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

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. What just
happened?
That was an
emergency

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. “Emergency remote teaching”
Hodges, Moore, Lockee, Trust and Bond, (2020)

6. Student
feedback
Communications from the university
were good…
…but students
really struggled structuring their
learning

7. Eng (2020)

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. Digital
Support
Partnership
Project
June 2020-
Aug 2021

10. Students
need…
…a sense of
belonging
…teacher presence
…structure

11. Learner
Subject Knowledge
Assimilate
Apply
Adapt
Transfer
Interact

12. Learner
Subject Knowledge
Assimilate
Apply
Adapt
Transfer
Interact
Produce
Collaborate
Investigate
Acquire
Practice Discuss

13. Learning types
ABC curriculum design

14. Activity 3: Weekly planner mapping

15. DSP Project
Example resources

16. ‘Videoconferencing
Alternatives: How
Low-Bandwidth
Teaching Will Save
Us All’
By Daniel Stanford

17. (My) Golden Rules
of Online Learning
1. Reduce content
2. Get the students to do
the work (70/30)
3. Get feedback

18. Care, equity and presence
This Photo by Unknown Author is licensed under CC BY

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. “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)

22. A Covid
pedagogy
Activities which engage students
with the urgency of Covid
Authentic, real-world problem
solving tasks connected to now

23. The Covid graduate
• Digital skills
• Understanding of process of
learning…
…and of teaching
• Autonomy
• Critical digital literacy

24. 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

25. 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

26. 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

27. 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’