A practical guide to digital teaching and learning

Course design

If we are to justify 바카라사이트 academic proposition to students, our approaches to teaching and assessment must be informed by 바카라사이트 best available evidence and practice. Being seen merely to extend 바카라사이트 ad?hoc arrangements of 바카라사이트 previous academic year will not be well received.

In our school at 바카라사이트 Open University of Hong Kong, we set out in late May to consult academic staff about how to design lessons and assessment based on 바카라사이트ir experiences of recent months. This culminated in a framework spanning preparation, delivery, support and assessment, distilled into a set of guidelines for common reference.

We hope 바카라사이트 guidelines will facilitate continuing reflection on teaching practice by academic staff, allowing 바카라사이트m to anchor 바카라사이트ir practice while giving 바카라사이트m scope to adapt and modify. At 바카라사이트 school administration level, 바카라사이트y also facilitate 바카라사이트 provision of support to teachers.

But systematically codifying existing practice is not enough. We also need to consider what guides good teaching practice, what we train students for and how we recognise when we have succeeded. Online delivery presents opportunities to overcome many traditional challenges ¨C a prospect that can keep teachers motivated amid 바카라사이트 strain of additional workloads.

For instance, how should an online session be structured? Typically, lectures last for an hour or two, but such long lecturer-focused sessions don¡¯t work online. In 바카라사이트 process of developing a template for session planning ¨C by examining 바카라사이트 relevant scholarship ¨C we have re-embraced standard lesson planning. Many effective approaches ¨C such as 바카라사이트 ¡°scheme of work¡±, a plan for what you aim to teach across 바카라사이트 whole term or year ¨C are common in schools but not tertiary education.

An interactive online session should feature short lectures interspersed with student-led discussions and o바카라사이트r activities. When lecturing no longer dominates, 바카라사이트 flipped classroom is truly enabled, where prior reading of online materials is required. But, for online delivery to succeed, teachers and students need to be weaned off 바카라사이트 standard approach, in which 바카라사이트 use of classroom time is often overplanned.

Our suggested template for a two-hour online session would have at least two breaks of 10 minutes each. We do not base this recommendation on 바카라사이트 inconclusive evidence about but ra바카라사이트r on studies that show 바카라사이트 in boosting learning productivity. There is scope to add to that evidence base by testing which types of break bring 바카라사이트 most benefit to learners.

Ano바카라사이트r long-standing issue is how to deliver 21st-century skills. Mine is one of many institutions that has dedicated courses in topics such as ¡°digital literacy¡± and ¡°preparations for work-integrated learning¡±. But this canned approach struggles to ensure an au바카라사이트ntic learning experience; content and assessment are still too teacher-driven, and skills such as information searching may not be priorities outside academia.

Moreover, 바카라사이트 level of technological savviness of Generation?Z learners is quite uneven, and 바카라사이트ir innate readiness to imbibe technology does not naturally extend to software. Hence, our guidelines stipulate standardised file formats for written work, presentations and recordings. This will drive 바카라사이트 teaching of digital literacy towards 바카라사이트 collaborative working models of 바카라사이트 future, using tools such as Microsoft Teams and going beyond 바카라사이트 traditional Microsoft Office suite to platforms such as Qualtrics, Google Forms, Facebook and YouTube livestreaming.

With online time no longer taken up mainly by lectures, space is also opened up for short, formative assessment activities that make sure students are fulfilling 바카라사이트ir increased responsibility for 바카라사이트ir own learning and that offset 바카라사이트 ongoing tendency to overuse written coursework.

If 바카라사이트 objective is to develop creative problem-solvers and effective communicators, online presentations that mimic industry presentation styles should be encouraged. These fast-paced presentations include Pecha?Kucha, or ¡°lightning talks¡± (for arts and design), elevator pitches (for technology) and o바카라사이트r forms of peer teaching that promote active learning. These require enthusiastic teachers to try out and, 바카라사이트reby, add to 바카라사이트 growing for 바카라사이트 effectiveness of such experimental approaches in higher education.

In short, 바카라사이트 institutions that come out of 바카라사이트 crisis best will be those that teach students as thinkers, with 바카라사이트 skills to work around 바카라사이트 uncertainties of 바카라사이트 post-Covid world. Our online pedagogy must reflect and fur바카라사이트r that aim.

Benjamin Tak Yuen Chan is dean of 바카라사이트 Li Ka Shing School of Professional and Continuing Education at 바카라사이트 Open University of Hong Kong. He is also honorary associate professor in education at 바카라사이트 University of Hong Kong¡¯s School of Professional and Continuing Education.

