8 tips for teaching library sessions online

We’ll all be teaching infolit online for the foreseeable future (I hope) and it is, as anyone who’s done much of it will tell you, a very different experience to being in a room with people.

I do a lot of training online already for overseas audiences, so I have some familiarity with this. For what it’s worth, here are some tips for retooling your sessions to work in a webinar type environment.

1. Plan your session so your audience switches frequently between listening and doing

   I don’t know how you currently do your workshops, obviously, but if for example you do a 20 minute intro, then give people 20 minutes to do a task or two, then 10 minutes summing up at the end, you may find it worthwhile to rejig this a bit.

   In the online environment where everyone is learning on screen, too much of anything for too long is a barrier to engagement. Long talky bits are really hard to pull off, and long activities don’t often work either. And indeed, long sessions overall - if you had a 2 hour class booked, make it 1.5 hours max for screen-learning.

   In my experience, relatively short bursts of talking interspersed with relatively short bursts of activity works best. So take a big exercise and split it into two; introduce part one, let them try it, introduce part two, let them try that. And so on. Short, sharp chunks. (Can you have sharp chunks? Shards, maybe.)

2. Mute participants (apart from specific times for questions)

   I always, always have participants muted as they enter the online space. If everyone’s mic is live, it quickly becomes a cacophony of noise that makes it impossible for anyone to really concentrate. (Honestly just one person having a chat with someone in the same room is enough to derail things.)

   I encourage questions at any time via the Chat (more on which below) rather than audio - however sometimes it can be beneficial for people to ask questions out loud rather than type them. If you want to do that, have a clearly designated time in the session when this will be possible, and signpost it ahead of time. “On 30 minutes we’ll pause, and anyone who wants to unmute and ask a question can do so then.” Then the conversation happens, everyone mutes again and you carry on from there.

   If you do this it’s important to wear headphones, otherwise the audience’s questions come out of your PC speakers, into your mic, and back out of the speakers again - this causes all sorts of problems and is definitely best avoided…

3. Consider using your webcam for the intro, then turning it off

   Assuming you have a webcam and video is an option, there’s a balance to be struck there too. Webcam-on for the whole session is, in my experience, not conducive to good teaching. You instinctively present to the camera, and this means you’re worrying about that side of things rather than your slides and the Chat. Especially if you’ve not done too much online teaching before, I’d keep things as simple as possible because there are so many more things to juggle than in an online session. You can choose to not use the webcam at all (that’s fine!), or use it for the intro and then say ‘now we’re moving into the session and using the slides, I’m going to turn off the webcam so you can see my screen better’.

   This is because part of each slide is blocked by your own face with the webcam. I have done a workshop where for specific reasons the whole thing was camera-on, and I found it useful to work out exactly how big the camera-window would be and create a Shape in PowerPoint that was the exact dimensions. I then put this on every slide and made sure no content was going in that part, so nothing would be obscured by the window later (which I positioned over the Shape).
   

4. The Chat function is absolutely key

   If you’re using webinar software then Chat will be a way your audience can ask you, and each other, questions. Confusingly there is also a Questions function in things like GoTo Meeting - and it’s really important to shepherd people toward Chat rather than Questions. Questions are only seen by you, but Chat is seen by all participants. Obviously if someone had a sensitive query, the DM-style Question is the way to go - but for everything else, you want to encourage active participation as much as possible. Often the difference between good online training and great online training is the Chat - the more people talk to each other and to you, the more than barriers of it being online fade away and the more useful the session becomes.

   Whether you’re using Hangouts style software or webinar software or Google Q&A, it goes without saying you need to keep the Chat where you can see it at all times. You can have particular periods of the session when you dip into it and respond to what has been asked, but seeing the questions as they come in is vital for engaging the audience. Obviously if you have a second screen this helps a lot, but if you don’t have that option it’s still worth making sure the Chat is visible to you always.

   I tell people about it at the start, and I remind them about two minutes later - I tell them about it again and again because sometimes people need encouragement to use it, but once they do everyone tends to join in. Teaching is so much richer when you respond to the audience’s specific needs, so it has to be a priority to make sure these needs are expressed…

5. Get used to not speaking

   What separates good online teaching from boring webinars is interactivity. The Chat is key to this as discussed, but so is getting people to DO things and - trust me on this - it feels really, really, weird to give people time to do activities and exercises while you sit there in silence. But it’s better to have a couple of 5 or 10 minute activities where your audience are genuinely given time to try things out and then report back in the Chat.

