Modular Framework

Session 1

Session 2

Session 3

Session 4

Session 5

Session Introduction

Introduction to Study Group's Digital English Courses

Session Introduction

Session Review

Course Assessments

Course Documents & Additional Resources

Session Introduction

Session Review

Try It Yourself: Discussion Activities

Session Introduction

Session Review

Writing Effective Newsfeed Posts

Starting & Managing Forum Threads

Session Review

Session Introduction

Editing Integrated Skills Screens

Adding Supplementary Screens and Materials

Marking Writing Assessments

Session Review

Marking CW1 Source Report Assessment

Standardisation and Moderation Processes

Marking Speaking Assessments

WISEflow exams

Editing live class preparation, narrative and general feedback

Localising the Platform

Using Learning Analytics

Feedback Provision and Asynchronous Tutor Participation

Configuring Turnitin Tasks

Activity Guide and Feedback Provision

Try It Yourself: Independent (off-screen) Activities

Platform Activities: Overview

Introducing Students to the Platform

Try It Yourself: Lead-in & Brainstorming Activities

Routine Platform Actions

Localisation and Differentiation

Marking and Standardisation

Try It Yourself: Private Activities

Delivering Digital English Courses: A Guide for Tutors

MODULAR FRAMEWORK

Platform Overview

Course Components: Synchronous & Asynchronous Delivery

Click on the session blocks to read the learning outcomes for each session and learn how they relate to the hollistic course outcomes

Session 1 learning outcomes: By the end of this session, participants will be able to:

• describe the structure of the Insendi platform and identify its key features and functionalities
• describe the structure of the digital English courses, and identify the role synchronous and asynchronous learning play in their delivery
• identify assessment components of the digital English courses and describe their assessment strategy
• locate support documentation for your course variant and describe the use of different documents
• determine what support students might require when learning how to use the platform.

Course learning outcomes 1 (describe the purpose, structure, and assessment strategy of the digital Academic English Skills module) and 2 (use a range of platform-embedded tools and features to support asynchronous delivery of the AES module) are covered in this session. LO2 is only partially covered as this session introduces the platform tools and features, explaining their purpose, but does not yet teach participants how to use them. As such, it focuses on lower-order thinking skills (know and understand) and does not yet take participants to the 'apply' level of Bloom's taxonomy.

Session 2 learning outcomes: By the end of this session, participants will be able to:

• identify and interact with different platform-embedded activity types
• explain the role of different activities play within the digital English courses
• identify expected student and tutor engagement patterns for different platform-embedded activities
• identify activity types that require personalised feedback provision
• employ strategies for building a strong online teaching presence through the use of feedback mechanisms available on the platform.

This session covers course learning outcome 3 in its entirety (identify a range of platform-embedded activity types, including their expected student/tutor interaction patterns, and explain their wider purpose within the course) and the first part of the course learning outcome 4 (employ strategies for building a strong online teaching presence through effective use of feedback tools and communication mechanisms available on the platform).

Session 3 learning outcomes: By the end of this session, participants will be able to:

• write, format, and post effective newsfeed messages that inform, guide and motivate students
• set up and moderate asynchronous forum discussions
• configure and mark embedded Turnitin tasks
• use the platform-embedded learning analytics tools with confidence.

This session covers the second part of the course learning outcome 4 (employ strategies for building a strong online teaching presence through effective use of feedback tools and communication mechanisms available on the platform) and helps move participants from levels 1&2 of Bloom's taxonomy to level 3 (apply) with regard to the use of specific platform features thus enabling them to meet course learning outcome 2 (use a range of platform-embedded tools and features to support asynchronous delivery of the AES module).

Session 4 learning outcomes: By the end of this session, participants will be able to:

• identify what pre-course localisations you may need to carry out for your course instance
• edit Integrated Skills screens to better meet the needs of your individual groups
• edit Listening & Speaking live class preparation sections
• create bespoke supplementary materials screens on the platform.

This session corresponds to the course learning outcome 5 (use the platform’s authoring tools to localise, differentiate and enhance delivery of the AES module within the context of the participants’ groups and cohorts) and covers it in its entirety.

Session 5 learning outcomes: By the end of this session, participants will be able to:

• identify the different assessment components for the module
• participate in Study Group's standardisation, marking, and moderation processes.
• describe how the marking criteria are benchmarked to the CEFR
• mark speaking and writing assessments with confidence and accuracy
• mark CW1 reading assessments with confidence and accuracy
• use the WISEflow assessment platform to mark secure exams.

This session corresponds to course learning outcome 6 (apply relevant marking criteria to a range of AES assessments) and covers it in its entirety. Participants must complete Session 1 of the course before attempting to complete this session.