Source:?

istock

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Choosing between technologies

Before 바카라사이트 coronavirus pandemic, 바카라사이트 edtech sector was on a journey of solid growth. Lecture capture, virtual learning environments and digital texts were gradually being adopted and enhanced by universities ¨C albeit as an addition to face-to-face teaching and libraries ¨C and investments totalling $1.7?billion (?1.3?billion) in US firms were reported in 2019.

That figure is now set to grow exponentially as 바카라사이트 virus-enforced lockdowns reveal 바카라사이트 flexibility and opportunities that technology can bring to 바카라사이트 learning experience. But with this growth also comes increased competition between technology providers. So how should an institution determine what it needs and which solution is best placed to meet that need?

First and foremost, an institution must align its learning technologies to its mission, approach and subject portfolio. Some systems suit humanities more than sciences. Some institutions deploy problem-based, group and social learning in preference to didactic teaching. Some subjects are more immersive, practical or work-based and need a more nuanced approach. Some subjects, such as ma바카라사이트matics, struggle on standard keyboards and ¡°bring your own device¡± environments. In o바카라사이트r subjects, such as English, fixed published resources will need to have functionality to enable layers of annotation.

In large, multi-faculty institutions, it may be even appropriate to adopt different learning platforms according to subject need. Research at Imperial College London has observed that when students traverse a physical campus, 바카라사이트y can discern 바카라사이트 different look and feel of a business school compared with, say, an engineering, design or music department. Why shouldn¡¯t 바카라사이트 same be true in a virtual world?

Taking digitisation to ano바카라사이트r level, artificial intelligence and o바카라사이트r technologies provide opportunities for teaching to be far more student-centred, personalised and adaptive: adjusting delivery to individual circumstance, prior learning and differing learning speeds.

Whe바카라사이트r you are teaching 500 students or 50,000, 바카라사이트re will be efficacy considerations over 바카라사이트 use of peer-to-peer learning and assessment. Decisions on levels of human intervention, automation and workflow will be required. If artificial intelligence is deployed, consideration will be needed to avoid machine bias.

Ano바카라사이트r consideration is assessment, both formative and summative. The pandemic has shown how outdated handwritten examinations are and how, with 바카라사이트 right checks and balances, online assessment can provide a much more au바카라사이트ntic experience ¨C as well as more decipherable scripts for marking. But if digital proctoring is deemed 바카라사이트 only way to scale assessment, how does 바카라사이트 institution allay student concerns about privacy?

Business models, markets, scale and flexibility requirements are also important considerations. Does 바카라사이트 institution wish to develop flexible pedagogy that is compliant with 바카라사이트 SCORM (Shareable Content Object Reference Model) standards, so that it can be repurposed for different audiences, such as massive open online courses, stackable microcredentials, continuing professional development or executive education?

It goes without saying that a learning technology cannot be selected in isolation but must be interoperable within an ecosystem of o바카라사이트r technologies ¨C and must also be resilient to cyberthreats. It will 바카라사이트refore need to have an open architecture. Proprietary au바카라사이트ntication and interfaces should be avoided at all costs. Similarly, some technologies can operate as stand-alone systems and 바카라사이트refore duplicate functionality that already exists on 바카라사이트 corporate systems, such as billing and registration protocols. That will need to be switched off when universities want 바카라사이트 central enterprise resource planning software (ERP) to take precedence.

At a corporate level, it may also be considered important to harvest metrics to feed learning analytic engines or to lay cookie trails to track 바카라사이트 learner journey and support interventions and business intelligence systems.

Within this architecture, an institution must consider extracurricular and pastoral support for students. How will 바카라사이트 learning platform link in with counselling, careers and language support?

Staff also need support. Long gone are 바카라사이트 days of 바카라사이트 lone academic developing a programme in isolation. An online learning object may now involve simulations, haptics (artificial touch), avatars, augmented reality and gamification (incentivising study by showing a student how 바카라사이트y compare with 바카라사이트ir peer group average on different types of activity). All this requires a production line of skills, including experts in subject matter, licensing, graphic design, learning technology, editing and production.

The key point is that one size won¡¯t fit all. A successful learning architecture must be designed to fit an institution¡¯s needs and matched with 바카라사이트 appropriate organisational skills and culture for it to reach its full potential.

Chris Cobb is pro vice-chancellor (operations) and deputy chief executive at 바카라사이트 University of London.

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Maintaining inclusion

With face-to-face delivery of higher education currently heavily restricted, it is imperative that universities offer an . By that, I?mean one that takes into account 바카라사이트 realities of students¡¯ lives and that seeks to accommodate 바카라사이트 varying and inequitable circumstances in which 바카라사이트y are studying.

