No snow – Weeknote #102 – 12th February 2021

Well no snow again… everyone else seems to have had it.

Got bogged down into internal systems and processes this week, something which I have been avoiding in my new role, well I say new role, I have been doing this job for nearly two years now. In my old role I would have to deal with contracts and suppliers, not so much as Head of HE. However with working with universities on digital strategy, digital leadership and blended learning, means I need to immerse myself back into these systems.

Did a fair amount of work on future visions this week.

I think this is an interesting concept for future online events. The concept is to record some keynote videos that can be made available for online conferences. Reminded me of how some have used TED talks in the past. However there is a difference between YouTube or Netflix and an online conference.  How do you add value to an event so that it is more than just streamed video? How do you facilitate social interactions, networking, discussion and also how do you encourage this?

Had an interesting and useful discussion on assessment this week with colleagues from the UK and Australia. The key challenges the HE sector have faced over the pandemic include: maintaining academic standards and quality as assessment is transformed, student wellbeing and engagement in regard to assessment, the skills and capabilities of staff to assess online, and how to transform at scale and at pace. There are still issues with assessing within in vocational and practical qualifications, There are challenges with PSRBs and Professional Certification.

These are the main challenges and pain points that arose from our research back in April and more recently, it is not an exclusive list and is potentially going to change as universities move again through the assessment process and learn new lessons on what they can and can not do.

  • Maintaining the academic standard and quality as required by internal and external regulations, as they translate and convert existing practice into online modes.
  • Ensuring staff have the necessary digital skills and capabilities to successfully deliver online assessment, across the assessment lifecycle. Each step of the lifecycle will require different skills to deliver.
  • Transform multiple modes of assessment to online versions at scale and at pace. Many universities have experience of designing and delivering online assessment, however they will not have done this at scale or transformed at the pace required.
  • Maintain student engagement through the next few weeks and through the assessment process, as they continue to socially isolate and study remotely.
  • Ensure student wellbeing during a time of crisis remotely and consider the impact of online assessment on wellbeing as an extra pressure and source of stress.
  • What technologies are out there that could be used to design, deliver and support online assessment? Which technologies should we be using?
  • What are other universities doing with online assessment? What best practice is out there? Who is doing it well? How do we compare?

My top tweet this week was this one.

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