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Submitted by miranda.prynne on Wed, 28/10/2020 - 17:11

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Submitted by miranda.prynne on Wed, 28/10/2020 - 16:27

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Submitted by miranda.prynne on Wed, 28/10/2020 - 12:46

In defence of old-school teaching during a worldwide crisis

Submitted by miranda.prynne on Mon, 26/10/2020 - 10:36
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The Covid-19 pandemic has changed the face of higher education across the world. Instructors in all kinds of topics were forced to adjust their courses for fully online delivery at the drop of a hat. 

Standfirst
The rapid move to online teaching risks lecturers becoming over reliant on technology and steadily disappearing from their own courses. Here Glenn Geher argues the case for instructors remaining at the heart of their classes and only using technology to support their teaching
Teaser
The rapid move to online teaching risks lecturers becoming over reliant on technology and steadily disappearing from their own courses. Here Glenn Geher argues the case for instructors remaining at the heart of their classes and only using technology to support their teaching

How I fostered multilingual student discussion in asynchronous online classes

Submitted by miranda.prynne on Fri, 23/10/2020 - 10:49
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Asking questions that provoke debate 

One of the most significant challenges I faced when having to suddenly move my classes online at the delayed start of the Japanese academic year in May 2020 concerned the course material that had presupposed lengthy, in-class conversations.  

A mixture of international and home students had usually been spending half the class time in group discussions around a carefully planned series of questions about each week’s topic.  

Standfirst
Ioannis Gaitanidis’s teaching style relies heavily upon the spontaneous exchange of ideas between students, which presented a challenge when his university moved all classes to an asynchronous online setting. Here Ioannis explains how he went about designing his online course to foster robust student discussions.
Teaser
Ioannis Gaitanidis explains how he went about designing his asynchronous online teaching to foster the same level of spontaneous student discussion as his in-person classes

Transform engagement: Interaction and online course design

Submitted by miranda.prynne on Fri, 23/10/2020 - 08:54
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Standfirst
Advice on designing online courses with lots of interactive elements to boost engagement from Michele Hampton, professor at Cuyahoga Community College
Teaser
Advice on designing online courses with lots of interactive elements to boost engagement from Michele Hampton, professor at Cuyahoga Community College

Negotiated assessment in online teaching – the same learning outcomes measured in different ways

Submitted by miranda.prynne on Wed, 21/10/2020 - 20:29
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Why use negotiated assessment  

Have you ever considered putting your students in charge of their own assessment process? On first impression, this may sound like a recipe for disaster, but for some cohorts, adopting a negotiated assessment strategy will result in more engaged students and higher quality output, which builds confidence and creativity.  

I have found negotiated assessment incredibly effective in a traditional teaching environment, and now that we have moved online, it seems even more pertinent. 

There are two key reasons. 

Standfirst
Authentic assessment is one of the biggest challenges associated with online teaching and learning. Here Katherine Baverstock explains why negotiated assessment engages remote students and lowers the risk of cheating
Teaser
Authentic assessment is one of the biggest challenges associated with online teaching and learning. Here Katherine Baverstock explains why negotiated assessment engages remote students and lowers the risk of cheating

Using 360-degree video to bring online classes to life

Submitted by miranda.prynne on Wed, 14/10/2020 - 21:02
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Standfirst
Using 360-degree video can help create a more immersive digital learning experience, making practical aspects of online classes more realistic. Here Jane Frost draws on her experience of training nurses to explain how it can be used
Teaser
Using 360-degree video can help create a more immersive digital learning experience, making practical aspects of online classes more realistic. Here Jane Frost draws on her experience of training nurses to explain how it can be used

The rules of engagement for virtual learning

Submitted by miranda.prynne on Mon, 12/10/2020 - 20:43
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Standfirst
It can be a challenge to keep students’ attention from wandering when teaching online. Here Bill Boulding talks through key rules to put in place to keep everyone engaged in the virtual learning environment
Teaser
It can be a challenge to keep students’ attention from wandering when teaching online. Here Bill Boulding talks through key rules to put in place to keep everyone engaged in the virtual learning environment

Lessons from navigating the digital pivot

Submitted by miranda.prynne on Tue, 06/10/2020 - 19:35
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Universities, like every other part of the economy, are suffering from an acute case of what we might call the pandemic-induced digital pivot. We have been forced to rethink how we operate from the ground up. Finishing the final few weeks of a semester online is one thing, but it is an altogether different proposition to contemplate a new academic year that begins, and might end, online. Over the summer months our days were filled with digital meetings that resembled a low-budget reboot of Celebrity Squares.

Standfirst
Having reopened for a new academic year, universities are now looking ahead to how they can deliver the best possible online teaching for the longer term. Here, Robert MacIntosh highlights what has been learned so far in the rapid transition to digital teaching and learning
Teaser
Having reopened for a new academic year, universities are now looking ahead to how they can deliver the best possible online teaching for the longer term. Here, Robert MacIntosh highlights what has been learned so far in the rapid transition to digital teaching and learning