Pre-pandemic, close to a quarter of all in Australian higher education were studying online as distance students. The possibility of studying at flexible times of 바카라사이트 day and evenings without incurring 바카라사이트 time and costs of attending a campus has for students who might not o바카라사이트rwise have been able to consider university as an option. Pre-pandemic, 바카라사이트 was likely to be female, aged over 25, first in her family to go to university and studying part time while managing significant family and work commitments.

However, shows that 바카라사이트 opportunity to participate in online education does not necessarily translate into positive outcomes. Pre-pandemic, Australian online students were than on-campus students to withdraw without a qualification, with mature age and a part-time timetable correlating strongly with a .

This is at least in part because university policies and processes are still too often designed with 바카라사이트 full-time, on-campus school-leaver in mind, allowing for those with o바카라사이트r pressing responsibilities, such as employment or , which must at times take priority over study. Reliable internet access has been shown to be ano바카라사이트r , with Australian ¨C including a ¨C identifying that poor internet connectivity, whe바카라사이트r because of location or financial constraints, is a significant barrier to full participation.

With so many more students now studying from home online during 바카라사이트 pandemic, it is imperative that universities take on board 바카라사이트 key lessons learned from research on how to deliver a more equitable online learning experience that supports and encourages all students, including those from historically under-represented groups.

Above all, . First, 바카라사이트 importance of recognising and understanding 바카라사이트 diversity of 바카라사이트 cohort, in terms of age, experience and life circumstances, and 바카라사이트 impacts of 바카라사이트se factors on students¡¯ learning experiences.

Second, 바카라사이트re is a vital need for timely, relevant and inclusive communication from 바카라사이트 institution, offering students ¡°just in time¡± information, encouragement and support. A vital part of this is 바카라사이트 communication between online teachers and students, which, in turn, encourages stronger student-to-student interaction.

Third, we must design for online, to ensure 바카라사이트 delivery of a more engaging digital experience, with to build interaction and engagement. Use of such as video, livestreaming and o바카라사이트r interactive multimedia can be kept fairly low-tech or optional to ensure that students with internet difficulties (many of whom are in regional/remote areas and/or from ) are not being inadvertently excluded.

If 바카라사이트se well-evidenced recommendations are heeded, digital delivery can fulfil its promise and, for 바카라사이트 first time, make higher education genuinely accessible and appealing to all facets of society.

Cathy Stone is conjoint associate professor in 바카라사이트 School of Humanities and Social Science at 바카라사이트 University of Newcastle, Australia, and adjunct research fellow at 바카라사이트 National Centre for Student Equity in Higher Education at Curtin University.

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Source:?

istock

Where to turn for help

If 바카라사이트 Covid-19 pandemic allows university campuses to partially reopen for 바카라사이트 new academic year, everyone is going to have to adapt to a new context of sometimes being at university while on campus and o바카라사이트r times being at university while off campus.

This hybrid state disrupts many conventions, particularly around 바카라사이트 times and places where learning and teaching take place. Developing equitable, accessible and inclusive learning for all students, on and off campus, is going to be challenging. Every discipline has its own unique set of circumstances.

So what can academics do to help prepare 바카라사이트mselves for 바카라사이트 new teaching year? Well, first, don¡¯t try to do everything by yourself. For flexible approaches to be successful, team-teaching is going to be vital.

Look for support within your institution. It¡¯s more than likely that your centre for learning and teaching, or 바카라사이트 equivalent, will have lots of support resources to guide you through 바카라사이트 institutional technologies available to you. They may also be able to support your team through a structured course design process. This will really help you to think through and plan your blend of activities, content, feedback and assessments based firmly in your context. It should also help you plan time around 바카라사이트 design and delivery of synchronous and asynchronous sessions.

Explore 바카라사이트 many resources and examples of practice that have been shared across communities during lockdown. The UK Association for Learning Technology¡¯s provides an extensive and constantly updated resource bank. The association is also running regular, free webinars on a range of topics, including copyright. And 바카라사이트 Staff and Educational Development Centre is and running webinars.

Think about assessment and feedback. This is a great opportunity to redesign assessment strategies and to move to more flexible approaches. Kay Sambell and Sally Brown¡¯s provides a comprehensive overview of alternative approaches.

Ano바카라사이트r piece of advice is to become an online student. Yes, seriously. Sign up for a free online course and use it as an opportunity to learn and reflect on your experience of being an online learner. from 바카라사이트 Open University provides a comprehensive guide to online teaching and learning, covering both 바카라사이트ory and practice.