   I find this really tricky because you become hyper-aware of the dead air. You’re not wandering around checking what people are doing, you can’t see them working or hear them chatting to each other. You feel faintly absurd, sitting there in front of your PC and hoping people are using the time you’ve given them to do the thing you’ve asked them to do. But it’s essential - it stops it being a classic ‘boring webinar’, one-way traffic delivered as a lecture on screen which, even if you’re great at public speaking, is not enough to truly engage most audiences.

   I find the not-speaking part so hard that I set a stop-watch for it every time. If I’ve told the group they have 10 minutes, I’ll start a stop watch and not stop them until 10 minutes is up. If I don’t take this measure, I inevitably get angsty 6 minutes in and then move things on prematurely…

   I always mute my mic for these parts - no one wants to hear the click of your keyboard etc - but check in on the mic a couple of times during the period to say ‘don’t forget if you have any questions or something isn’t working as you’d expect, ask me in the chat’. When people ask a good question I’ll come back on the mic and pick it up with the whole group, just as I would with a face-to-face session.

6. You may wish to stand up…

   Teaching needs energy, and sometimes it’s hard to bring energy when you’re sitting down! If your mic and other equipment allows it and you’re comfortable doing so, standing up to deliver your session just as you would in a seminar room can really help. Without hand gestures and facial expressions it’s already hard to get your point across dynamically, so your delivery counts for a lot.

   Something solo radio DJs apparently do a lot is put something opposite them to stand-in for the audience - a cuddly toy or, in one studio I saw, a Policeman’s helmet - and they talk to THAT. Rather than talking just generally into the ether, addressing something specific (even something faintly ridiculous) will focus your delivery and make it more human. So grab some sort of mascot and stick it above your monitor…

7. If you can do online teaching in pairs, take that option

   Managing an online session is quite stressful - if anyone has technical problems you really can’t help them and teach at the same time. So pairing up, with one person teaching and another facilitating, is well worth doing if you can. The Facilitator can be on hand to help participants, both with the logistics of the online session and with the exercises themselves - they can also message the presenter to flag up a Chat question if they miss it. Working as a team in this way allows you to teach better because you’re not splitting your focus. 

8. Good slides matter more than ever

   If you’ve read this blog before you’ll know I think good slides are important. In online teaching they’re even more so, because they’re the only thing your audience can see. It’s not just that they can’t see you; they can’t even see each other. So something inspiring on the screen is really essential - especially if your online session is coming as part of many, many other sessions also online. Death by PowerPoint will not do.

   There’s plenty of guidance on this site about making good presentations. A couple of posts to start with would be the Alternatives to Bullet Points and the Sources of CC0 Images articles: but really anything with the presentations tag is potentially relevant.

   Unbelievably this general guide to slide-making is 6 years old now, but although some of the links to image sources are out of date, and, frankly, I’d make very different font choices nowadays, the basic principles are still important for producing effective presentation materials!

The 4 Most Important PowerPoint RULES for Successful Presentations from Ned Potter

Accessibility and online teaching

I don’t want to position myself as an expert on this but I do have advice on making your slides more accessible (thanks to Rachel fro the prompt!). The main thing is to use PowerPoint and turn on the subtitles function - if you’ve never used this you’ll be amazed at how well it works. PowerPoint provides subtitles of everything you say, as you say it. You can find the Settings for this in the Slideshow part of the menu:

Otherwise all the normal rules apply.

• Good contrast between font colour and background. It’s important to have plenty of contrast, for example black text on white background, so the text is easy to read. Purple on black for example doesn’t work. Related to this, don’t put text over a busy background.

• Minimum font size of 24. Anything less than 24 risks being hard to read on a small screen; if you need the font smaller than 24 there’s probably too much information for one slide.

• Use sans-serif fonts. Sans-serif fonts such as Calibri and Arial are better than Serif fonts such as Times New Roman or decorative / script fonts.

• Don’t use colour as the only indicator of key information. You will almost always have at least one colour-blind audience member. It’s important to avoid using colour as the sole way of conveying information. For example, to have something shown in red to say stop doing it and something else in green to say start doing that, is not sufficient. Use the text, or a tick and cross or other non-colour-based-visual indicator, to ensure people understand what you’re telling them.

• Repeat Chat questions back. This is good practice anyway: if someone asks a question in the chat, say it out loud for everyone to hear before answering it.

