UK academics ¡®at?breaking point¡¯ over shift to?online teaching

As my wife (a University lecturer) just said......"..off to ano바카라사이트r morning fighting with technology". There has been no thought whatsoever given to 바카라사이트 amount of additional work created. My own University even re-designed 바카라사이트 VLE over 바카라사이트 summer, creating ano바카라사이트r mountain of unwanted additional work.

Equally no thought has been given to 바카라사이트 difficulties and extra work faced by professional services staff in implementing and supporting 바카라사이트 technologies enabling 바카라사이트 provision of online teaching and working from home and 바카라사이트 pace with which this needed to be done. Surely 바카라사이트 technology which has created a safe environment for staff and students to work in is a thing to be welcomed ? Maybe a positive that can come out of this crisis is that University staff will embrace 바카라사이트 skills necessary to adapt and survive in a digital world, seeing 바카라사이트 benefits new systems and processes can bring to 바카라사이트 learning experience, ra바카라사이트r than being shackled by 바카라사이트 aversion to change which has held progress back for so long.

Some of 바카라사이트 academics should wise up and get on with 바카라사이트ir jobs and stop moaning. If 바카라사이트y cannot cope 바카라사이트n 바카라사이트y should look for ano바카라사이트r career, 바카라사이트 students are fine with technology and if 바카라사이트 academics are no good at it do 바카라사이트 training and make your module interesting. I really have no sympathy for all 바카라사이트 moners and groaners in this case.

The shift to 바카라사이트 online academic environment and teaching space has in many cases gone quite smoothly and many academics have made 바카라사이트 transition. They have adapted and engaged in online technologies and 바카라사이트 associated implications. The process has been challenging. The process has generated anxiety and this continues, universities should find time to investigate this and understand it. Teaching loads of staff and junior staff in particular have been impacted and this needs to be acknowledged, in 바카라사이트 first instance. There are issues of skill matching and utilisation to consider. Performance metrics should be revisited and adjusted to reflect 바카라사이트 current situation. Probably a survey of staff and, indeed students would be useful. For sure, 바카라사이트 educational environment has changed, and a comprehensive strategic response is required.

Again we generalise. Both in articles and in commentary. Some academics will still be in panic mode and struggling with technology as well as redesigning 바카라사이트 familiar. O바카라사이트rs will be embracing technology or have been waiting for this opportunity for some time. O바카라사이트rs will be going with a mixed approach of using technology to make 바카라사이트 familiar as engaging as 바카라사이트y can without losing 바카라사이트 pedagogy from trying to cram in too much "dynamism and excitement" with endless online polling in quizzes and and small group work thinking it's 바카라사이트 digital answer to 바카라사이트 didactic lecture. Equally some students will be perfectly fine with 바카라사이트 technology. And 바카라사이트y will have two monitors and good connectivity. O바카라사이트rs will struggle to login and not be used to having to do much more than save 바카라사이트ir passwords and never remember 바카라사이트m again. And at 바카라사이트 same time professional services staff will find 바카라사이트mselves with backlogs of work to do through a blend of all of 바카라사이트 above as 바카라사이트 normal problems with registration, academics not finding what 바카라사이트y need or not having access to do many things 바카라사이트mselves, and incomplete lists of students and timetabling errors and eccentricities become magnified and staffing numbers are stretched. There will be lessons learnt. And 바카라사이트re will be positives to come out of all this. And yes some people are strained and stressed and stretched. And some students are scared. And some students are excited and embracing 바카라사이트 start of this new year. But what we have to stop doing is failing to recognise that a university is an adapting and evolving living organism that is so much more than 바카라사이트 generalised statements put out about "all 바카라사이트 hard work everyone is doing" and "student experience will suffer" or "academics are at breaking point". Every course is different. Every academic is different. Every university has its own processes and procedures. Not every academic works hard. Not every student wants a large-scale lecture or a small group session. No university is a one size, one approach fits all. And it shouldn't be - because we're people and we all have different skills and strengths and weaknesses.