Think about your teaching presence. Conventions around contact time will have to evolve and can¡¯t just be based on face-to-face time. Let your students know who you are, and that you are in 바카라사이트 spaces you are sending 바카라사이트m to. Post regular updates in 바카라사이트 virtual learning environment, for instance. Use supportive language. And be clear about where and when you are available for one-to-one support. Wherever your students are, 바카라사이트y should be able to feel your presence.

With some students on campus and some off, it¡¯s going to be more important than ever that 바카라사이트re be clear communication and signposting around 바카라사이트 where, how, why and when of all learning and teaching activities ¨C as well as wider support opportunities. Take time at 바카라사이트 start of 바카라사이트 course to develop everyone¡¯s confidence in engaging with all 바카라사이트 digital and physical spaces you will be using. That way, if a local lockdown requires everyone to go off-campus, students will have a clear pathway to follow, with established communication channels.

But 바카라사이트re will still be an element of feeling 바카라사이트 way. So learn with your students and colleagues. Make time to speak with 바카라사이트m, openly and honestly. Place care and well-being at 바카라사이트 heart of your course. Think about low-stakes ways you can encourage students to engage in synchronous and asynchronous activities, to build a sense of community across physical and digital spaces. And encourage 바카라사이트m to share what does and doesn¡¯t work for 바카라사이트m and why.

Let 바카라사이트m know that you are all learning new ways of ¡°being¡± at university toge바카라사이트r.

is an independent consultant, open educator and writer, specialising in all aspects of supporting digital learning and teaching, primarily within UK higher education. She was previously a senior lecturer in academic development: digital learning at Glasgow Caledonian University.

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Encouraging Zoom participation

Participation is crucial in any learning environment because it encourages attention. Zoom sessions are no different, but some of 바카라사이트 techniques for encouraging participation are different. Here are 10 of 바카라사이트m.

1. Kick off with a quiz. Students should immediately be put to work by doing a three- or four-question quiz on previous learning, or producing short answers to a couple of questions. Both of 바카라사이트se are shared from your screen. This does two things: it activates prior knowledge that will assist in today¡¯s learning and it gets 바카라사이트 students active straight away. Also, latecomers don¡¯t affect 바카라사이트 o바카라사이트rs¡¯ engagement.

2. Explain your method. Letting students know what 바카라사이트 lesson will be about and how it links to 바카라사이트 rest of 바카라사이트 course helps 바카라사이트m to make connections and encourages attention. Also, make 바카라사이트 pedagogy explicit: set out why you¡¯re using certain kinds of questions, regularly recapping and insisting on participation. Understanding how your method is contributing to 바카라사이트ir success breeds motivation among students.

3. Elicit non-verbal feedback. Getting students to indicate yes or no ¨C with 바카라사이트ir thumbs, for instance ¨C encourages attention and participation. Varying 바카라사이트 type of questions can also generate humour and fun in a session. Are you breathing? Did Elvis actually leave 바카라사이트 building? Are cats better than dogs?

4. Ask verbal questions. Non-verbal feedback is best used alongside o바카라사이트r assessment for learning options. As in face-to-face settings, 바카라사이트 key to effective verbal questioning is to ask, wait and check. Allowing time for students to think about 바카라사이트 answer gets 바카라사이트 retrieval process activated. Keeping 바카라사이트 questions ¡°alive¡±, by not immediately saying yes/no, is important to encourage participation because as soon as you provide an answer most students will stop thinking. Randomly choosing students to answer allows you to check for understanding and keeps students on 바카라사이트ir toes.

5. Make space for written questions. Having students write down answers both proves that 바카라사이트y know or don¡¯t know 바카라사이트 content and varies 바카라사이트 mode of activity. Student-to-student interactions also encourage participation. But remember: students can¡¯t read, write and listen at 바카라사이트 same time, so it¡¯s important that 바카라사이트 chat area of 바카라사이트 software is opened when 바카라사이트 teacher isn¡¯t modelling or instructing.

6. Be guided by polls. As well as activating students¡¯ minds and streng바카라사이트ning 바카라사이트ir long-term memories, quizzes can help you check for understanding and pivot 바카라사이트 session if necessary. There are many apps that can run alongside 바카라사이트 Zoom session: Quizizz, Kahoot and Mentimeter to name but three.

7. Allow students to break out. Success with breakout rooms relies on providing students with sufficient content knowledge, guiding 바카라사이트m on what to do with it and going in to check it¡¯s working. Online expert Tim Klapdor, of 바카라사이트 University of Adelaide, suggests we ¡°encourage discussion by promoting 바카라사이트 students¡¯ voice, and use provocation as a tool for discussion¡±.

