Introduction Two years ago, Clay Shirky wrote about asking students in his class to put their laptops away. A recent Medium alert brought my attention to the post. I had not seen it before the aler…
In the interests of supporting faculty, teaching staff, and students at every level, Jesse and I will be offering weekly open office hours. We welcome anyone to attend and to bring their questions and challenges to the table.
"Here are seven ways you can increase engagement in asynchronous online learning:
1. First, and most importantly, keep discussion going! Interaction between students, and with their teacher, is vital to maintain engagement and also to create a learning community. Encourage the group to regularly share their ideas, discuss their hopes and concerns, promote their content and celebrate their successes.
2. Make interaction with content interesting. The use of hyperlinks and hypermedia (e.g. embedded video) give flat content an added dimension, enabling students to dig deeper if they so desire. Encourage additional personal research by adding activities linked to content (see below).
3. Create opportunities for students to ask questions, either via an online forum, or direct to you using e-mail or other asynchronous communication. Don't forget to respond promptly - the immediacy of your reply can increase social presence and motivation.
4. Promote creative writing using blog challenges such as #Blimage or #TwistedPair as visual prompts (the latter involves unlikely pairings of people to provoke imagination. I'm particularly proud of my bizarre combination of Maria von Trapp and Socrates). Give the students licence to write imaginatively to express their ideas, while at the same time developing their thinking.
5. Present students with problems or challenges to solve. A strategically placed quiz, will not only test their memory, but might trigger some additional motivation, and will also give you some indication of their learning. Engaging with problems enables them to apply the knowledge they have gained from the content into direct practice.
6. Set up collaborative writing exercises around course content. This can be done using shared digital spaces such as group blogs, wikis or Google Docs. The negotiation and teamwork required adds a new dimension to the engagement; the smaller the groups/teams, the better.
7. Ask students to produce something that can be performed or shown online. This could be a podcast, video, blog, or multi-media presentation such as a slide show. A number of transferrable skills need to be developed to do this successfully."
" There is a spectrum of wiki activities that can be used to encourage critical thinking in writing. In order to rationalise activities within such a collaborative space, it is prudent to identify a framework within which activities can be defined. Perhaps one of the most useful frameworks is offered by Gunawardena (1995) in which five phases of knowledge construction within shared collaborative learning environments were identified: Phase 1: The sharing or comparing of information Phase 2: Discovery and exploration of dissonance and inconsistency among ideas, concepts or statements by different participants Phase 3: Negotiation of meaning and co-construction of knowledge Phase 4: Testing and modification of proposed synthesis or co-construction Phase 5: Phrasing of agreement, statements and application of newly constructed meaning."
We have not coded for the human in education, and so, unless we know how to seek it out past digital platforms, algorithms, and surveillance tools, the human is largely left out of online learning.
Ana Cristina Pratas's insight:
"What happens when learning goes online? This is not a question technology can answer. It’s one we need to answer. Teachers, librarians, learning designers, students. Actually good online education comes not from the purchase of another platform, but out of dialogue, out of the will to empower everyone involved in teaching and learning to create together a digital learning that isn’t just instrumental, that isn’t just performative, but that’s authentic, meaningful, and just."
Dave and Shelley Burgess both recently published blog posts after many BIPOC educators on Twitter have called for white educelebrities to end their silence about police violence against Black people and about racism more generally. There’s a lot that I agree with in their posts and I’m especially happy to hear when they mention people …
Author: ebeattie, Publication Date: 2020-05-28 10:16:22, Excerpt:A recent conversation with a pair of BCcampus Ed Tech Fellows highlighted some of the … , Categories: Fiscal 2020-2021,General,Homepage,Learning & Teaching,Open Education
Join us online as our three prominent critical presenters reflect on some of the broader social, economic and political implications of COVID-19 for digital education. They will explore how the education community is starting to think beyond the current upheavals, and consider the post-pandemic implications for digital education.
Supported by the Digital Education Research (DER) group.
The growth and development of learning analytics has placed a range of new capacities into the hands of educational institutions. At the same time, this increased capacity has raised a range of ethical issues. A common approach to address these issues is to develop an ethical code of conduct for practitioners. Such codes of conduct are drawn from similar codes in other disciplines. Some authors assert that there are fundamental tenets common to all such codes. This paper consists of an analysis of ethical codes from other disciplines. It argues that while there is some overlap, there is no set of principles common to all disciplines. The ethics of learning analytics will therefore need to be developed on criteria specific to education. We conclude with some ideas about how this ethic will be determined and what it may look like.
