أرى أن تجربة التعليم المدمج تجربة مثرية في هذا المجال

I find the blended learning experience is an enriching one in this field.

Mohammed A. Al-Nofli

Dear Mohammed A. Al-Nofli, this is a good and necessary discussion. Even more now with the confirmation of the second wave, we do not know if we even have a vaccine, how many other waves we will have. So we will need to consider how to continue teaching activities remotely. In terms of pre-service teacher training programs, it was necessary to include discussions in programs on teaching dictance so that they could perform microteaching activities remotely in partnership with schools. It hasn't been easy, but I believe that this generation of teachers will be better prepared for eventualities in the future that need to deal with remote or hybrid education. They have shown themselves to be very open to issues of integration of multimedia in education.

Hands-on have turned into hands-off practice due to COVID-19 pandemic! Practical skills have been taught through either small groups on-campus or through online simulation software and technologies.

We need to hear the answers to learn from others' experiences

Dear Mohammed A. Al-Nofli

I hope that the quality of my practice courses did not decrease. I recorded my laboratory experiments by a video camera and students can watch them at home.

Besides, I use several programs for teaching - Zoom, Moodle. I use a blackboard in these programs and students write down materials of lectures.

Regards

Our students delivered their micro-teach sessions via Blackboard Collaborate. There is good functionality, such as break out groups, whiteboard, polls etc. It needed thorough prep for them to abe able to use this platform. We set up a 'practice' Collaborate room so students could go in and practice their micro teach as needed. We encourage them to use break out groups which need facilitating carefully, time warnings, pasting task in to chat etc.

A good rule of them for delivering content on-line is plan about 75-80% for timed delivery of content as faciliatatng groups etc takes up time.

I also have used a virtual platform (MS TEAMS) for my student to deliver micro teaching, using all the expected strategies of polling, questioning, collaboration, inquiry ... Next term we will use LMS's in partnership with high schools to design asynchronous lessons. My collegue has been using video conferencing to access high school classrooms for synchronous sessions. Past students of our program, now employed in high schools, have been eager to help.

Microteaching is the practice of one part of the whole session of teaching, learning, and facilitating (TLF). The COVID-19 pandemic has taught us to be more creative and adapting to changes. I am sharing a few ways for microteaching to be done remotely.

1. Have your student to pick one part of TLF and record the activity. They can upload the video in Flipgrid. Every student may give comments and suggestions based on the short video before the online class. And then, set up an online class to discuss and reflect together.

2. Whole class discussion. Assign a task. Present in an online setting or present a pre-recorded video. Discuss and reflect

3. Prepare samples of microteaching video. Set up an online collaborative session. I would suggest using Webex breakout sessions. In each "room", a group of students will discuss the video. After 5-10 minutes of brainstorming, switch their rooms, to view other videos. You can visit their "rooms" to monitor progress. After a complete round, gather them in the main "hall" to discuss, conclude, and reflect.

Here is my suggestion for practical teaching.

Depending on the location, our student teachers are doing either in-person instruction or online class, themselves. We also have two situations: we can attend and observe in the classroom or we could not.

1. If we could not attend, but our student teachers can attend their classrooms-

i. Discuss the pre-session in advance. During the session, have them set up a camera and record the session. Send it to us. Set a time to discuss the post-session, OR

ii. Same as above, except, set an online video conferencing so that we can observe synchronously. Discuss the post-session after.

2. If both parties could not attend -

i. Join their online class and discuss after the session, OR

ii. Ask them to record their online class and send it to you for further discussion;

iii. for a very hard situation (for example a lockdown or partial lockdown) ask them to do simulation/role-play and get their family members involved. It will be fun!

ALL the BEST

i bused moodle platform synchronizing it with Kenet to teach my students. videos and illustrations were included

I made use of audio-visual , engage in zooms meetings with undergraduate students to pass across information during covid-19 lockdown.

Dear Prof. Al-Nofli!