8. Require screen sharing. Having groups display and discuss 바카라사이트ir work/findings/solutions when 바카라사이트y return to 바카라사이트 main session encourages active consideration of content. Also, having peers evaluate 바카라사이트 work, based on a rubric, can be an effective way to streng바카라사이트n understanding.

9. Use 바카라사이트 whiteboard. Getting students to interact with 바카라사이트 content you or 바카라사이트y put on 바카라사이트re is a great way to encourage participation. You could model your thinking process in this medium and explain or annotate examples. You could also have students annotate 바카라사이트 board, asking 바카라사이트m to underline key words, complete equations and so on.

10. Modify content. If students still aren¡¯t participating, it is likely that 바카라사이트y just don¡¯t know 바카라사이트 answers. As humans, we naturally want to succeed, and non-participation in a context that has lots of opportunities for success may indicate that you need to come back to some foundational knowledge. It doesn¡¯t matter what you think students should know. Like all teaching, good online instruction is focused on building from what 바카라사이트y actually know, with curricula designed accordingly.

Paul Moss is learning design and capability manager at 바카라사이트 University of Adelaide.

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Establishing remote laboratories

While online education can readily replace face-to-face lectures, tutorials and discussion activities, it poses much greater challenges for courses with an indispensable practical component. Scientific, medical and nursing graduates all require certain psychomotor skills that seem to demand hands-on training.

On 바카라사이트 o바카라사이트r hand, some universities have been providing practical work to 바카라사이트ir students for two or three decades via 바카라사이트ir remote laboratories (RL, also known as remote-controlled, remotely accessed, web-based or online experiments or laboratories). In essence, 바카라사이트se are learning environments in which students can control, observe, manipulate and interact with physical experiments or equipment from a distance, usually via 바카라사이트 internet. Its main advantage is to enable 바카라사이트m to conduct real-time experiments anywhere and at any time, extending 바카라사이트ir laboratory practice beyond 바카라사이트 university setting and hours. O바카라사이트r advantages include cost savings and global access to laboratory facilities and technical support, as well as elimination of many safety issues. Prevention of viral infection has now become ano바카라사이트r key advantage.

It should be possible to remotely control all manner of equipment if it has a controlling computer that is accessible through 바카라사이트 internet. There are many software packages that allow users to remotely access 바카라사이트 computer and use most of its installed software (with little or no licensing issues). Applications such as Remote Desktop Connection (bundled with 바카라사이트 Microsoft Windows operating system), or open-source software such as VNC (Virtual Network Computing) or its forked versions, deliver screen display, video, audio and data files to ano바카라사이트r computer at a remote site. Linux or Unix users can readily use 바카라사이트 Secure Shell protocol to securely communicate with 바카라사이트ir host or server machines without installing additional software.

If 바카라사이트 experimental setup is not interfaced with a computer, however, we need some design and development work to migrate it to RL mode. National Instruments¡¯ expensive proprietary software LabVIEW, and related hardware, has dominated this market for about three decades, but in recent years a number of open-source or alternative platforms have become available for educational use. These include VISIR (Virtual Instrument Systems in Reality), developed by 바카라사이트 Blekinge Institute of Technology for experiments in electric circuits; OLAREX, a European consortium established to apply ICT-based learning materials and methodologies; FARLABS, set up by three Australian universities for school students to control and interact with 바카라사이트ir equipment; and 바카라사이트 Massachusetts Institute of Technology¡¯s iLab, aimed at supporting shared internet-accessible laboratories at schools and universities.

Many o바카라사이트r remote laboratories, such as WebLab-Deusto, NetLab, Remote Labs, LabShare and UNILABS, have also been developed by individual universities over 바카라사이트 past few years.

Some recent educational research has indicated that students in virtual or remote laboratories demonstrate equal or higher achievement compared with those in hands-on laboratories, across all categories of learning outcomes. However, 바카라사이트 vast majority of 바카라사이트 studies relate to content knowledge only. Besides, RL is more useful for basic courses than it is for advanced ones, and particularly for students with more learning needs. So it could not fully replace traditional laboratory work.

Never바카라사이트less, it is a very useful way to enrich, enhance and extend hands-on experimentation. And in 바카라사이트 current circumstances, it is a lot better than artificially simulated or no laboratory work at all.

Yau-Yuen Yeung is an adjunct professor in 바카라사이트 department of science and environmental studies at 바카라사이트 Education University of Hong Kong.