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There’s lots more aspects of teaching online that others will be able to go into in more depth, but the 8 things above are, to my mind, key as we #PivotToOnline (as they say on twitter…) Good luck everyone!

Any questions, tips, comments, suggestions, advice? I’d love to hear it in the Comments.

How to post to Instagram from a PC

Posting to Insta is officially mobile-only, and the desktop version doesn’t have the button to add media. But it’s relatively straightforward to trick your desktop into displaying a mobile view, and then you can post from it directly.

There’s a million articles online about using Instagram from a PC or laptop but they’re all ludicrously complicated or involve using third-party apps etc - none of that is necessary, if you follow the steps below. (The screenshots are from Google Chrome but you can do more or less the exact same thing in Firefox.)

1) Go to instagram.com on your PC, and log in

2) Right click anywhere. You’ll see Inspect listed at the bottom of the menu which appears: click that

Log-in to Insta, right-click, and choose Inspect from the menu

3) You’ll see the html on the right of the screen. At the top of that there’s an icon showing a phone and a tablet - if you hover over it you’ll see it’s called Toggle device toolbar. Click this: the rest of the screen will then display the website on a mobile view. At the top of the screen you’ll see a drop-down menu which allows you to choose what kind of device you want to simulate, so you can choose an iphone or whatever else you want

Choose a mobile device: Chrome will show Instagram as it would appear on that device

4) Now for the absolutely key bit (thank you to my colleagues Hannah and Antonio for getting me up to speed on this part!): refresh the browser using F5 or the Reload page button. You’ll then see the crucial button, missing until now, that you get on your phone: the + in a square which represents ‘Add picture / video’. Pressing it on your PC will open up the usual file explorer, allowing you to navigate to the media of your choice.

Refreshing the website brings up the Add Media button, highlighted in yellow here

5) Choose a Filter if you like, press Next, add your caption, location, tagged people (and in Advanced Settings you’ll find the option to add Alt Tags too) and click Share to post to Instagram.

Why would you want to use Instagram on your desktop in the first place?

This technique is useful for three main reasons in my experience.

The first and most important thing is, Instagram is such a key social media tool for organisations, but not everyone wants organisational accounts on their personal phone. I work with people who’d rather not mix those two worlds and I completely understand that - but I want them to be able to contribute to our Instagram account without having to compromise their principles! This method means everyone can get involved.

The second reason is, if you already have photography on your hard-drive or network drive, it saves having to get that onto your mobile device’s camera roll.

The third thing is, you can write the post at any time of day and it will stay there waiting for you to post it at the time of your choosing (unless, obviously, you close the window / tab / browser). So if you have 5 minutes to compose the perfect Insta post first thing, but don’t want it to go live till the peak time to post later in the day, you can do the work at 9am and actually post it at 3pm.

Okay that’s it. Happy posting!

Step by step: making videos with Videoscribe

From the Lib-Innovation Blog

In September I made a new video to introduce the Library in 60 seconds. It was designed to be played in short Induction talks, and to be embedded in various online guides. The whole thing took around 4 hours to do (albeit spread across a couple of days) and it turned out pretty well - before we go through the step-by-step process here's the video:


It was made using Videoscribe, and they just published their 'Favorite VideoScribe videos of 2019' which, it turns out not only has videos from the BBC but also from our Library! The video above being featured on their list has reminded me to complete this blog post, which has been in the Lib-Innovation drafts folder for a while...

Step 1: Script-writing 

Because we were also producing a longer virtual tour, I knew from the start this would be only one minute long. This was surprisingly non-limiting in the end: once you accept you can't go into detail on anything, it becomes quite easy to write a friendly voice-over that introduces a number of key points in quick succession. The purpose of the video was to provide an overview, help students understand the basics, and encourage them to ask for help. So a brief script was worked up with that in mind, and I shared it with a colleague for a second opinion, then with the narrators. 

I wanted Yorkshire voices for this introduction to a Yorkshire library, and I wanted people who were friendly and informal, and I wanted it to be a man and a women ideally. Happily my first choice voice-over artists (Sarah Peace from IT and Martin Philip from Academic Liaison) said yes when I asked them to do it! 

Step 2: Voice-over recording 

The hardest thing about recording narration is finding a suitable acoustic in which to record. Even small meeting rooms in our building seem to be echoey, and although the Linguistics Department does have an audio booth we can get access to, it wasn't available in our time frame. In the end we chose quite a big room that has enough in it to absorb any resonance, leaving us with an acceptable sound quality. 