You spotted a relevant topic. I look at this problem from a case - study viewpoint and found the following publications:

1) A case -study from Australia: Agnes Bodis*, Melissa Reed, Yulia Kharchenko (2020). Microteaching in Isolation: Fostering Autonomy and Learner Engagement through VoiceThread  International Journal of TESOL Studies (2020) Vol. 2 (3) 1-12, Open Access:

https://www.tesolunion.org/attachments/files/0ZTCX2MJG37OGE53NMYXDODHH8NGZK1ZMI03ODBI2MJMY2MDBK0YMI58N2Y54MTY2EMZVM8MJM44MJRJ0YTDL8MZM08LJA11MJC0CMTU41LJQ2.pdf

2) Tuçe Öztürk Karata¸ and Hülya Tuncer (2020). Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education, Sustainability 2020, 12, 8188; doi:10.3390/su12198188, 4 October2020, Open Access:

https://www.mdpi.com/2071-1050/12/19/8188

3) A case - study from Scotland: Aloyise Mulligan (2020). The national framework for digital literacy in ITE: Developing a Virtual Curriculum, August 26 2020, ©2020 The National Framework for Digital Literacies in Initial Teacher Education Open Access:

https://digitalliteracyframework.scot/2020/08/developing-a-virtual-practicum/

Yours sincerely, Bulcsu Szekely

Yes, even during this semester, I took 5 micro skills through online platform. After giving demostration to them through my university "online teaching platform named "MYCLASS LPU" students gave live presentations by arranging hanging whiteboard and other basic teaching aids. Some of them sent their video links which were presented in front of all the class. Really, It was the best experience to take micro-teaching through online mode.

Most of the courses are carried out via Zoom. There is a "white board" function which you can use for discussions when you have your class online.

Other than that, why not pose this question to your pre-service teachers and ask them how they would organise their own lessons given the current situation. They may have creative ideas on how to do so.

التعلم من خلال المنصات التعليمية الالكترونية

Although it will not hold the position of face-to-face teaching, the current methods under practice during this challenging time includes Zoom and Google Meet. The practical lessons may also be given in a virtual way. Some institutions have developed their own way of virtual teaching other than Zoom and Google Meet.

I found narrated PowerPoint presentation takes the monotony out of a lesson. And for the teacher to be always teacher-centred. It takes some time to prepare the presentation but I think it is worth it as it can be used the next time around for other classes. Zoom's whiteboard is effective and students can contribute at the same time. Interesting time to learn more about online teaching! :)

Dear Mohammed A. Al-Nofli Marie PoyEng Teh Ahmed Mead Aik Lim Tan Dr Sonia Sharma Shakinaz Desa Hassan Izzeddin Sarsak Funmilayo Olu-Ajayi , I really enjoyed reading your insights regarding this topic. In general, I find it interesting to learn about how HE teachers are able to maintain their teaching quality in these difficult times. My colleagues and I are currently investigating this with the term "Instructional Resilience" and It would be great if you could share your experiences and opinions with us in our survey (takes about 15 mins):

https://phheidelberg.limequery.com/111272?lang=en

Thank you

Sure. I will.

Learning is life long process, How does covid-19 pandemic stop the working of educational institutions. Throughout, the global now teaching is done on ONLINE mode whether it is a private or public sector. Moreover, now students are also very responsive towards online mode of teaching-learning processes. They are very much conscious about their attendance record at Google meet which works very smoothly through downloading the "chrome attendance extensions" and many more facilities. So, I think its very easy to go for micro-teaching and other practicasl like yoga through online mode.

Online teaching is the best. Zoom class where a Lecturer is connected to the students to impact knowledge, solve problems as well give assignments for proper feedback

Simulations in class in the online environment is quite effective.

That is a very challenging question. I personally feel that the microteaching lessons shall be conducted via simulations whereas the practicum has to be managed via invitations of practitioners to share detail descriptions of their day to day activities on-line to students. It may be one or more guest speakers.

the system should be changed and writen from the begining that it should be both blendend learning using by zoom and face to face after pandemic... There should be given 2 diploma both sections.

Google meet can be fixed for interactive learning. If there are problems raised by one to two students, they can be answered through video/whatsapp calls. For practical papers, PPTs can be prepared, screen can be shared.

Yes i too agree with the above methods and platforms of online classes. Live demonstrations can be a good option along with online video materials.