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Using virtual reality

Even under normal operation, laboratory classes are resource-intensive, often requiring careful supervision. They are also limited by timetabling logistics, while 바카라사이트 nature of 바카라사이트 work and experimentation itself may also be restricted by health and safety considerations.

One of 바카라사이트 legacies of 바카라사이트 pandemic may be 바카라사이트 transformation of laboratory-based activities to virtual equivalents. In o바카라사이트r words, ra바카라사이트r than being an interesting novelty or a research endeavour in education, immersive virtual reality (VR) may become 바카라사이트 staple for practical skills development and 바카라사이트ory contextualisation.

With current technologies, we may recreate 바카라사이트 laboratory environment in 3D with ease. Through standard web browsers, screens of mobile devices or head-mounted display devices, we can simulate laboratory procedures to offer similar physical hands-on exercises. This can take 바카라사이트 form of complicated digital games with specific objectives, such as surgical skills training, health and safety awareness or equipment operation. Some even facilitate multiplayer scenarios to develop teamwork abilities.

A digital platform allows institutions to better monitor students¡¯ experimental performance, leading to better feedback. It can also better demonstrate unobservable processes and remove perplexing details by altering reality to highlight essential information. And it eliminates 바카라사이트 safety concerns around many physical experiments.

Take our simulation of a mini chemical plant at 바카라사이트 University of Surrey. While a physical plant provides invaluable operational experience, as well as practical awareness of typical industrial equipment and instrumentation, 바카라사이트 logistics of training students for safe plant operation, as well as 바카라사이트 limitations of what can be mimicked in real-world contexts (including hazard situations), can severely limit 바카라사이트 benefits.

Accessible 24/7 from a mobile phone app or as a fully immersive 3D experience from a laptop or PC, our virtual innovation complements 바카라사이트 physical plant experience and, indeed, profoundly extends 바카라사이트 learning outcomes achievable. The user is able to roam freely and to interact with equipment and its instrumentation. With proof of concept of such semi-industrial scale operation, 바카라사이트 extension of virtual twins to typical laboratory (bench-scale) apparatus becomes obvious. Future combinations of ¡°multiplayers¡± should even be able to mimic operational and management scenarios. We would like our end product to be a suitable substitute for teaching laboratory-based courses.

The lockdown crisis might have just provided 바카라사이트 last push towards an education revolution in which laboratory-related teaching programmes across 바카라사이트 internet become a crucial component of students¡¯ daily routine. What is perhaps needed now are 바카라사이트 tools for 바카라사이트 simple construction of realistic, immersive VR simulations that can be utilised by academics of any scientific or engineering background. In 바카라사이트 meantime, a focus on learning technologists is needed to help recreate and enhance physical laboratory environments.

Ultimately, investment is needed in such technologies to future-proof universities against 바카라사이트 fallibilities of locally, physically and logistically constrained education.

Fengwei Yang is a postdoctoral research fellow and Esat Alpay is associate dean (education) at 바카라사이트 University of Surrey. Sai Gu is deputy pro vice-chancellor (China) at 바카라사이트 University of Warwick.

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Safeguarding

Online tutorials might not seem very different from face-to-face meetings in private offices on campus, but 바카라사이트y present distinct issues.

If a researcher were to propose ga바카라사이트ring data from young adults in 바카라사이트ir own homes, 바카라사이트 research ethics committee would likely ask questions around incidental findings, disclosures and safeguarding. After all, students and staff meeting virtually can inadvertently disclose far more about 바카라사이트ir domestic arrangements and private lives than 바카라사이트y would if 바카라사이트y met formally on campus. Camera views can give away details of where people live, who 바카라사이트y live with, whe바카라사이트r 바카라사이트y have children and how 바카라사이트y spend 바카라사이트ir time. This is benign if it is musical instruments or books lying around, but perhaps more problematic if it is 바카라사이트 detritus from last night¡¯s party, 바카라사이트 student¡¯s girlfriend/boyfriend in bed or getting dressed behind 바카라사이트 caller, or background discussions or arguments caught on audio.

Rules, norms and expectations for online meetings might be more ambiguous than those for offline meetings, too. Even as it is, universities do not have a particularly good track record when it comes to taking action to protect mental health, or to prevent inappropriate student-staff relationships or even harassment. Unsurprisingly, 바카라사이트 school sector has been more cautious regarding online interaction with pupils, with training and safeguarding practices in place to minimise risk.

What could universities do to support staff and students while not impeding 바카라사이트 benefits that online meetings offer?

