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'Post-normal learning & Teaching' Edinburgh Napier University School of Computing Keynote L Drumm

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Post-normal learning
and teaching: lessons
learned and the next
academic year
Dr Louise Drumm, DLTE

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Teaching:
Blended and Online Education
Learning, Teaching &
Academic Practice
Research:
• teaching in higher
education wit...

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What just
happened?
That was an
emergency

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'Post-normal learning & Teaching' Edinburgh Napier University School of Computing Keynote L Drumm

  1. 1. Post-normal learning and teaching: lessons learned and the next academic year Dr Louise Drumm, DLTE
  2. 2. Teaching: Blended and Online Education Learning, Teaching & Academic Practice Research: • teaching in higher education with digital technologies • critical digital literacies • open education practices • academic development • creative methods
  3. 3. What just happened? That was an emergency
  4. 4. Words matter …pivot… ….online learning …remote teaching …distance education… “…effective online learning results from careful instructional design and planning, using a systematic model for design and development.” Hodges, Moore, Lockee, Trust and Bond (2020)
  5. 5. “Emergency remote teaching” Hodges, Moore, Lockee, Trust and Bond, (2020)
  6. 6. Student feedback Communications from the university were good… …but students really struggled structuring their learning
  7. 7. Eng (2020)
  8. 8. Farrell and Brunton (2020) “Time management and organisational skills were key skills for online student success …persistent challenges for online students to follow a regular study schedule. “ Psychosocial factors which influence successful online student engagement
  9. 9. Digital Support Partnership Project June 2020- Aug 2021
  10. 10. Students need… …a sense of belonging …teacher presence …structure
  11. 11. Learner Subject Knowledge Assimilate Apply Adapt Transfer Interact
  12. 12. Learner Subject Knowledge Assimilate Apply Adapt Transfer Interact Produce Collaborate Investigate Acquire Practice Discuss
  13. 13. Learning types ABC curriculum design
  14. 14. Activity 3: Weekly planner mapping
  15. 15. DSP Project Example resources
  16. 16. ‘Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All’ By Daniel Stanford
  17. 17. (My) Golden Rules of Online Learning 1. Reduce content 2. Get the students to do the work (70/30) 3. Get feedback
  18. 18. Care, equity and presence This Photo by Unknown Author is licensed under CC BY
  19. 19. What is happening to colleagues? • Stress • Isolation • Workload • Health and caring responsibilities Apply your own oxygen mask first This Photo by Unknown Author is licensed under CC BY-SA
  20. 20. “we academics should, collectively, talk to each other more about how we actually spend our time, with all the anxieties, displacements, and failures that involves, rather than presenting ourselves as the overachieving writing robots whom most systems of assessment seem designed to reward.” Maggie Berg, The Slow Professor: Challenging the Culture of Speed in the Academy (2013)
  21. 21. A Covid pedagogy Activities which engage students with the urgency of Covid Authentic, real-world problem solving tasks connected to now
  22. 22. The Covid graduate • Digital skills • Understanding of process of learning… …and of teaching • Autonomy • Critical digital literacy
  23. 23. Resources • The Moodle community • Forums • Buddy network • Resources • Webinars • Help with Teaching Online - Q&A (Mondays) • Digital tools (Tuesdays – Fridays) • 12 Principles for Online Learning and Teaching Project membership for School of Computing: Board: Prof Sally Smith Curriculum Workstream: John Morrison Subject groups representatives: Peter Cruickshank Dr Petra Leimich Rich Macfarlane
  24. 24. Wanted: co-conspirator ‘Introduction to Coding’ a proposed new module for the MSc Blended and Online Education Seeking a critical friend or collaborator L.Drumm@napier.ac.uk
  25. 25. References Bali, Maha (2017) ‘Inequalities within Digital Literacies’in https://library.educause.edu/- /media/files/library/2017/8/2017nmcstrategicbriefdigitalliteracyheii.pdf Beetham, Helen (2017), Digital literacy and democracy, https://helenbeetham.com/2017/02/22/digital-literacy-and- democracy/ Berg, Maggie, (2013) The Slow Professor: Challenging the Culture of Speed in the Academy Eng, Norman (2020) What Frustrates Students Most About Online Classes (Covid-19 Edition) https://normaneng.org/what- frustrates-students-most-about-online-classes/ Farrell, O., Brunton, J. (2020). A balancing act: a window into online student engagement experiences. Int J Educ Technol High Educ 17, 25 https://doi.org/10.1186/s41239-020-00199-x Hodges, Moore, Lockee, Trust and Bond, (2020) The Difference Between Emergency Remote Teaching and Online Learning, Educause Review, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and- online-learning Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. Naffi, N., Davidson, A.-L., Snyder, D. M., Kaufman, R., Clark, R. E., Patino, A., Gbetoglo, E., Duponsel, N., Savoie, C., Beatty, B., Wallace, G., Fournel, I., Ruby, I., & Paquelin, D. (2020, August). Disruption in and by Centres for Teaching and Learning During the Covid-19 Pandemic Leading the Future of Higher Ed. International Observatory on the Societal Impacts of AI and Digital Technology (OBVIA). https://www.docdroid.net/L0khasC/whitepaper-disruption-in-and-by-centres-for- teaching-and-learning-during-the-covid-19-pandemic-leading-the-future-of-higher-ed-21-08-2020-pdf Neroni, J., Meijs, C., Gijselaers, H. J. M., Kirschner, P. A., & Groot, R. H. M. De. (2019). Learning and Individual Di ff erences Learning strategies and academic performance in distance education. Learning and Individual Differences, 73(February 2018), 1–7. https://doi.org/10.1016/j.lindif.2019.04.007 Stanford, Daniel (2020) Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All https://www.iddblog.org/videoconferencing-alternatives-how-low-bandwidth-teaching-will-save-us-all/ Swansea Academy of Learning and Teachin, ‘ABC at Swansea University’, https://salt.swan.ac.uk/abc-learning-design/ UCL Designing programmes and modules with ABC curriculum design https://www.ucl.ac.uk/teaching-learning/case- studies/2018/jun/designing-programmes-and-modules-abc-curriculum-design
  26. 26. Digital inequalities & digital literacy There are three (intersecting) ways in which inequalities, whether of class, race, gender, or other dimensions, shape digital literacy: 1. access to digital tools and the functional skills to use them; 2. how the external environment can support or hinder an individual or group’s capability to enact or practice the digital literacies learned (these factors might be cultural, social, economic, or political); 3. the extent to which particular literacies are urgent or important for certain populations Maha Bali ‘Inequalities within Digital Literacies’

