to establishing presence in digital learning

Join TEL educator, Vikki Hadden for an introduction to establishing presence in asynchronous learning environments. 

Pre-learning: Not sure what asynchronous means? Here is a definition:

  • Asynchronous: Learning accessed at a time suited to the learner. Delivery is not live. Examples include videos, webinar recordings, podcasts, eLearning modules. 

Aim: To introduce the concept of presence and how it can be established in asynchronous, digital environments

Learning outcomes: 

  • Describe the concept of presence in relation to asynchronous learning resources and environments. 
  • Reflect on your current approach to presence in asynchronous resources and identify areas for improvement. 

Introduction to establishing presence in digital learning transcript on Sway

Knowledge check

Check how much you have learned by taking our anonymous Introduction to establishing presence in digital learning quiz on Forms 

Reflection

You may wish to visit our other resources before carrying out this reflective activity. 

  1. Reflect on a current asynchronous resource your team has developed. If you do not have one yet, you can think about a resource you are planning, or one you have used for your own learning. 
  2. Review the resource in line with what you know about presence. Can you identify areas of good practice in the resource? Where can the resource be improved to enhance presence? 
  3. Create a plan to outline actions for improving presence in the resource. 
  4. Share your finding with colleagues and think about how you can implement your ideas. 

Resources