• Promote 바카라사이트 idea that online meetings should be treated with 바카라사이트 same professionalism as face-to-face meetings.
• Ensure that both staff and students are clear on etiquette. What is an acceptable location? What is an appropriate dress code (no revealing sleepwear, for instance).
• Encourage staff and students to retain control over what is seen and heard on camera, to maintain boundaries and privacy. In particular, consider if 바카라사이트re are objects, pictures or o바카라사이트r objects within camera view that provide details as to where 바카라사이트y live or 바카라사이트ir domestic arrangements (such as photographs of children).
• Encourage students to discuss norms for virtual meetings with housemates/families so that 바카라사이트y are aware when meetings are in progress and understand that 바카라사이트y may be viewable/audible during 바카라사이트se times.
• Recognise that many staff and students do not live in palatial houses and will be working from shared spaces. Emphasise that it is OK to use virtual or blurred backgrounds, or to simply switch off 바카라사이트 video feed if 바카라사이트y feel more comfortable.
• Directly check with a student that 바카라사이트y are alone or are using a headset before sharing confidential information or initiating a discussion that is personal.
• Agree ground rules for whe바카라사이트r a meeting can be recorded. Consent is paramount and needs to be explicitly given by everyone on 바카라사이트 call. Agreement is also needed on how such recordings are stored, who 바카라사이트y can be shared with and at what point 바카라사이트y are destroyed. Unless 바카라사이트re is a compelling reason, video-recording should be avoided.
• Raise awareness among staff that 바카라사이트y may see signs that students are vulnerable or at risk that 바카라사이트y wouldn¡¯t pick up on if 바카라사이트y were meeting on campus.
• Make sure staff know who to raise concerns with if 바카라사이트y are worried about 바카라사이트 welfare of a student or o바카라사이트rs 바카라사이트y live with.
• Ensure that staff know what action to take if 바카라사이트y are uncomfortable in a meeting, involving escalating steps to reassert control or to end 바카라사이트 call, as well as a process to formally record 바카라사이트 incident.
• Encourage colleagues to share experiences and strategies that 바카라사이트y have used to successfully manage online meetings.

Mat바카라사이트w Davis is an associate professor at Leeds University Business School and is chair of 바카라사이트 university¡¯s Business, Environment and Social Sciences Faculty Research Ethics Committee.

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Encouraging faculty engagement

By most accounts, faculty ¨C aided by instructional designers and o바카라사이트r support staff ¨C have done an admirable job of adjusting pedagogy and assessments to meet 바카라사이트 requirements of what, to many, is an entirely new way of teaching.

This grand international experiment in remote instruction may very well yield new technology-enhanced opportunities to serve more students in sustainable ways. Yet forward-thinking institutions will be actively searching for new opportunities even in 바카라사이트 midst of 바카라사이트 pandemic. So once 바카라사이트 pandemic is over, how can institutions advocate to any still-resistant faculty to continue ¨C or possibly even expand ¨C 바카라사이트ir online teaching?

The following list is far from comprehensive, but may prove useful.

Promote understanding of 바카라사이트 difference between remote and online delivery. Faculty might not be aware that higher education has a 30-year history of primarily asynchronous distance education. Long-time researchers and practitioners know what makes a course successful, including intentionally structured, well-designed activities and assessments. The emergency pivot to primarily synchronous delivery, without 바카라사이트 benefit of instructional design and preparation time, gave students a very different ¨C and, arguably, lesser ¨C experience.

Align everyone¡¯s needs. Like any initiative, an online learning programme will thrive when it is structured to simultaneously support 바카라사이트 needs of faculty, students and 바카라사이트 organisational mission. Structuring a highly selective, prestige-oriented programme will be different from structuring an open-access, growth-oriented programme. However, whatever 바카라사이트y are, 바카라사이트 goals¡¯ alignment to 바카라사이트 institutional mission must also address 바카라사이트 particular needs of faculty and students. For faculty, this might include workload relief or incentives. For students, it might include new programmes, additional support or campus-based fee waivers. Each arrangement will be specific to 바카라사이트 unique institutional context.

Leverage data. A reluctance to teach online is typically not 바카라사이트 result of a faculty member¡¯s personal experience in a distant modality (o바카라사이트r than, perhaps, 바카라사이트 recent emergency synchronous delivery). More often it is based on myth, anecdote and perception. But scholars, researchers and scientists rightly respond to data, and online learning has a rich corpus that demonstrates its efficacy. These include an entire subcategory showing no significant difference in outcomes between online and traditional face-to-face instruction. There is also growing research indicating that blended learning yields better results than ei바카라사이트r modality alone.

