Accessibility

Accessible learning ensures that all students can equally access the learning materials and experiences, whether they are on-site or digital learning accessed through LEARN, the Virtual Learning Environment (VLE).

Active Learning

Active learning (Bonwell and Eison 1991), provides opportunities for learners to construct knowledge through different types of authentic interaction with content (onsite or digital) that aligns to learning outcomes and involves more than simply passive access to content.

Asynchronous learning

Asynchronous learning refers to aspects of course content that are designed to be used by students outside of course contact hours. Students can access and complete activities flexibly within the overall timetable for the course. These activities can be scheduled or done at a time which suits the student.

Asynchronous learning activities at the RVC include using lecture capture for revision; digital learning interactions, self-guided lesson activities, virtual forums and Padlet boards, formative online LEARN quizzes, and exchanges across discussion boards.

Blended Learning

Blended learning at RVC aims to combine the best of onsite teaching with learning activities that take place in a digital environment, while providing opportunities to learn socially through communities of practice.

RVC’s blended learning approach includes a mix of teaching approaches, delivery modes and learner styles. The ‘blend’ can mean different places for learning (onsite and digital); different scheduling (synchronous and asynchronous), different pace (class and self-paced) and different types of instruction (expert led, social/group, individual).

The practical and vocational nature of many of the RVC’s courses means that face-to-face learning is key to acquiring the necessary professional skills. This is blended with a variety of digital activities.

Class- Paced

A course is structured around a set timetabl,e which includes when topics are taught and for all assessments. All students on the course progress through it according to this timetable.

Data Driven

Data is considered to have value in and of itself. Having the right insight into the information available to you can lead to worthwhile and new processes, goals and outcomes.

Digital Learning

Learning which is mediated through an online environment and which may take place either synchronously (live) or asynchronously. It is not determined by a physical location and may include audio and visual recordings, video, live streamed lectures and Q&As, presentations, podcasts, forums, online interactive learning objects, quizzes and notes.

Digital Skills

This refers to a range of transferable skills that enables both students and staff to use a variety of tools to communicate and, interact effectively in the digital environment (ex. Video conferencing, activity creation and interaction). It also includes the ability to differentiate the quality and usefulness of the content of third-party online materials. The Digital Skills Journey and the Digital Learning Champions promote student engagement with digital skills development.

Equality Act 2010

A legal framework to require the exercise of certain functions to be with regard to the need to eliminate discrimination and other prohibited conduct and to increase equality of opportunity.

GDPR

General Data Protection Regulation (GDPR) is a legal framework that sets guidelines for the collection and processing of personal information from individuals who live in the UK.

Inclusivity

Inclusive learning opportunities support all students to achieve the highest successful outcomes. It recognises and promotes the importance of diverse learners’ voices and enables participation through scaffolding and effective communication strategies and the removal of barriers.

Interactive Learning Objects

A wide variety of interactive activities that require student input and can be accessed through LEARN including: computer assisted learning (CAL), Interactive quizzes (Moodle or other) formative assessments, SCORM packages, video recordings and reflection/quiz, forums, Padlets, etc.

Learning Analytics

Learning analytics refers to the measurement, collection, analysis and reporting of data about the progress of learners and the contexts in which learning takes place (Sclater and Mullan, 2017).

Lecture Capture

Lecture capture is a technology which enables the recording, storage and delivery of materials (Ibrahim et al, 2021)

At RVC Lecture Capture refers to the digital recording of live lectures in teaching spaces, in real time, using Panopto. Recorded content is subsequently published, archived and can be accessed remotely via the Virtual Learning Environment (LEARN). RVC’s Lecture Capture Policy outlines roles and responsibilities for staff and students.

Onsite teaching

Learning that takes place in a physical onsite space on any of the RVC campus spaces, rotation or placement locations, or at any of our partners’ physical spaces.

Personal Capture

At RVC Personal Capture refers to the digital recording of lecture concepts or content in ‘chunks’ made using Panopto. Teaching staff make their recordings at their desktop and then subsequently publish the recording to be accessed remotely by students via the Virtual Learning Environment (LEARN). These can be used as supplementary content to the whole group lectures.

Personal data

Any information relating to an identified or identifiable natural person ("data subject"). An identifiable person is one who can be identified, directly or indirectly, in particular by reference to an identifier such as a name, an identification number, location data, online identifier or to one or more factors specific to the physical, physiological, genetic, mental, economic, cultural or social identity of that person.

RVC Blended Learning Rubric

An externally benchmarked framework of teaching strategies and design considerations for staff to use to develop and incorporate blended learning activities into their module or strand. The quality standards define baseline and enhancement actions which provide a consistent approach to blended learning across a wide range of student learning opportunities in RVC programmes. The rubric is currently being updated.

RVC Supported technologies

RVC provides a number of centrally supported technologies a part of the digital infrastructure for learning and teaching. They are accessible to staff

and students using an RVC username and password.

These technologies are centrally maintained, developed and supported by the professional service teams at RVC including LEARN, Exams, Library and IT. More information on RVC’s supported tools can be found in the Learning and Teaching Toolkit in the Staff Hub on LEARN.

The centrally supported technologies allow for data streams to be developed which can be used as part of learning analytics and which provide institutional data to various stakeholders.

Scaffolding

Scaffolding is an instructional method (Vygotsky, 1978) which provides support to learners in the form of text, facial, visual or verbal cues and feedback which direct students to engage with specific experiences or key concepts and learning opportunities as part of creating their individual learning journey. This roadmap can assist students in making decisions on the sequencing of learning activities (self-paced and class-paced), exploration of additional materials and strategies for revision and consolidation.

Self- Paced

Students can choose a suitable time to participate in a learning activity. This is also referred to as self-directed learning.

Student outcomes

Student outcomes can be measured and quantified in many ways across the student lifecycle. This may include access to education prior to enrolment and employability post-graduation. During the on-course part of students’ learning, the term refers to the attainment of the learning outcomes of that level, typically validated through the assessment of acquired knowledge, skills and competencies, successful progression through the levels of the programme and the final level of degree classification. Success in these areas can be related to engagement.

Synchronous teaching

Synchronous teaching, or ‘live’ events, are where students and instructors come together in a physical space or digital space to: a) foster learning through social interaction; and b) to provide opportunities for students to practise the key skills needed to achieve learning outcomes.

In the physical space, learning is aided by social interactio,n which creates a sense of community and belonging for learners. Methods of synchronous onsite learning include lectures, small group teaching, directed learning, practicals and tutorials.

In the digital space, methods of learning include video conferencing (Teams, Zoom), online feedback sessions, and live-streaming lectures. All learning activities are part of the overall planning of a class-paced course, but provide different modalities for learning activities.

Virtual Learning Environment (VLE):

Centrally provided and supported learning platform and supporting technologies – at RVC our VLE is commonly referred to as LEARN.