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Join online teaching
(during and) post
COVID-19 crisis
George Ubachs, Managing director EADTU
Covid-19 crisis 1st and 2nd wave
 The COVID-19 crisis has made universities switch to digital education and to re-
organize their campus. In the May 2020 surveys of the European Commission
show 95,1% of the universities organized online and distance learning and
82,7% even online exams. All institutions set-up massive support for organizing
online lectures, tutorials and video-conferencing with diverse pedagogical
approaches. At all levels, emergency decisions were made.
 In the second wave of COVID-19, many universities wanted to keep students on
campus for face to face teaching. After a few weeks only, this seemed impossible
as Europe coloured red again. Universities allowed only half or one fifth of the
students in face-to-face lectures, while others attended online. Now, most
universities have to go in a complete lockdown again with online and distance
education.
 So, formats of hybrid, blended and fully online initiated.
 Teaching staff felt this as a disruption, requiring an extreme workload to adapt
to the situation.
 Students started to manifest for the right of having “quality education”.
Watching a video or following a lesson via zoom was no longer felt as a solution as
it was in the first wave.
Emergency remote teaching
 Let’s put this in perspective. What about education if the pendemic occured
half a centry ago and there was no online education… ? So, embrace online
education!
 The coronacrisis challenged (Higher) Education institutions, educators and
students. Immediate continuation of education was at stake, including
examinations and management of staff at a distance
 Improvisation was needed and appreciated, but not the way forward
 Overall, digital literacy was needed but not always there. Clearly here is
already a lot to gain.
The effect of COVID-19 on education poses at
least two key challenges for policymakers.
(The likely impact of COVID-19 on education: Reflections based on the existing literature and recent
international datasets; Joint Research Centre (JRC), the European Commission’s science and knowledge service, 2020)
 First, measures should be taken to ensure that more vulnerable students will
be able to make up for the learning loss they experienced during the
lockdown. This should be done quickly and effectively, in) order to avoid that
such crisis results in permanent education and economic inequality.
 Second, given that there is the possibility that educational institutions may
not be able to operate fully in-person during parts of (or the whole) next
academic year, alternative methods of delivering teaching and learning
should be put in place.
Highest priority is with the further education of educators in
digital didactics (Rector T. Bastiaens OUNL)
 Building on expertise and experience
 Methodologically designed education
 Well-considered digital didactics (research based)
 Interaction, debate and dialogue can be done synchrones, but
certainly also asynchrones without bounderies in online
education
 Activating education, engaging students (knowledge videoclips,
serious gaming, student peer meetings, online collaborative
learning etc)
 Extending and enriching programmes by virtual mobility
 Safe software use
Most and for all:
Do not copy on campus education, but use new modes of
teaching to enhance education
Elements of
professional
online
education
Needed
Sharing expertise; there is a wealth on research and good
practices in online education
Face the challenges of digitalisation, like privacy issues, e-
assessments, online interaction between students, engaging
students, make online educational systems safe etc.
Start the discussion within your institution and with the
companies that deliver supporting systems (innovation often
is coming from commercial companies)
Expertise is needed supporting main trends in
practices observed during the crisis, and in
the student learning experience:
 Synchronous hybrid learning: based on settings that have
in common that both on-site or ‘here’ students and
remote or ‘there’ students are simultaneously included
 Blended learning: based on a course design with a
deliberate combination of online and offline learning
activities (EMBED)
 Online and distance learning: based on a course design
with a continuous physical separation between teacher
and learner, synchronously and asynchronously
After the
Corona
Crisis;
next steps
Every educational institution needs to
reconsider its own educational model,
including professional digital education
Most urgently educate your educators in the
use of digital didactics and understanding what
quality in online education is
The educator will shift its tasks (even) more
from provider to developer
Evaluate and innovate your education over
and over again to enhance to its optimum
Digitel Pro
Digital Readiness
(Post-)COVID-19
Digital education readiness
KA2 - Cooperation for innovation and the exchange
of good practices KA226 - Partnerships for Digital
Education Readiness
The priorities shall focus on:
• enhance online, distance and blended
learning - including supporting teachers and
trainers, as well as safeguarding the inclusive
nature of digital learning opportunities.
