So after a lovely week off, taking a break from work including a lovely cycle ride to Brean, I was back in the office on Monday, well not quite back in our office, more back at my office at home. So it was back to Zoom calls, Teams meetings and a never ending stream of e-mails.
My week started off with a huge disappointment, I lost the old Twitter…
Back in August 2019 I wrote a blog post about how to use Chrome or Firefox extensions to use the “old” Twitter web interface instead of the new Twitter interface. Alas, as of the 1st June, changes at Twitter has meant these extensions no longer work and you are now forced to use the new Twitter! When you attempt to use them you get an error message.
I really don’t like the “new” web interface, it will take some time getting use to it, might have to stick to using the iOS app instead.
Most of Monday I was in an all day management meeting, which as it was all via Zoom, was quite exhausting. We did a session using Miro though, which I am finding quite a useful tool for collaborating and as a stimulus for discussion. At the moment most of the usage is replicating the use of physical post-it notes. I wonder how else it can be used.
The virtual nature of the meeting meant that those other aspects you would have with a physical meeting were lost. None of those ad hoc conversations as you went for coffee, or catching up over lunch. We only had a forty minute late lunch break, fine if lunch is provided, more challenging if you not only need to make lunch for yourself, but also for others…
Some lessons to be learned there!
Monday was also the day that schools (which had been open for the children of key workers and vulnerable children already) were supposed to re-open for reception, years one and six. However in North Somerset with the covid-19 related closure of the local hospital in Weston-super-Mare, this meant that the “re-opening” was cancelled at the last minute, with some parents only been informed on Sunday night! Since then the plan is to go for re-opening on the 8thJune, now that the covid-19 problem at the hospital has been resolved. Continue reading What should we do, what can we do? – Weeknote #66 – 5th June 2020→
This was the question that was posted to the Twitter this week.
What have we learnt from the first 3 months of COVID lockdown – both positive and negative – that will influence the long-term legacy of delivering online learning?
A quick question: creating a legacy from the COVID tsunami – what have we learnt from the first 3 months of COVID lockdown – both positive and negative – that will influence the long-term legacy of delivering online learning? @AcademicChatter@aldinhe_LH@RacePhil@it_se@A_L_T
I found this an interesting question, I did respond initially on the Twitter, actually not to this tweet, but another one which had tagged me. I did think that I might expand on my thoughts in a deeper blog post on the question.
We know that many people out there thought this so called “pivot” would probably be the best thing that has happened with digital transformation and online learning, and would result in a paradigm shift in how universities (and colleges) would teach in the future.
This was something that I didn’t agree with and is best summed up by a tweet in March that Lawrie posted.
"Pivot to online" makes it sound like a strategic choice, and that it's as easy as changing a direction. It isn't – there is work to be done, people aren't ready, there are going to be mistakes, and people will be stressed.
"Pivot to online" – does not describe this situation.
Since then, I don’t think we’ve seen so far could be described as online learning as in the sense of what we would have described as online learning pre-covid-19.
What we have seen is an emergency response to a crisis and a swift move to remote delivery. Universities were given very little time to respond a week or so. They had to quickly close campuses and ensure staff were able to deliver remotely, and students were able to access this delivery remotely as well. Whilst at the same time, all professional services staff were being forced to work from home.
Also during all this we had students wondering if they should stay in halls (some had no choice), go home or some third choice. Most international students flew home.
We also had what was happening in the wider community. People were forced to work from home, many employees were furloughed, hospitality and retail establishments were closed. Lock down restrictions were put in place to stop all nonessential travel. We were asked to stay home, only go out for essential shopping and one form of exercise per day.
We need to remember that students were and are not learning online, they are in lock down, isolated and often without the support or technology they need.
They are socially isolated (though I am sure many are taking advantage of connecting virtually), but also they may be suffering financially, especially if they were working part-time in the those businesses which were forced to close.
Those who went home, would find themselves in a crowded environment, competing for quiet spaces to study from other siblings, parents or other relatives. Sharing bandwidth and devices.
This is not an ideal environment for learning!
Despite the restrictions and limitations, I have seen staff step up and work hard to engage students, support them often using a range of tools and platforms. They have had to rapidly and at scale, “convert” or “translate” their courses to be delivered remotely without much time, resources or support. They have needed to be able to use these tools efficiently and effectively. They may, like the students, have found themselves in the same kind of crowded environments, competing for quiet spaces to teach from partners, children, maybe even parents or other relatives. Sharing bandwidth and devices.