I recorded my narrators on my own laptop using Audacity, a freely available audio-editing tool, and an entry-level Blue Snowball mic I use for webinars. It took 40 minutes to record both this script and the Virtual Tour script, and the main issue was making sure the narrators were close enough to the mic. 

Audacity is incredibly simple to use. You can zoom right in on the visual representation of the audio-waves and easily identify what talking and what is not - for example, in-breaths before a word. Breaths and pauses can be selected, highlighted, and deleted. For this reason, there was absolutely no need to aim for a perfect take of the narration. Each narrator took their time delivering their section, re-running any sentence they weren't happy with. It then took me perhaps 20 minutes to edit the audio into one seamless narration, and export it as an MP3 file to add to the video.

The audio for the voice-over, as displayed by Audacity

Step 3: Creating the video with Videoscribe 

The process of creating a video with this software is to add objects to the canvas (a little bit like you might with Prezi) and then decide how they are animated, and when. So for example you can just type text in and have a hand or pen 'write' the text at the speed of your choosing, or you can add photographs which can either be 'drawn' or pushed into frame by a hand, or just appear. You put all this together, add music and a voice over you if you wish, and you have a video.

I've tended to always build towards a final picture that includes everything the viewer has just seen - so you see each section as it's added, and then at the end you zoom out to see everything at once. But you don't have to use this approach - you can stay buried in the detail if that helps you tell your story.

The VideoScribe interface looks like this:

The main part of the screen displays everything that will appear in the video, but the boxes along the bottom are how you dictate when objects arrive, how they enter the video, and in which order.

Here's a closer shot of that:

All those icons - the phone, the thumbs up, the wifi symbol etc - are from VideoScribe itself. There's also some writing, and (in the middle) a screengrab of the library catalogue.

Absolutely key to a good VideoScribe video, in my experience, is the 'Set Camera to Current Position' button I've highlighted here:

This allows you to control what the camera sees, meaning you can have multiple objects in the frame at once. For example at the end of the video there's a big smiley face and the #UoYTips text added: by default the camera would zoom in so these filled the frame, meaning you could only really see them. But by setting the camera to the same position for the last three sections of the video, you get to see the entire library map, AND the smiley face / #UoYTips in the same shot.

The whole process of creating the video took around 2 hours: trust me, this is REALLY quick for making video content!

Step 4: Exporting to YouTube 

I exported two versions of the video: one directly to YouTube, and one as an MP4 file to embed directly into the Induction PowerPoint presentation me and my colleagues would be using throughout the first week of term. 

With the YouTube version there was probably around half an hour of faffing involved - writing the description, title, all the keywords, and so on, and editing the subtitles. YouTube's auto-generated subtitles are actually pretty good, but they contain no punctuation or capitalisation and sometimes get names or other words wrong - in screenshot below you can see it says 'you can get health and advice' which I had to edit to 'help and advice':

It's a relatively quick job and of course well worth doing to make sure your video is accessible. 

If you've watched the video above you'll have seen that the narration ends at least 10 seconds before the end - this is because I wanted space to link to another video (the more detailed virtual tour), a clickable thumbnail of which appears in the bottom left of the screen. This was achieved by inserting in YouTube itself, via the End Screens menu. As you can see below, the video itself is designed to receive the thumbnail in that exact position, with the arrow pointing to it. 

One final piece of admin was to create a custom Thumbnail for the Library Minute video itself. YouTube auto-generates three for you - normally none of them quite work as an encapsulation of the video, so you have to make your own (either from scratch or, more often in my case, just by taking a screenshot of the video at the best possible moment).

Step 5: Promotion

Even though the video is a piece of marketing, it still needed to be marketed... I saved a version for adding to Induction slides, and then created a slide in which it was embedded for everyone to add to their presentations.

We also tweeted it, put it on Instagram (where it did much less well than I expected, interestingly) and embedded it on key web pages such as our Info For New Students page.

And that's it! Videoscribe is a tool which we pay for on an annual basis - we don't often do this with so many great free tools available, but we feel it's worth it in this case. If you have any questions about the software or the video above, let us know in a comment... 

How do you truly embed UX at an institutional level?

At the glorious UXLibs IV Conference (more on which below), Michelle Blake and I presented on embedding UX at York. By this we mean, attempting to move the ethnography and design ideas / techniques / methods which sit under the User Experience in Libraries umbrella, from novel and niche to mainstream and, if you'll forgive the management-speak, Business As Usual. Part of the culture. 

