SELF EVALUATION
Online Retailing – Personal Evaluation
Overall the lesson went to plan in terms of delivery and format. There was an internet connectivity issue at my end, which was resolved, and everyone was able to return and continue. We had full attendance to the lesson (minus two students who were expected absentees)
What went well?
I feeI I clearly covered each part of the brief in relation to online retailing encouraging students to think about multi-channel retailing and the future of retailing in terms of moving towards omni-channel retailing.
Good student attendance - I feel at this stage I need to encourage students to join the lesson with their cameras on as soon as content starts. I’ve noticed as the term has progressed lots of students are avoiding being on camera.
The students went on to produce some really interesting case studies in relation to identifying retailers that have adopted innovative ways to engage with consumers during the pandemic. All groups uploaded their case studies and students were given time at the end of the lesson to read other submissions and reflect upon whether any of these ideas could influence their own summative proposal/pitch.
What could have been improved?
Issue(s):
In reflection I felt there was a lot of me talking to the students and not enough opportunities for them to participate along the way.
I was unable to gauge (during the lecture) if students were absorbing /understanding my content due to lack of opportunities for students to get involved along the way. This did not allow me to rectify any gaps in understanding and therefore rectify/react to this in the moment.
Solution(s):
Ways I could have considered getting the students more involved could have been to create a padlet (in advance) for them to share some flipped learning research.
This could have related to the case study task post lesson. For example, I could have asked all students to source 1 x article discussing innovative ways retailers have engaged with consumers during the pandemic and post it to the shared padlet.
We could then have paused at a mid-way point and allocated students to break out rooms to read and discuss some of these articles. This would have provided a break from me delivering a lot of content and got students discussing/sharing ideas.
I included an online retailing facts and figures infographic at the start of my lecture and asked students to comment on what online stores they think are really user friendly, which ones are not so user friendly etc… Lots of students commented but it was used as a tool to keep students occupied until the official 10:00 start time while others were still joining.
This could have been more successful if I included it later on in the lecture as another short 3-5 minute break to get students exchanging thoughts and ideas. At the start I could have included something not directly relating to the lecture topic - perhaps more of a ‘social’ topic/discussion.
What next for the students?
The students will now apply the theory of online retailing to research and analyse their retailers current online presence and offerings. They will then review this research to pitch new ways they can suggest they improve/expand in this area to broaden their consumer reach and thus increase sales.
Students have been allocated time to watch the pre-recorded creative tutorial on ‘Creating visual online mock-ups’ which they can use to visualise their concepts/ideas during their proposal pitch at summative assessment.
Students will have the opportunity to discuss their initial research and mock ups in tutorials a week after the lesson takes place.
Other things to consider next time I deliver this lecture?
I want all students to watch the creative tutorial - even if they don't actually create mockups in their projects (due to group work assigned roles) each student really needs to engage with the task as the skills are so transferable and essential to latter units. It could be that we get them all to watch the creative then have a go at creating a mock of an online element e.g. an app mockup or social media page. They could then submit this as a mini project in their individual submissions and reflect upon it. This would also give them the chance to experiment with skills before applying them to their final submission.
Things that could help to improve the overall lesson delivery?
Having a supporting member of staff (even just in the background) to admit late students, alert me of questions in the chat and share possible links to padlets and mentimeters would be really helpful.
Further thoughts after talking to Virna
It has been a really busy week with lesson observations and learning activities. I had a tutorial today with Virna and I received some really encouraging feedback on my Online Retailing lecture that I delivered on Monday 15th February to our year 2 cohort.
Things I need to consider applying to my future teaching practises include:
Stating the outcomes for my lectures
- Before: In my lesson plan under outcomes I should also consider stating what I want the output/outcome of all my students, most of my students and some of my students. This will help me gauge the outcome of the individual more clearly.
- During: While I introduced the task that all students would be participating in I didn’t clearly relate this to an outcome.
Make time to reflect on the outcome
- I need to provide some feedback on the student’s outcomes either as comments on Aula or getting them to present in class/online with some discussion/feedback.
- Limitation: Time on Mondays – this could perhaps be something we review at the start of class the following day to re-cap and start the (longer) session with a discussion rather than diving right into content?
Something else Virna mentioned was adding in slides to prompt me to ask students questions etc… This is something I usually do but need to make sure I have regular stop points to ensure I engage with students during my lectures.
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