Delivering Content

Exploring modes of content delivery and the dynamic roles of teachers and students in shaping meaningful, multimodal learning experiences.

Delivering Content

Overview

The term Delivery refers to the learning ‘objects’ that teachers share with students. In BEL+T’s DIAgram shown here, this element is represented as a ‘container’ of independent items. These might include presentations, readings or other resources. Delivery of resources is not a stand-alone activity, however. Just as the DIAgram’s elements are overlapping each other, delivery should be considered in relation to each of the other elements.

Each cycle of learning activities comprises content delivered in some form, and this can directly inform an opportunity for students to interact with their teachers and one another. Ultimately, strategies for delivering content and some form of interaction form a direct link to assessment criteria.

On this page, we cover delivering content with a focus on tactics and tools. Each approach outlined below introduces relevant learning aims, tactics, tools, things to consider and useful examples. In our increasingly ‘blended’ context, developing an effective and workable balance of synchronous and asynchronous approaches becomes one of the primary challenges. For more about online and blended learning tools, visit our Learning Tools page.

Navigate through the different delivery methods using the sidebar on the left-hand corner of the page. The following table provides a brief description of each delivery method.

Mode of DeliveryDescription
Presentations Presentations refer to verbal delivery of content often accompanied by visual aids. Whether delivered by teachers, invited guests or students, presentations can be used to explain concepts, share knowledge and stimulate discussion on a particular topic.
Curated Content Curated content refers to the process of selecting, organising and sharing external resources such as academic articles, news, data or multimedia to enhance learning and offer diverse perspectives.
Practical Demonstrations Practical demonstrations showcase processes or workflows. Detailed and well-executed demonstrations connect theoretical knowledge and practical application, playing a crucial role in the learning process.
Virtual Site Visits Virtual site visits refer to a range of instructional approaches that offer students remote site-based experiences, allowing them to actively engage with contextual and spatial information.

Much of this guidance has drawn on the experiences of ABP colleagues. If you have tactics you would like to share, please get in touch with BEL+T.

Presentations

Delivering subject-related content through presentations is a key aspect of built environments learning. By presentations, we mean some form of spoken words delivered by teaching staff, invited guests or students. This is often accompanied by visual aids to enhance the learning experience.

Possible learning aims

  • To transmit information that supplements or enhances curated content;
  • To establish a baseline level of knowledge across a cohort, informing discussions and learning activities;
  • To explain complex concepts and raise awareness of innovation.

Tactics for delivery + some tool options

  • Presentations delivered primarily for asynchronous engagement can be pre-recorded using various technologies to optimise their quality and then embedded into Canvas. Consider contacting BEL+T to discuss how you might use the ABP Microstudio to produce video and/or audio presentations including interviews. For pre-recorded presentations delivered by staff or guests from remote locations, consider platforms and recording options more appropriate than Zoom.
  • For presentations intended primarily for face-to-face synchronous delivery, there are important benefits of livestreaming and/or recording for asynchronous engagement. This includes consideration for student equity and diverse learning needs. Find more information about livestreaming using Lecture Capture, including livestream enabled spaces, here.

Supporting tactics for interaction + some tool options

  • For delivery of pre-recorded presentations, consider inserting deliberate pauses in the recording or using a tool like H5P to invite students to engage in related interactive prompts such as responding to a poll, reviewing a figure or diagram, conducting an online search for a case study or definition, sketching an idea, or posting a question to a Canvas discussion board.
  • For synchronous delivery, consider using tools like PollEverywhere during the live presentation to engage students who may be in the room or online and gauge their comprehension. During the presentation, consider breaking up the ‘delivery’ every 7-10 minutes to respond to questions and comments and share "off-script" anecdotes.

Things to consider

  • Asynchronous delivery enables teachers to flip the classroom and prioritise the available time for synchronous learning activities that promote student interaction.
  • When loading new content to Canvas, advise students of the timeline for viewing the content and any subsequent interactive activities.
  • Consider utilising the audio transcript option in Zoom or Echo360 settings. This will help students if issues arise with audio quality, as well as accents or terminology unfamiliar to some students.
  • When pre-recording presentations, follow Learning Environments’ tips for best practice, including guidance on audio quality, slide presentation, recording length and copyright.

Examples of delivering lectures online

  • James Lesh has shared a screencast (UoM login required) of using Poll Anywhere during a synchronous session.
  • Katie Skillington has produced a video (UoM login required) of instructions for screencasting your PowerPoint slides.

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Curated Content

Curated content includes the selection and sharing of external scholarship, news, data or multimedia. This process ensures that students are exposed to multiple and diverse perspectives beyond those of the teaching staff. The challenge for teachers goes beyond the selection of relevant content, and includes designing how students navigate and retrieve readings, videos and other media.

Possible learning aims

  • To transmit scholarship, news, data, advice or interpretive content from external sources;
  • To establish a baseline level of knowledge across a student cohort, providing a point of reference for presentations, discussions, activities or critical inquiry;
  • To offer diverse perspectives on complex concepts and/or raise awareness of innovations or recent developments.

