Do unto students as they would have done to them

Submitted by miranda.prynne on Mon, 11/01/2021 - 09:41
View
Article type
Article

Building a community online supports students’ socio-emotional learning. This helps them understand how they and others think and feel about things – and how to manage those thoughts and emotions. 

This type of learning is particularly important in times of crisis when socio-emotional distress, such as loneliness and anxiety, can erode cognitive capacity. Learners experiencing trauma tend to struggle with managing time and meeting deadlines, and feel a higher cognitive load. 

Standfirst
Maha Bali offers practical advice on building equitable learning communities online no matter what students’ bandwidth or synchronicity of the class
Teaser
Maha Bali offers practical advice on building equitable learning communities online no matter what students’ bandwidth or synchronicity of the class

Tech tools to help enhance online and blended learning

Submitted by miranda.prynne on Fri, 08/01/2021 - 09:30
View
Article type
Article

There’s no doubt Covid-19 has accelerated a surge in innovative technology-based teaching in higher education. But whether teaching is in person, online or through blended learning, the key priorities remain student engagement and the learning experience.  

Finding the right technology is crucial in getting students engaged in the blended learning model. But with hundreds of thousands of educational apps available for instructors, choosing the right technology tools can be overwhelming and daunting.  

Standfirst
With thousands of educational apps all promising to enhance online learning, choosing the right technology is a challenge. Miral Gibson explains why how pedagogy and teaching strategies should inform these decisions
Teaser
With thousands of educational apps all promising to enhance online learning, choosing the right technology is a challenge. Miral Gibson explains why how pedagogy and teaching strategies should inform these decisions

How to create human connection when teaching online

Submitted by miranda.prynne on Thu, 07/01/2021 - 10:28
View
Article type
Video

 

 

Standfirst
Instructors teaching online must take steps to connect with their students via digital channels and compensate for the loss of natural face-to-face cues and communication. Flower Darby explains how
Teaser
Instructors teaching online must take steps to connect with their students via digital channels and compensate for the loss of natural face-to-face cues and communication. Flower Darby explains how

Creating a centralised advice resource to help faculty adapt to new teaching modalities

Submitted by miranda.prynne on Wed, 06/01/2021 - 09:07
View
Article type
Article

While the spring semester of 2020 was an exercise in pandemic crisis response, the next step was longer-term planning for safe and effective teaching in the autumn of 2020 and beyond.  

For us, the result was a set of new course modalities, from which instructors and departments could choose:  

Standfirst
To assist staff in adjusting courses to new online and hydrid teaching modes, the University of Arizona created a centralised information and advice resource. Here is a summary of how they did it and the key considerations and lessons learned
Teaser
To assist staff in adjusting courses to new online and hydrid teaching modes, the University of Arizona created a centralised information and advice resource. Here is a summary of how they did it and the key considerations and lessons learned

Building peer support networks to help staff navigate digital teaching

Submitted by miranda.prynne on Wed, 30/12/2020 - 09:40
View
Article type
Article

Prior to the Covid-19 crisis, blended learning was well established at the University of East Anglia (UEA), with pockets of excellent practice within our four faculties.  

We had just launched the pilot programme for an institutional lecture capture system when the UK’s first national lockdown was implemented in March 2020.  

This forced a sudden rapid shift to online learning in all education establishments – including ours.  

Standfirst
Kay Yeoman and Alicia McConnell explain how the University of East Anglia has used peer support networks to ensure all university staff have access to the advice, support and training they need to deliver quality online teaching
Teaser
Kay Yeoman and Alicia McConnell explain how the University of East Anglia has used peer support networks to ensure all university staff have access to the advice, support and training they need to deliver quality online teaching

Forum-based online teaching to improve student engagement and motivation

Submitted by miranda.prynne on Tue, 29/12/2020 - 09:15
View
Article type
Article

Improving higher education pedagogy is an ongoing challenge for educators, and online teaching poses additional barriers for engaging students.  

