Tag Archives: lockdown

Locked Down – Weeknote #97 – 8th January 2021

mask
Image by pisauikan from Pixabay

This was the first week of the third national lockdown and the week that the President of the United States attempted to subvert democracy through violence.

Well after two weeks on leave it was back to work. Due to covid restrictions and a growing number of cases I wasn’t about to head off to the office as I would have done in previous years. It was back to working from home. Two of my children were also at home, undertaking remote learning.

I didn’t anticipate too many e-mails in my inbox as virtually everyone else had been on leave for most of the two week as well, however was slightly surprised to find 95 in there.

Of course, going through them I found most of them were from mailing lists and spam, so it wasn’t long before I was down to just three.

discarded mask
Image by Roksana Helscher from Pixabay

Monday evening saw an announcement from the Prime Minister that England was going to again go into a national lockdown, there were similar announcements from the devolved administrations.

Schools and colleges were to close to all students except for children of key workers and vulnerable children.

Unlike the first lockdown where universities across the UK initially unilaterally closed their campuses and sent students home, this time, as they did in November, the Government has provided guidance to universities on what they should be doing.

Unlike in March, universities were able to continue to deliver in-person teaching for specific groups, however other students were expected to remain at home.

Those students who are undertaking training and study for the following courses should return to face to face learning as planned and be tested twice, upon arrival or self-isolate for ten days:

  • Medicine & dentistry
  • Subjects allied to medicine/health
  • Veterinary science
  • Education (initial teacher training)
  • Socialwork
  • Courses which require Professional, Statutory and Regulatory Body (PSRB) assessments and or mandatory activity which is scheduled for January and which cannot be rescheduled (your university will notify you if this applies to you).

Students who do not study these courses should remain where they are wherever possible, and start their term online, as facilitated by their university until at least Mid-February. This includes students on other practical courses not on the list above.

We have previously published ​guidance to universities and students on how students can return safely to higher education in the spring term​. This guidance sets out how we will support higher education providers to enable students that need to return to do so as safely as possible following the winter break.

If you live at university, you should not move back and forward between your permanent home and student home during term time.

For those students who are eligible for face to face teaching, you can meet in groups of more than your household as part of your formal education or training, where necessary. Students should expect to follow the guidance and restrictions. You should socially distance from anyone you do not live with wherever possible.

Some universities went further, UCL told their students not to return to campus, whilst the LSE said all compulsory teaching would move online.

video chat
Photo by Dylan Ferreira on Unsplash

The news was full of stories about lack of laptops and connectivity this week, but I do think the issue is wider than that. My household has digital privilege, we have a 1Gb/s fibre connection and both my school age children have devices to access online learning.

However we did have an issue this week with a 300MB presentation uploaded to Google Classroom. We were unable to download the file (as that was restricted), we couldn’t preview the file (as it was too big) and Google Slides couldn’t open it.

We struggled, I did think that a student on a 3G connection with a bandwidth limit would also struggle with accessing the file.

Is the solution providing devices and bandwidth? Well in this case no the design here was a problem. Maybe we need to start thinking about low bandwidth and asynchronous curriculum design, which puts the learner first.

Did a lot of thinking about digital poverty this week, but I think that my colleague Lawrie sums it up best with this tweet.

microphone
Image by goranmx from Pixabay

In the same week that universities were defending the fees being charged for delivering their courses online, I had an e-mail from one university stating that they did not think they should pay for an online conference, though they would pay to attend a physical conference. There is something here about recognising the value of something despite the platform (physical or virtual) that it is being delivered on.

I had a blog post published on the Jisc website this week on data.

One thing that has become more apparent this year is the importance of data in supporting both student and staff experiences. However, sometimes making wish lists for the future is the easy part; what is often harder is figuring out that vision and the steps required to get there.

clouds
Image by Dimitris Vetsikas from Pixabay

Prior to the pandemic, one of the key challenges that higher education was thinking about was the climate emergency and how they could reduce greenhouse gas emissions, and move to a carbon net zero position. Despite the pandemic this is still an issue and I was involved in a meeting where we discussed some of the challenges and issues and potential solutions. What is different now is that the pandemic and the lockdown has changed the thinking of many higher education institutions about the design of their campuses and their curriculum.

The third lockdown has got many institutions thinking about their curriculum design, also what they need to do to embed practice for the future. How do we move from models of translation to ones that are transformative.

My top tweet this week was this one.

Locked down again

discarded mask
Image by Roksana Helscher from Pixabay

Monday evening saw an announcement from the Prime Minister that England was going to again go into a national lockdown, there were similar announcements from the devolved administrations.

