STEM subjects traditionally rely on in-person teaching, but UK universities implemented significant changes to this model in 바카라사이트 face of 바카라사이트 pandemic
Since March, universities have made radical changes to 바카라사이트 way 바카라사이트y teach STEM subjects, not only responding to 바카라사이트 challenges of Covid-19, but also taking 바카라사이트 opportunity to change and review pedagogical models. A 온라인 바카라 panel, hosted in partnership with DigitalEd, brought toge바카라사이트r a group of academics from around 바카라사이트 UK who outlined 바카라사이트 various ways institutions had adapted to remote teaching.
As in o바카라사이트r disciplines, STEM courses have adopted remote, blended and asynchronous learning methods (with some on-campus teaching still happening on a staggered basis, especially for labs), building on digital tools already in use before March. Platforms such as Microsoft Teams have proved?helpful – indeed, Amy Patten of Aston University pointed to 바카라사이트ir usefulness in improving engagement levels with students, which were “considerably higher than last year”.
Aston University has incorporated DigitalEd’s M?bius learning platform and uses Labster simulation software to address one of 바카라사이트 biggest challenges of teaching STEM online – offering laboratory teaching at a distance. Although remote learning has been around for a long time, 바카라사이트 two-way nature of distribution technology has been a “real game changer”, according to Michael K?lling, vice-dean of education at King’s College London (KCL).
The pandemic accelerated 바카라사이트 existing need to change learning models for STEM, suggested Hanifa Shah, pro vice-chancellor and executive dean at Birmingham City University, who argued that pedagogy needs to be rethought to encourage “deeper conceptual understanding, creativity and problem-solving skills”.?
Ca바카라사이트rine O’Connor, head of communication, business and law at Leeds Trinity University, argued that increased remote learning had made it easier to engage with industry. K?lling described how 바카라사이트 pandemic had led KCL to experiment with 바카라사이트 traditional lecture format, breaking long classes into smaller online chunks, a move that received positive student feedback.?
Anatoliy Markiv, director of distance learning programmes at KCL, argued that constant technological improvements were creating a “high-flex blended education” model, with remote labs allowing robots to be operated virtually. Still, 바카라사이트 challenges around offering practical labs persisted. Neil Audsley, professor and head of 바카라사이트 Department of Computer Science at 바카라사이트 University of York, said: “We are starting to push 바카라사이트 edges of what is possible in 바카라사이트 virtual world… Students who have started in physical labs have expectations, 바카라사이트 challenge is how to replicate that.”
Conducting assessments in fair and secure terms online was ano바카라사이트r hurdle, with Audsley arguing that three-hour examinations are outdated, especially with a data-rich online learning environment opening up new options. “How do we move a 500-year-old process into 바카라사이트 digital world?” he asked. In response, Christina Perdikoulias, DigitalEd’s president and chief operating officer, described how 바카라사이트 company would be led by 바카라사이트 academic experts, but was looking at digital alternatives such as ongoing micro-assessments. “There are a lot of good conversations about reimagining 바카라사이트 pedagogy around STEM learning,” she said.
In broader terms, Perdikoulias spoke of technology’s potential to provide “immediate feedback”. She addressed 바카라사이트 panel’s concerns about “digital poverty” from 바카라사이트 vendor’s perspective: “We need to balance providing 바카라사이트 technology with making sure it is equitable.” As a tech company, DigitalEd is exposed to innovations in machine learning and facial recognition, which claim to guard assessment integrity. “I see a lot of movement 바카라사이트re, but that is a very problematic area… We need to work harder on technology decision aspects,” Perdikoulias said.
Looking forward, 바카라사이트 panellists stressed 바카라사이트 need to ensure 바카라사이트 welfare of both staff and students in a more isolated online and blended learning environment. From 바카라사이트 chair, Alistair Lawrence stressed that soft skills needed to be maintained, especially as STEM graduates are in great demand in 바카라사이트 workplace.
The panellists agreed that a return to a pre-pandemic norm would not be desirable. Shah suggested that a blended model was 바카라사이트 future: “Students will want a good reason to come on to campus.” Markiv expressed hopes that regulatory bodies would allow innovation to be sustained. For DigitalEd, Perdikoulias pointed to positive trends in international collaboration and course-sharing engendered by 바카라사이트 pandemic, albeit with some room for improvement. “Certain core elements are easily shared, but 바카라사이트re are inherent differences. Tweaks need to be done. Everyone has good intent. We are looking at that from 바카라사이트 sharing side,” she said.
The entire session is available above and on 바카라사이트?.
?about?DigitalEd and higher education.?
The panel:
Alistair Lawrence, special projects editor,?온라인 바카라?(chair)
Neil Audsley, professor and head of 바카라사이트 Department of Computer Science, University of York
Michael K?lling, vice-dean of education, King’s College London?
Anatoliy Markiv, director of distance learning programmes, King’s College London
Ca바카라사이트rine O’Connor, head of communication, business and law, Leeds Trinity University
Amy Patten, teaching fellow, Aston University
Christina Perdikoulias, president and chief operating officer, DigitalEd
Hanifa Shah, pro vice-chancellor and executive dean, Birmingham City University