We're not all the way there yet and don't profess to have completely nailed it, but it is something we've consciously tried to achieve in the Library and we're having come success with it. Some of what we've done is outlined briefly in the presentation below, to which I've added an explanatory sentence to most slides so they make more sense without us talking over the top of it.

Embedding Ethnography and UX at the University of York from Ned Potter

I'd reccomend this post from Shelley Gullikson which nicely summarises several talks and sessions from UXLibs IV, and Andy Priestner's 50 Photos post gives a nice flavour of the conference as a whole.

Padlet and Flipped Learning in Information Skills Training (by Emma Shaw)

Emma Shaw is the Library Manager and Liaison Librarian (Medicine) at Imperial College London. I while ago I saw her tweeting about the use of Padlet in her teaching sessions - students were using it in groups to come up with search strategies for healthcare-related databases. I like Padlet anyway, but I loved this use of it - so immediately beneficial, practical, and indeed stealable! So I asked Emma to write a guest post about the whole process, and she kindly agreed. Here's an example of the use of padlet she examines below.

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I’m a Liaison Librarian at Imperial College London supporting medicine, along with another 4 Liaisons. Amongst a heavy timetable of information skills training for undergraduates and postgraduates, we have for several years been running a couple of Library skills workshops which are embedded in the MBBS Medicine course timetable for the 1st year medical students. We were using the traditional presentation slides telling them about the Library and how to access it, along with a hands on database searching component using the PubMed database. The database searching was taught in the form of a paper based tutorial handout. The students would sit in the computer lab and work through it for 20 minutes whilst also having the opportunity to ask questions. More recently I would go away and wonder whether they would really apply what we were teaching, in the format we were using. I asked myself if it was really meaningful for them, particularly as it was all new to them and we were teaching them how to look up research on a database, when they hadn’t even started using journal articles yet.

The other reason it got me thinking was, Information literacy is not an obvious skill that screams out ‘you need me in your life’ so you therefore need to convey it to the students in a way that makes them realise that they do. Especially when they have other priorities and a timetable jam packed with medical training. I’ve learned and observed over the years of teaching information skills that, in order for them to understand its direct use, to see its value and engage, they need to see it in context. When I say in context, I mean actually directly relating what they are learning in front of them, to a specific area in their coursework or even clinical practice. Rather than just telling them this is stuff they need to know now and in the future. This led me to question if, our presentation slides and paper tutorial were engaging and putting it in context enough. Could there be a better way of delivering the content so they engage with us, and see its direct value?

Feedback from the students about how we could develop the session included comments like:

“Maybe have an example of an assignment similar to what we would have this year and show how we might use online resources for researching that assignment.”

“Interactively doing it together with the students instead of following instructions on a page.”

This made it apparent that we were right to question this, and that it was a good time to reconsider the delivery of our training. We could see why PowerPoint slides were just not cutting it anymore, they needed interaction and context to stay engaged. On top of this, in the MBBS Medicine course, they were already being presented with e-learning modules, and using different teaching methods and technology. I could then see that very shortly our presentation slides and paper based database tutorial was not going to be enough anymore, and that our sessions were in danger of becoming irrelevant. We needed a fresh and new approach.

I had various sources of inspiration for revamping the workshops. We just so happened to have a visit from Caroline Pang, Director of the Medical Library at Lee Kong Chian School of Medicine, Singapore. One of Imperial College London’s partners. She demonstrated what library training they offered for Medical students. This consisted of initial training on the Library and database searching. They were then given a clinical question from the course tutors, and had to work together in groups to form the best search strategy to answer it. She had a whole day dedicated to this project as well as the presence of the tutors. This looked like a really good approach, not only was it more engaging by getting the students to actively search for a given question, but it was also relevant to the course content so they could directly see its value. If we wanted to do something similar however, the problem we faced was we only had 1.5 hours for each session!

It was then one day at a meeting with tutors from the MBBS Medicine course that, the idea of Flipped learning was presented to me. I won’t go in to too much detail about it as you can find a very good definition here by Professor Dilip Barad (Ph.D.). It’s essentially where work is given to the students to be done before the session e.g. a video lecture, or tutorial to work through. The session is then dedicated to applying the knowledge they have learnt from the pre-sessional work, through activities and group work and allowing them to ask questions. In this way it becomes student centred learning as opposed to trainer centred.