Schools and colleges were to close to all students except for children of key workers and vulnerable children.

Unlike the first lockdown where universities across the UK initially unilaterally closed their campuses and sent students home, this time, as they did in November, the Government has provided guidance to universities on what they should be doing.

Unlike in March, in November universities were able to continue to deliver in-person teaching for specific groups.

This time however, though some students are able to return for in-person face to face teaching, other students were expected to remain at home.

Those students who are undertaking training and study for the following courses should return to face to face learning as planned and be tested twice, upon arrival or self-isolate for ten days:

        • Medicine & dentistry
        • Subjects allied to medicine/health
        • Veterinary science
        • Education (initial teacher training)
        • Socialwork
        • Courses which require Professional, Statutory and Regulatory Body (PSRB) assessments and or mandatory activity which is scheduled for January and which cannot be rescheduled (your university will notify you if this applies to you).

Students who do not study these courses should remain where they are wherever possible, and start their term online, as facilitated by their university until at least Mid-February. This includes students on other practical courses not on the list above.

We have previously published ​guidance to universities and students on how students can return safely to higher education in the spring term​. This guidance sets out how we will support higher education providers to enable students that need to return to do so as safely as possible following the winter break.

If you live at university, you should not move back and forward between your permanent home and student home during term time.

For those students who are eligible for face to face teaching, you can meet in groups of more than your household as part of your formal education or training, where necessary. Students should expect to follow the guidance and restrictions. You should socially distance from anyone you do not live with wherever possible.

This third national lockdown isn’t entirely unexpected with the increase in case numbers and hospital admissions, however it does mean that universities will need to move to a remote teaching model as they did back in March.

girl with mask
Photo by Thomas de LUZE on Unsplash

Will it be easier this time around?

As there was a phased return of students to campus, I suspect a lot of universities will have had their plans in place already. A few extra weeks will need to be added, but there is time (and hopefully the experience) to quickly switch from in-person to online. Staff will have the necessary technical skills now, gained through hard experience the first time Some staff will need to be on campus for in-person teaching and that creates new challenges as well.

I do think,  will they have adjusted their models of delivery to avoid just translating their curriculum, and will ensure that the curriculum takes advantage of the affordances of online delivery. Hopefully discussions would have taken place about what worked well last time and what needed to be improved. Students may also be in a better place, less of a shock this time. There are still issues with digital poverty, do all the students have the right devices and connectivity to learn online>

As with the first lockdown, this isn’t about switching some of the course online, as everything has to be delivered online, no blended learning here for most students. No doing what works well online and doing other parts of the course in-person. In addition we have the stress and pressures of a lockdown as well with social distancing, self-isolation, increased risk of infection from the variant virus, as well as home schooling and a stay at home policy.

Photo by Chris Montgomery on Unsplash

In the first lockdown one of the things I noticed as the education sector moved rapidly to remote delivery 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 this crisis period I had been reflecting on how teaching staff can translate their existing practice into new models of delivery that could result in better learning, but also have less of detrimental impact on staff an students. So I decided to write a series of blog posts about translating existing teaching practices into online models of delivery, which proved useful and popular with people.

See the list of blog posts on transforming and translation.

Going home for Christmas – Weeknote #91 – 27th November 2020

A lot of news over the weekend on grade inflation. I was at an event last November where this was discussed and there was some despair about the issue, on one hand everyone is expecting the quality of teaching to be better, but at the same time they don’t want students to get better grades.

I spent a fair amount of time writing some proposals this week.

We’ve also been working on where Jisc goes next with Learning and teaching reimagined following the publication of the most recent report.

This report is the result of a five-month higher education initiative to understand the response to COVID-19 and explore the future of digital learning and teaching.

As the directorate I am now in is responsible for moving things forward, the key issue is how we move from a series of challenges and recommendations to a plan for change and transformation. We have a vision, we know where we are, it’s less about where we want to be, much more about how do we get there, what do we need to do to make it happen.

walking home
Image by 춘성 강 from Pixabay

So what’s going to be happening at Christmas as students flock home for Christmas? Continue reading Going home for Christmas – Weeknote #91 – 27th November 2020

I WON THE ELECTION – Weeknote #90 – 20th November 2020

Official sources called this election differently

The US election continues to dominate Twitter though seeing less of it on the mainstream news. Saw a number of people on Twitter claiming to have won the election!

Five years ago this week myself and Lawrie were delivering the second residential of the pilot for the Jisc Digital Leaders Programme at the Holland House Hotel in the heart of Bristol. We had spent four days delivering that week. We also had some great cakes and pastries.