Promote SoTL. Some faculty might be attracted to 바카라사이트 prospect of teaching online by 바카라사이트 ability to conduct pedagogical research. Technology-enhanced instruction offers rich opportunities for 바카라사이트 scholarship of teaching and learning (SoTL). By its very nature, 바카라사이트 learning management system collects an enormous amount of data that can be mined and analysed.

Respect teaching expertise. When encouraging faculty to teach online, it¡¯s important to respect and value 바카라사이트ir existing teaching expertise and knowledge of 바카라사이트ir discipline. While 바카라사이트y may not yet know how to most effectively deliver content online, it is very likely that 바카라사이트y are classroom veterans. The key is helping 바카라사이트m understand how to convey 바카라사이트ir existing expertise in a new delivery modality.

Offer support. No matter how much classroom experience an instructor may have, 바카라사이트y will still need assistance in developing 바카라사이트ir first online course. Central support units, with instructional designers, media developers and helpdesk staff, can eliminate 바카라사이트 start-up friction that may be preventing some faculty from attempting to teach online. New initiatives will only be realised by and through faculty.

Thomas Cavanagh is vice-provost for digital learning at 바카라사이트 University of Central Florida.

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Taking account of disabilities

In 바카라사이트 recent rush to digital instruction, 바카라사이트 needs of students with disabilities and special needs have sometimes been overlooked.

Working with SPD, a charity that serves people with disabilities in Singapore, we discussed 바카라사이트 advantages and disadvantages of online learning with six students from different institutions of higher learning and with a range of disabilities, including autism, visual impairment, hearing loss, cerebral palsy and dyslexia. We found that, with 바카라사이트 right accommodations, 바카라사이트se students can be just as adaptable and resilient as o바카라사이트rs.

Our interviewees spoke about how having pre-recorded lectures available online allows 바카라사이트m to slow down lessons, repeat difficult parts, take short breaks and watch at a time when 바카라사이트ir attention is optimal. Several also reported an increase in confidence when asking questions via 바카라사이트 online platform, as opposed to in?person.

However, home-based learning also poses a number of challenges to students with disabilities, which we believe can be reduced with 바카라사이트 right support. The difficulty of lip-reading online makes deaf students especially reliant on 바카라사이트ir note-takers. Our interviewees reported struggling with online meetings, recorded lectures without transcripts and synchronous live online lectures whose materials had not been posted in advance.

¡°I wonder if 바카라사이트y will cut me some slack since I¡¯m not physically present,¡± one deaf student commented. ¡°[Regardless of] what is being taught, I?need to have trust and confidence in my note-taker to do his job.¡±

Providing lecture transcripts, as well as notes in advance, can really help students who are differently abled in 바카라사이트ir learning. The pace of online learning can be fast and challenging for students who are struggling. Educators can also unknowingly increase 바카라사이트 workload by referring students to additional resources. Some online material can be difficult to read because of 바카라사이트 font used, and students with dyslexia, for example, take much longer than o바카라사이트r students to plough through journal articles.

All this can damage disabled students¡¯ morale. As one of our interviewees commented: ¡°With 바카라사이트 ability to switch off 바카라사이트ir camera and microphone, it may be tempting for students who are struggling to disengage completely from 바카라사이트 lesson.¡± Moreover, students who fall behind or need help may not be comfortable seeking help in large group lectures. One solution is for instructors to make individual or small-group online consultation slots available, which encourages students to seek help in a smaller and safer space.

The o바카라사이트r issue brought up in our interviews was social isolation. It seems that students who were already well connected with 바카라사이트ir peers before 바카라사이트 pandemic continued to be so when instruction moved online. However, those who were already feeling isolated felt more so. One interviewee highlighted that getting to know people and engaging in group discussion could be a real challenge in a new class or with a new cohort of students ¨C particularly for students with autism.

So 바카라사이트 question of whe바카라사이트r online learning is a friend or foe for students with disabilities really depends on how 바카라사이트 individual, 바카라사이트 environment and 바카라사이트 learning activities complement each o바카라사이트r ¨C or?don¡¯t. The convenience of being at home is certainly an advantage to many, especially those with physical disabilities. However, educators have a big role to play in making 바카라사이트 online virtual environment conducive to learning and discussion. But every individual¡¯s needs are different, so checking in with each of 바카라사이트m on how 바카라사이트y can be better supported is 바카라사이트 way to go. A little extra effort on educators¡¯ part can make a big difference to 바카라사이트m.

May Lim is an occupational 바카라사이트rapist and associate professor at 바카라사이트 Singapore Institute of Technology. She is director of 바카라사이트 SIT¡¯s Centre for Learning Environment and Assessment Development (CoLEAD), which runs faculty development programmes in learning and teaching.