To be honest the flipped learning approach initially filled me with dread! There was the worry of giving them pre-sessional work to do with the risk of them not doing it.  It also seemed like a lot of work and preparation, as well as the fear of having to get the students in to groups and managing them. Also having many other duties aside from training, it’s very easy to just slip in to the habit of repeating the same old slides each year. It’s easy, it’s safe. However, if it would improve engagement it was worth a try, and I thought this would be an excellent model for our teaching. It would allow us to save some time in the session by getting the students to do the straight forward PubMed tutorial before the session. This would then allow us to try out the database searching exercise in groups, which we didn’t think we would have time for. We could dedicate time in the session to getting them to do real searches on PubMed, using related topics in up and coming assessments, with the trainers feeding back to the groups as they did the searches. This would allow for more engagement and they would directly see the use of searching a database, by pulling up relevant articles that could be of use for their assessments.

The final plan for the session consisted of an online PubMed database tutorial created using Articulate software. This was essentially a series of online slides taking the students step by step through using PubMed, which we hosted on the Blackboard platform. We emailed the students a week in advance via the Medical School to ask them to do the online tutorial before the session. To encourage them to do it, we mentioned that it would be for a group exercise in the session. We then sent a reminder a couple of days before the session for good measure. Some good advice I got from an e-learning technologist was to give them an approximate time of how long the tutorial would take, so they could plan it around their schedules. We aimed for 30 minutes which we thought they would see as achievable.

For the session, we refined our slides on the Library induction section. We then did a brief summary of what they should have learnt from the PubMed tutorial and gave an opportunity for questions. There was some debate on what to do if the students didn’t do the tutorial before the session. Should we include a more detailed summary in case, or would we run the risk of disengaging the students because of the duplication of information? We decided to go with a very brief summary just confirming points from the tutorial. We would then play it by ear and adapt the session if necessary. We then presented them with a search question related to a future assessment and arranged the students in to small groups and asked them to come up with a search strategy for that question. To provide the students with more feedback in the session and to give it a competitive edge (another bit of advice from a tutor that they liked competition!), we added some blended learning in to the mix. We used an online tool known as Padlet for the groups to add their search strategy to, for which we could then feedback to all the students how they all got on with the task. An example from one session is below.

An example of a Padlet board, used by the students to detail search strategies

The first sessions we ran in 2016 went very well and we had over 80% of the 320 students do the pre-session tutorial. As it was successful we ran it again last year in 2017 and over 90% of the students did the pre-session tutorial. The group exercises went well, and we could really see the students engaging with the task and coming up with good search strategies.

The feedback was mainly positive and gave the impression that our new teaching method was working. The following comments were from 2016:

“Clear explanations; the delivery was concise. The activities helped us put the skills into practice.”

“It's really nice to practice searching in class and in group and it really helps when comparing different searching methods within groups.”

Some Feedback from 2017:

“Expanded on the pre reading material and explained things more clearly and gave sufficient exercises to ensure I actually understood the methods of searching databases”

“Learnt new and useful techniques for searching up articles. The session was interactive and fun. Everything was explained well and thoroughly.”

In terms of negative comments, in 2016 we had a few to do with some of the session’s content repeating parts of the pre-session tutorial. As these were our first sessions, we hadn’t yet got the balance right in terms of summarising the tutorial, so we then adapted this for the sessions in 2017 to avoid this. For the 2017 sessions, a few comments said it was a bit rushed, and they wanted more searching examples. They also struggled with some of the concepts like Subject Heading searching, and found it too advanced. This could potentially be because some of the students did not do the tutorial beforehand, but I think we perhaps also need to consider more about those students who learn at different speeds. This is a challenge when teaching 45+ students per session and with the time constraint. However, this is something to bear in mind for the next sessions, and to perhaps offer opportunities for optional follow up training on a 1-2-1 basis for those who require it.

Overall it’s been a real success. Not only do I put this down to the hard work by the Liaison team but, also down to the fact we had really good support from the tutors from the Medical School who always ensure to make it clear to students that information literacy is a crucial part of the curriculum. For anyone wanting to try Flipped learning, I would therefore always recommend getting the faculty on board. Despite all the preparation work, we also enjoyed delivering the session. It was a really good experience actually going around the room and engaging with the students and giving feedback, instead of mainly stood in front of PowerPoint slides and answering questions.

For anyone interested in looking at the session content, such as the online PubMed tutorial please feel free to get in touch.