12
Focus of DigiTeL Pro
Synchronous hybrid learning: based on settings that have in common that both
on-site or ‘here’ students and remote or ‘there’ students are simultaneously
included (synchronous hybrid learning (KU Leuven-imec);
Blended learning: based on a course design with a deliberate combination of
online and offline learning activities (EMBED strategic partnership, TU Delft,
KU Leuven);
Online and distance learning: based on a course design with a continuous
physical separation between teacher and learner, synchronously and
asynchronously (OUNL, UOC, UNINETTUNO);
Student readiness for digital learning (NIDL, Dublin City University);
Institutional policies and strategies: based on maturity dimensions in
institutional policies and quality assurance approaches for digital education
(EADTU, EMBED and e-xcellence partnerships).
https://digitelpro.eadtu.eu/
THANK YOU
George Ubachs
george.ubachs@eadtu.eu

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DigiTeL Pro Multiplier Event COVID-response by George Ubachs EADTU 26 January 2023

  • 1. Join online teaching (during and) post COVID-19 crisis George Ubachs, Managing director EADTU
  • 2. Covid-19 crisis 1st and 2nd wave  The COVID-19 crisis has made universities switch to digital education and to re- organize their campus. In the May 2020 surveys of the European Commission show 95,1% of the universities organized online and distance learning and 82,7% even online exams. All institutions set-up massive support for organizing online lectures, tutorials and video-conferencing with diverse pedagogical approaches. At all levels, emergency decisions were made.  In the second wave of COVID-19, many universities wanted to keep students on campus for face to face teaching. After a few weeks only, this seemed impossible as Europe coloured red again. Universities allowed only half or one fifth of the students in face-to-face lectures, while others attended online. Now, most universities have to go in a complete lockdown again with online and distance education.  So, formats of hybrid, blended and fully online initiated.  Teaching staff felt this as a disruption, requiring an extreme workload to adapt to the situation.  Students started to manifest for the right of having “quality education”. Watching a video or following a lesson via zoom was no longer felt as a solution as it was in the first wave.
  • 3.
  • 4.
  • 5. Emergency remote teaching  Let’s put this in perspective. What about education if the pendemic occured half a centry ago and there was no online education… ? So, embrace online education!  The coronacrisis challenged (Higher) Education institutions, educators and students. Immediate continuation of education was at stake, including examinations and management of staff at a distance  Improvisation was needed and appreciated, but not the way forward  Overall, digital literacy was needed but not always there. Clearly here is already a lot to gain.
  • 6. The effect of COVID-19 on education poses at least two key challenges for policymakers. (The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets; Joint Research Centre (JRC), the European Commission’s science and knowledge service, 2020)  First, measures should be taken to ensure that more vulnerable students will be able to make up for the learning loss they experienced during the lockdown. This should be done quickly and effectively, in) order to avoid that such crisis results in permanent education and economic inequality.  Second, given that there is the possibility that educational institutions may not be able to operate fully in-person during parts of (or the whole) next academic year, alternative methods of delivering teaching and learning should be put in place.
  • 7. Highest priority is with the further education of educators in digital didactics (Rector T. Bastiaens OUNL)  Building on expertise and experience  Methodologically designed education  Well-considered digital didactics (research based)  Interaction, debate and dialogue can be done synchrones, but certainly also asynchrones without bounderies in online education  Activating education, engaging students (knowledge videoclips, serious gaming, student peer meetings, online collaborative learning etc)  Extending and enriching programmes by virtual mobility  Safe software use Most and for all: Do not copy on campus education, but use new modes of teaching to enhance education Elements of professional online education
  • 8. Needed Sharing expertise; there is a wealth on research and good practices in online education Face the challenges of digitalisation, like privacy issues, e- assessments, online interaction between students, engaging students, make online educational systems safe etc. Start the discussion within your institution and with the companies that deliver supporting systems (innovation often is coming from commercial companies)
  • 9. Expertise is needed supporting main trends in practices observed during the crisis, and in the student learning experience:  Synchronous hybrid learning: based on settings that have in common that both on-site or ‘here’ students and remote or ‘there’ students are simultaneously included  Blended learning: based on a course design with a deliberate combination of online and offline learning activities (EMBED)  Online and distance learning: based on a course design with a continuous physical separation between teacher and learner, synchronously and asynchronously
  • 10. After the Corona Crisis; next steps Every educational institution needs to reconsider its own educational model, including professional digital education Most urgently educate your educators in the use of digital didactics and understanding what quality in online education is The educator will shift its tasks (even) more from provider to developer Evaluate and innovate your education over and over again to enhance to its optimum
  • 12. Digital education readiness KA2 - Cooperation for innovation and the exchange of good practices KA226 - Partnerships for Digital Education Readiness The priorities shall focus on: • enhance online, distance and blended learning - including supporting teachers and trainers, as well as safeguarding the inclusive nature of digital learning opportunities. 12
  • 13.
  • 14. Focus of DigiTeL Pro Synchronous hybrid learning: based on settings that have in common that both on-site or ‘here’ students and remote or ‘there’ students are simultaneously included (synchronous hybrid learning (KU Leuven-imec); Blended learning: based on a course design with a deliberate combination of online and offline learning activities (EMBED strategic partnership, TU Delft, KU Leuven); Online and distance learning: based on a course design with a continuous physical separation between teacher and learner, synchronously and asynchronously (OUNL, UOC, UNINETTUNO); Student readiness for digital learning (NIDL, Dublin City University); Institutional policies and strategies: based on maturity dimensions in institutional policies and quality assurance approaches for digital education (EADTU, EMBED and e-xcellence partnerships).