To improve students’ learning engagement and motivation and thus minimise procrastination and plagiarism, this experiment examined a forum-based online teaching method, in which students can see what their peers are working on and share their own projects and sources for others to view online. 

Standfirst
A key challenge with online learning is maintaining student engagement and motivation. Researchers found that a forum-based teaching system, in which all students could see and compare their work within a shared online space, helped mitigate this challenge
Teaser
A key challenge with online learning is maintaining student engagement and motivation. Researchers found that a forum-based teaching system, in which all students could see and compare their work within a shared online space, helped mitigate this challenge

Five ways to embrace a non-traditional end to a non-traditional year

Submitted by miranda.prynne on Thu, 24/12/2020 - 11:44
View
Article type
Article

We can all agree 2020 has been the year we put every hyperbolic word to the test and they still seemed to fall short of fully expressing how things really felt. While globally we have all experienced the pandemic together, our emotions and reactions have varied wildly based on our personalities, where we live, and how our jobs were affected. It is important to recognise that our experience of the pandemic may also affect what we should do (or attempt to do) over the winter break. This is true for students and staff alike.  

Standfirst
The overhaul of higher education as a result of Covid-19, alongside its wider effects, has made 2020 a very challenging year for university staff. Wendy Zajack offers some advice on how faculty can put the Christmas break to good use and emerge feeling refreshed for 2021
Teaser
The overhaul of higher education due to Covid-19 has made 2020 a very challenging year for university staff. Wendy Zajack offers advice on how faculty can put the Christmas break to good use and return feeling refreshed for 2021

Immersification – a fresh dimension to learning design

Submitted by miranda.prynne on Wed, 23/12/2020 - 16:29
View
Article type
Video

Motivation

The growth of online and virtual teaching means the role of technology in creating effective student learning environments is ever more crucial.

Technology-enhanced learning was already being driven by pedagogical motivations, but the urgency to respond to the Covid-19 pandemic spurred exploration efforts into new ways to engage students remotely.

Standfirst
Many online courses can benefit from immersive technologies to enhance student learning experiences. Here Chek Tien Tan and May Lim outline their innovative method for ensuring that the technology chosen supports the desired learning outcomes
Teaser
Many online courses can benefit from immersive technologies to enhance the learning experience. Here Chek Tien Tan and May Lim outline their method for ensuring technology is chosen to support the desired student outcomes

Give students the confidence to ‘be wrong, loudly’ in online classes

Submitted by miranda.prynne on Tue, 22/12/2020 - 08:35
View
Article type
Article

Professional life requires innovation, and innovation requires boldness. How, though, can we encourage students to boldly participate in online classes when we cannot even look them in the eyes? Carefully curated homepages, clearly worded emails, and well-delivered video lessons only go so far. We must encourage them, as my master’s advisor encouraged me, to “be wrong loudly.”  

Standfirst
For students to learn effectively online, they must be willing to get things wrong and be corrected. But speaking up in an online class can be intimidating so instructors must take active steps to promote fearless class participation, explains Riley Lovejoy
Teaser
For students to learn effectively online, they must be willing to get things wrong and be corrected. But speaking up in an online class can be intimidating so instructors must take active steps to promote fearless class participation, explains Riley Lovejoy

Why and how to gather ongoing student feedback right from the start

Submitted by miranda.prynne on Mon, 21/12/2020 - 11:10
View
Article type
Article

Why to collect regular ongoing feedback 

As a lecturer who was comfortable with face-to-face teaching and had to move online at very short notice, I have learnt that it is very important to get ongoing feedback from students from the very beginning. 

The reason is simple: we underestimate how much unspoken feedback we are getting from students in a face-to-face context, and how important it is each time we teach a module. 

Standfirst
By gathering student feedback throughout your course, you can make ongoing micro-adjustments to resources and teaching methods that will improve your online teaching and student learning outcomes, Leonardo Rolla explains
Teaser
By gathering student feedback throughout your course, you can make ongoing micro-adjustments to resources and teaching methods to improve online teaching and learning, Leonardo Rolla explains