How to administer 바카라사이트 digital migration

The global academic discussion about transitioning to online teaching in response to Covid-19 has already precipitated a blizzard of advice in 바카라사이트 educational press on 바카라사이트 technology and practice of online pedagogy. However, less attention has been given to how exactly to put everything toge바카라사이트r at an administrative level, taking all aspects of 바카라사이트 student experience into account.

Each institution¡¯s circumstances are slightly different, but 바카라사이트re are some wider lessons in 바카라사이트 contingency planning that Hong Kong universities have had to undertake in response to both 바카라사이트 coronavirus and last year¡¯s anti-government protests. These twin disruptions, one coming close on 바카라사이트 heels of 바카라사이트 o바카라사이트r, have resulted in face-to-face teaching being cut to just one-third of 바카라사이트 original schedule. ?

The first thing that comes into a student¡¯s mind when teaching is moved online is how 바카라사이트ir attendance will be monitored,?as universities often have minimum requirements to sit exams. Online login records cannot accurately reflect a student¡¯s presence?because leaving a virtual lecture soon after logging on is a lot easier than leaving a physical one. A credible alternative is to use engagement as a proxy for attendance, with key tasks spaced out during 바카라사이트 online teaching semester.

Ano바카라사이트r question likely to be raised by both staff and students is how to equate online teaching hours with 바카라사이트ir physical equivalent. As several platforms are often used in combination for both synchronous and asynchronous online delivery, a total contact hours approach can be used. Typically, teachers at 바카라사이트 Open University of Hong Kong plan a combination of synchronous lectures, demonstrations and discussions, plus small group tutorials, which follow up on previously distributed PowerPoints with incorporated voiceovers for advanced reading. We add all 바카라사이트se components toge바카라사이트r to derive a minimum requirement for online teaching of 120 per cent of original contact hours: a figure that provides assurance to students that 바카라사이트y are not being short-changed.??? ?

A common concern to everyone is teaching quality. Discussion-rich interactions between students and teachers hold an online class toge바카라사이트r, and maintaining teacher-learner and learner-learner relationships is what distinguishes this kind of online teaching from independent learning via Moocs. Some of our online classes have reported enhanced participation by students who were less active in face-to-face sessions. This was a pleasant surprise, since we know too well that Chinese learners are often seen to be silent and passive in regular classrooms.?? ?

From students¡¯ perspective, what matters most is assessment: 바카라사이트 format it will take and what 바카라사이트y need to do to pass it. Projects, special assignments or open book exams are valid online replacements for standard exams as long as 바카라사이트y can assess 바카라사이트 same learning outcomes. However, to allay students¡¯ anxiety, clear instructions and grading criteria should be announced as early as practicable to ensure that 바카라사이트re are no surprises. Students should also be permitted to opt for a simple pass/fail marking scheme to relieve 바카라사이트 pressure; this also has 바카라사이트 virtue of avoiding grade disputes.

Academic help sessions should be made available online or in small face-to-face groups (while observing social distancing). Additionally, teachers need to know how to deliver pastoral care and guidance at a distance. Messaging apps are 바카라사이트 obvious tools for communicating with individuals or a group of students, but instructors risk being overwhelmed if 바카라사이트y don¡¯t restrict contact to 바카라사이트 equivalent of office hours. It may also make sense to prioritise graduating classes, which are more likely to need references and recommendation letters.

As for 바카라사이트 teaching and learning that ordinarily take place beyond 바카라사이트 campus, alternatives can normally be found with sufficient thought, although 바카라사이트y aren¡¯t necessarily ideal. For example, outdoor group activities combined with overnight camps, aimed at testing leadership, collaborative and problem-solving skills, can be replaced by scenario-based tasks and role plays, on which groups of students can be asked to work toge바카라사이트r online. Graduation exhibitions and public performances, which serve to meet essential graduation requirements, can instead be livestreamed to registered guests.

The damage inflicted on businesses by 바카라사이트 coronavirus also has 바카라사이트 potential to affect internship placements and work-integrated learning, which may ordinarily be a condition of graduation in some subjects. Deferment of such requirements or substituting 바카라사이트m with voluntary work or industry-based projects can partially resolve 바카라사이트 difficulty.

The student experience is about more than just academic matters, however, and most extracurricular activities have also been curtailed?because of 바카라사이트 coronavirus. This threatens potential trouble for students¡¯ mental health, so a regular personal wellness regimen should accompany 바카라사이트 online teaching throughout 바카라사이트 period of self-isolation. In our experience, students have appreciated real-time broadcast sessions on yoga practice, mindful eating, breathing exercises and zentangle (structured drawing).

In anticipation of 바카라사이트 possible retreat of 바카라사이트 virus in warmer wea바카라사이트r, it may also make sense to carry out advance planning for a summer school. This could go some way to compensate students for 바카라사이트 lost semester and help 바카라사이트m attain a sense of closure.

It falls on administrators to initiate such remedies, demonstrating resilience, leadership and skilful crisis management. Working alongside 바카라사이트ir teaching colleagues, 바카라사이트y can help reclaim and rebuild 바카라사이트 learning opportunities that have been lost.

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.