Lost in translation: darkness

candle and laptop
Photo by PJ Gal-Szabo on Unsplash

Over the last couple of years I have been working on a series of blog posts about translating existing teaching practices into online models of delivery.

One of the things I have noticed as the education sector moved rapidly to remote delivery when the pandemic hit the UK in 2020 was the different models that people used. However what we did see was many people were translating their usual practice to an online version. 

As part of my work in looking at the challenges in delivering teaching remotely during the covid crisis period I wrote a series of blog posts. Though covid has not gone away the ramifications and impact of covid and the lockdowns are still with us thirty months later. Universities are wanting to utilise the experiences they had during the pandemic, to support the transformation of teaching, learning and assessment.

I decided to continue with the series of blog posts.

Since I last reflected on the series the UK has entered a cost of living crisis and an energy costs crisis (as well as other crises).

There is a real threat of blackouts happening this winter, how do you translate or transform activities dependent on energy into low-energy, asynchronous, low-bandwidth activities?

Also students will want to save money, they want to avoid excessive commuting (transport costs) as well as maybe, if they can, spend more time on campus keeping warm. Where do they go and what can they do.

So I will be listening, asking questions, reflecting and writing a new series of posts for the Lost in Translation series.

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