Tactics for delivery + some tool options

  • Readings Online is the preferred method for subject coordinators to add and organise digital readings whilst ensuring copyright compliance. The tool allows staff to link to specific readings from Canvas.
  • Kaltura is a video management system (VMS) integrated within Canvas. Staff can use it to record and share videos with students without impacting the available storage space for a subject.
  • Teachers wanting to share user-generated content from online repositories, such as YouTube, Vimeo or LinkedIn Learning, can embed the multimedia content directly into Canvas (noting copyright issues discussed below).

Supporting tactics for interaction + some tool options

  • Rather than simply sharing a set of readings in PDF format, consider using a tool like Perusall or FeedbackFruits, collaborative reading platforms that allow students to read, annotate and discuss readings asynchronously. These tools essentially combine readings with discussion boards, such that commentary or questions offered by staff and students is located within each document.

Things to consider

  • Review content each semester to ensure it remains relevant, topical and diverse. Teaching staff may benefit from developing a content curation strategy for their subject, which involves mapping what content will be shared and then modifying the plan based on feedback from students.
  • The Copyright Act includes a number of provisions that allow copyright material to be used for teaching. Refer to the guidance on copyright and teaching, then be sure to contact the UoM Copyright Office with any subsequent questions.
  • Before loading an externally produced video to Kaltura or sharing a link through Canvas, consider if the video's resolution, length, format and/or frame rate can be improved, as these considerations will affect the quality of a video and thus student engagement. If you would like more information on producing your own video, the Video and Media team have produced a DIY video guide.
  • Teachers relying on content hosted on third-party sites should have contingency plans for the possibility of the content being suddenly inaccessible.

Examples

  • McFarlin (2020) has published a useful case study of using Perusall for collaborative online reading in a property subject.

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Practical Demonstrations

Providing students with clear, detailed demonstrations forms a significant part of their learning journey, connecting theoretical knowledge with practical application. When planned and delivered well, these instructional showcases not only lay the groundwork for critical discussions but also inspire open-ended exploration.

Possible learning aims

  • To provide students with a step-by-step process to promote skill building;
  • To demonstrate the relationship between theory and practice;
  • To provide a foundation for critical discussion and/or open-ended exploration.

Tactics for delivery + some tool options

  • Consider the relative benefits of pre-recording demonstrations versus delivering them synchronously. It is likely that a combination of the two may be the optimal mix for learning and engagement.
  • Teaching staff can embed previously recorded demonstrations into Canvas using Universal Capture or Kaltura Media. To share user-generated content from online repositories, such as YouTube, Vimeo and LinkedIn Learning, either embed the URL directly into Canvas or share a link with the URL.
  • For demonstrations intended primarily for face-to-face synchronous delivery, there are important benefits of livestreaming and/or recording for asynchronous engagement. This includes consideration for student equity and diverse learning needs. Find more information about livestreaming using Lecture Capture, including livestream enabled spaces, here.
  • Consider the relative benefits of analogue versus digital demonstrations, and the preparation required for each. Recording analogue demonstrations may require equipment supplementary to Lecture Capture, for instance.

Supporting tactics for engagement and interaction + some tool options

  • Consider using tools like PollEverywhere or a Canvas discussion board to encourage students to post questions that arise from the demonstration. You can then use Poll Everywhere for students to vote on the questions that are of the greatest urgency to the cohort. Motivate students to contribute to answering their peers’ questions by including it in your approach to assessment. Potential platforms include an FAQ-style discussion board on Canvas, or more graphic platforms like Miro or Padlet.

Things to consider

  • Provide students with a clear timeline and details for the relationship between synchronous and asynchronous activities associated with demonstrations, including viewing of videos, working through examples, asking questions and receiving responses.

Examples

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Virtual Site Visits

Virtual site visits offer an opportunity to expose students to real-world case studies, allowing them to actively engage with contextual and spatial information. Content delivered through a virtual site visit can support deep learning by providing students with a context-specific platform to engage with complex topics.

Possible learning aims

  • To expose students to case studies of specific places and/or processes that exemplify subject themes;
  • To provide a context for students to develop skills in site analysis;
  • To underscore how characteristics and interpretations of places can be layered and diverse.

Tactics for delivery + some tool options

Supporting tactics for interaction + some tool options

  • Consider using a tool like H5P to embed prompts within the virtual site visit.
  • Find ways of integrating virtual site visit content into synchronous sessions like lectures or tutorials to demonstrate their value, and as a way of helping students locate and navigate the tool in Canvas.

Things to consider

  • Coordinators can contact UoM Map Collection staff with questions about online resources or information on specific physical sites.
  • For equity purposes consider what technical constraints may exist for students when accessing virtual site visits (e.g. platforms, software, hardware and bandwidth). For the best accessibility, consider virtual site visits that can be accessed through web browsers.

Examples

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