"1. Keep online sessions fairly brief. If your session runs for more than 20 minutes, break up the content, activities and interaction in some way. Students usually won't be able to focus in the same mode for more than this amount of time, but switching the pace and interaction can keep them focused for longer.
2. Smaller groups can help. If you are only teaching a small number of students, you can focus more on their responses during interaction, and there is more onus on each to participate. They don't feel 'hidden in the crowd'.
3. Ask questions, and make sure the students know you'll be doing this. Let them know that any one of them can be chosen to respond to your questions about something that has just been covered. This will keep them on their toes.
4. Field questions from the text chat (or Twitter backchannel with a unique hashtag) during the session . Encourage each students to ask/post at least one relevant question or comment during the session, and respond directly to as many as you can during the session.
5. Inform your students that at some point during your session there will either be a lie or an inaccuracy. Ask them to see if they can spot it, and at the end of the session find out who is paying attention!
6. Break up the session with some breakout time, asking students to perform some specific task, and then report back (this is where the session will benefit from smaller groups).
7. Ensure there is as much activity for students to engage in as possible. This could be discussion groups, tasks involving them making something, on the fly writing, live annotation, or other engaging activity that maintains their interest.#
Research shows few differences in academic outcomes between online and face-to-face university courses. A professor who's been teaching online for years offers advice on good online courses.
There’s no built-in function in any technology which can produce community. Nor can building community be done from the front of the room; it is not an exercise or a manoeuvre.
"Five key lessons learned during what is, for many, a forced experiment.
Technology cannot replace the work of a teacher.
Technology – whether synchronous technologies for audio or videoconferencing or asynchronous technologies for anywhere, anytime learning – can support the work of teachers in enabling learning.
Those who claim technology can replace teachers, especially those who see artificial intelligence as being able to do so, misunderstand both the purpose and practice of teaching and learning in higher education.
During the lockdown, the focus across the entire higher education ecosystem is on the effort to discover new ways faculty and instructors can provide more connection, more support, and more presence for their students, not less. This focus highlights the relationship side of instruction and the depth of knowing who their students are and what they need to maximize their learning and as a group experience nurturing learning environments.
Engagement is as important as content.
Posting content – readings, videos to watch, audios to listen to, games to play – may be needed, but it is not the essence of what teaching and learning is about.
Content is everywhere and curated content is increasingly useful. But it is what faculty and instructors do with it that matters. When students are assigned a reading, what is expected of them with that material and how can the instructor explore what that reading means to them in meaningful and authentic ways? That is what is becoming clear. Just reading a textbook or a collection of papers and watching a few videos may help understanding at one level, but what faculty and instructors help students do is explore the “so what?” question. They engage, question, explore the content with students through interaction and challenging students.
Design matters.
Sharing a course outline on a learning management system (LMS), together with a curated collection of content, does not make for engaged and effective learning.
It may be all that can be achieved in the short time between the lockdown and delivery, but faculty and instructors know it is not enough. Instructional designers have known this for many years, which is why they design effective learning experiences, based on learning models and theories. What is becoming clear, is some faculty and instructors are unfamiliar with these design principles and practices, though some intuitively “get it”, based on rethinking and reimagining what they do in a normal classroom.
Others are “picking up” ideas from the excellent materials developed by centres for teaching and learning and professional development in colleges and universities. But a great many struggle with learning design and need support.
What the learner does between classes is as important as what they do in class.
Scheduled class times and face-to-face (Zoom, Adobe Connect, FaceTime or Google Hangouts) sessions help learning, but significant learning takes place outside the classroom and always has.
Indeed, student-to-student interaction, self-study and the challenge-based work that students do on their own is often more important than the synchronous learning involving an instructor. Whether we are talking about a skill (musicians tell you practice between lessons is what builds capability), understanding or knowledge acquisition, the role of the instructor is one of enabling and shaping learning. The student does most of the work. But faculty and instructors can help shape the design of this, between class learning and dramatically improving learning outcomes.
We have to rethink assessment.
Assessing students who are online is difficult.
We cannot assume all students have equal access to online resources or to Internet-equipped devices such as a laptop or tablet. One student completed a twenty-page final year project on a smartphone – it was the only device available to him.
Proctored examinations are taking place, but many faculty and instructors are seeing the flaws in the assessment of knowledge, skills and capabilities with large groups during their online teaching. In particular, assessment of technical competencies in apprenticeship training are challenging, if not impossible, using our standard approaches."
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There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students an
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