Editor's Notes

  • Programme leader for MSc Blended and Online education,
    lectured 10 years ago in SoC,
    Learning Technologist,
    research on teaching with digital technologies in university,– e.g. summer of ukuleles.
    Also I lead the university Digital Support Partnership project
  • Move – undermines the work that was done
    Does learning happen ‘online’?
    Remote/distant – from whom?
  • Things aren’t normal
    What has been changed - where learning and teaching happens...or has that changed? Actually, learning and teaching has always been distributed. We think of it in classrooms, but it happens wherever we and our students are.
    But now it's more acute, more visible. More of a problem?
  • Emotional aspects of learning
  • With preparing online learning, we have to think about bridging the gap between our subject and the learner
    Content does not equate to learning
    How do we help the learner build meaning or knowledge – and what do we ask them to do with that knowledge
    how we ask students to interact with the subject
  • These 6 principles are an example of the kinds of things we can ask our learners to do in order to build their own understanding.
  • Touchpoint surveys
  • All student deserve care, as do all staff
    Centring the student when we don’t know what is going on, and it is invasive to ask
    Some pedagogies privilege certain students – be aware that synchronous sessions can severely disadvantage some students
    You are the expert and your presence is valuable, but you don’t have to be infallible
  • Teaching with technology is unpredictable
    That’s OK
    Beware of technological solutionism.
  • Make it matter
    Opportunities for light interdisciplinary working between students
  • Critical digital literacy, ethics, the messiness of people
    Confronting the blindspots and biases of our disciplines is hard, because we have to look to ourselves. However the strongest weapon we have to combat these problems is the students themselves; invite them in to critique, to decolonise, to point out where our curriculum falls short of the standards they expect. Our reading lists, our activities, our assessments.

    Critique the systems they have been taught through – purpose, context, power from Helen Beetham

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