Even the coffee was nice. We learnt a lot from the process and spent the next few months iterating the programme, dropping and adding stuff based on the feedback we had from the pilot delegates.

Less than a year later we delivered the programme to paying delegates in Loughborough, again we reviewed what we did and adapted the programme again, before delivering to groups in Manchester, Belfast and Leicester.

Continue reading I WON THE ELECTION – Weeknote #90 – 20th November 2020

Physical in-person face to face including aspects of digital and online as well as asynchronous – Weeknote #89 – 13th November 2020

The week started with a run through of an online event I was participating later in the week. I published a blog post called The second wave arrived in which I look at the impact of the second national (English) lockdown on the university sector. On Wonkhe, David Kernohan asked Is it really fair to blame universities for the second wave?

High case numbers in the early autumn have led some to conflate the second wave with students and universities. For David Kernohan, the data doesn’t show that.

This was an interesting article that looked at the data behind the second wave and how some people have been conflating the wave with university attendance and blaming students.

I spent a good part of Monday working on some internal documents for various projects, as well as some presentations for future events.

Tuesday I was on a panel session for the QAA looking at academic integrity. I don’t mind online events, but it can be really hard to read the audience compared to being on a panel at a live in-person face to face event.

On that note there was a discussion on Twitter about the term we use for that compared to online sessions.

I responded about how Jisc used the term in-person in their recent LTR report.

Personally looking back over my recent blog posts I have been using the (slightly clunky) term physical face to face For some it is a real issue and in some cases how it is interpreted by employers and the press. I personally think we might be spending a little too much time over thinking this.

Continue reading Physical in-person face to face including aspects of digital and online as well as asynchronous – Weeknote #89 – 13th November 2020

The second lockdown – Weeknote #88 – 6th November 2020

In an entirely expected move, the country faced a second wave of covid-19 and as a result there is now a second lockdown.

From my perspective not too much has changed. I am still working from home virtually all the time meeting via Teams and occasionally Zoom. I had started going to our office in Bristol once or twice a month, and was about to up this to once a week, I was in last week. However during November I will not be visiting the office or Bristol and will be following government guidelines.

The UCU said on Sunday that universities must move online for new national lockdown.

UCU said that universities must move all non-essential in-person teaching online as part of any plans for a national lockdown.

Now we have more details, we now know that the Government has said universities will remain open during this second lockdown. This will create headaches for universities as they plan to deliver more of their programmes online, but maintain some physical teaching to satisfy the Government. Of course some students will not want to attend physical lessons and lectures.

I did managed to get a coffee from one of my favourite coffee places before the lockdown. Continue reading The second lockdown – Weeknote #88 – 6th November 2020

Did I predict the virus? – Weeknote #58 – 10th April 2020

This week I have spent a lot of time looking at assessment, but also reflecting on the Plymouth e-learning conference where ten years ago I chaired a debate about closing the physical campus in times of crisis and disruption.

It could be floods, high winds (remember 1987), flu or similar viral infections, transport strikes, fuel crisis, anything…

Bunker

I was supposed to be on leave this week, we were heading off to London for a few days, as we had tickets for the Only Fools and Horses musical at the Royal Haymarket. I had bought tickets for my wife as a Christmas present and it was something we were all looking forward to. Then all this lockdown happened and the theatre cancelled all the performances as required by the Government.

I did consider keeping my leave, but with leading a taskforce, it was apparent that I might not have the time to take some (and where would I go).

I saw on Monday that the OfS on Friday had published new guidance on academic standards and quality.

There is recognition that in these challenging times that maintaining quality will be difficult. Continue reading Did I predict the virus? – Weeknote #58 – 10th April 2020

Lockdown – Weeknote #56 – 27th March 2020

Dunes
Over the weekend we went to Brean Sands, won’t be going back for a while….

The office was still closed and Jisc had asked all staff to not to travel for work. It certainly felt like all the days were merging into a muddle of days. Even though I work from home a lot compared to others, I still had quite a bit of structure to my week, being out and about at least once a week if not more.

Last week I was supposed to be in London three times for example…. The week before I was in London for one day and Birmingham for two. This week, all at home….

This was also the day that all the schools were closed and as might be expected, school online learning services such as Doddle and Hegarty are not really coping with the demand for their services. Creating extra stress during these stressful times. We also need alternatives.

There was considerable strain on these services, which meant that I suspect a lot of children gave up and may not even try again.

I had a meeting discussing the Education 4.0 roadmap that I have been working on, this meeting was booked weeks ago, I was going to to Manchester to do this face to face, but of course now it was done online via Teams. Continue reading Lockdown – Weeknote #56 – 27th March 2020