There are lessons to be learned. about planning, contingencies, responsiveness, support and what to do in a crisis. Though hopefully there won’t be another coronavirus crisis, there are other things that happen locally and regionally and for shorter periods of time that require shifts in how we teach, learn and assess. Think about snow, volcanic eruptions, travel disruption and so on. To quote Terry Pratchett, million to one chances happen nine times out of ten.
The thing is this crisis, it not over, by a long way, even future planning for September is in response to the current crisis. We will learn new lessons then as we try and deliver a full student experience, which is dominated by the threat of the coronavirus, social distancing and the possibility of a second or third wave of mounting infections and sadly, subsequent deaths.
I don’t think that we can easily transfer lessons learnt from these experiences (and future experiences) to “traditional” online learning. Will that kind of online learning even exist in this future?
What we can though do is apply what we’ve learnt to course design and delivery for the future, whether that be online, hybrid, blended or physical face to face. We are facing an uncertain future, we can build on the experiences we have had to make it better for students and staff.
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 was the different models that people used. However what we did see was many people were translating their usual practice to an online version. An example of this, is from Dave White in a recent blog post about his experiences at UAL, he called it practice mirroring.
So in the move to online teaching our initial instinct is to preserve Contact Hours by mirroring what would have been face-to-face sessions with webinar style sessions. What this looks like is exhausting 3-4 hour online sessions which must be almost impossible to stay engaged with.
As part of my work in looking at the challenges in delivering teaching remotely during this crisis period I have 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.
Before having 4-5 hours in a lecture theatre or a classroom was certainly possible and done by many institutions. However merely translating that into 4 hours of Zoom video presentations and discussions is exhausting for those taking part, but also we need to remember that in this time there are huge number of other negative factors impacting on people’s wellbeing, energy and motivation.
When snow closed campuses, you probably could have got away with this kind of translation from the physical to the virtual, but now we have lockdown, anxiety about the virus, and let’s be brutal, people are actually dying everyday due to the virus.
People may not be able to participate in synchronous sessions, they may have childcare or other dependents they need to look after, they may be other household challenges.
So how do you, and how could you translate the one hour lecture into an effective learning experience that happens online. The key aspect is to identify the learning outcomes of that session and ensure that they are achievable in the translated session.
Over the weekend I scared myself silly by watching Contagion again.
This was a film about a much more lethal virus with a shorter incubation period than coronavirus.
So in the interests of accuracy I checked the trivia and goofs sections of IMDB only to read this section in the goofs.
The disease in the film is highly lethal, affects a very large number of people and has a short incubation period. In reality an infectious disease must have a long incubation period and less lethality than in the film to facilitate a sustained transmission. The real case makes tracking much more difficult, which is a central part of the film, therefore the filmmakers had to bend the facts a bit.
Monday I was supposed to be off to London, but due the cancellation of the meeting I was attending, I decided not to go and in hindsight this was probably the right decision.
I spent some time following up the cancellation of Data Matters and what we would do and what needed to be done.
There is an apocryphal story that has no basis in fact, about how the US space agency, NASA spent millions of dollars developing an ‘astronaut pen’ that would work in outer space, while the Russians fixed the problem much more cheaply and quickly by using pencils.
What the story reminds us that sometimes the low tech solution can be a better choice than trying to utilise a high tech solution.
With the current situation impacting on learning and teaching, there is a lot of talk and posts out there on how to deliver online teaching, many of these talk of the use of tools such as Zoom, video and Teams.
Normally when working from home I have all the bandwidth, but with “forced” home working and now we schools are closed, it won’t be just me wanting to use the internet. Now the rest of the family will be wanting to use my bandwidth….
This scenario also won’t be isolated to you and your home. Your neighbours may also be working from home, or using the internet so the contention ratio may rise as more people try and use the same data capacity.
There will be numerous companies and organisations running online meetings and calls. Schools are expecting their students to access online resources through tools such as Google Classroom, but also other online services such as Doddle and Hegarty.
You can imagine the increase in demand for streaming services such as Netflix and iPlayer as well for people who are self-isolating.
There will be an impact on these services as multiple people start to use them more than would normally be expected.
There is only so much bandwidth and as demand rises for bandwidth it will cause dropouts and buffering.
It won’t just be restricted to home broadband, but also mobile networks.
The EU has called on streaming services such as Netflix and YouTube to limit their services in order to prevent the continent’s broadband networks from crashing as tens of millions of people start working from home.
This will have an impact on how you work, if you depend on connectivity. For calls and meetings. You may find asynchronous low bandwidth communication and collaboration tools a better option than the full functionality high bandwidth tools you are use to.
The same can be said for teaching online, we might want to deliver lectures live using a tool such as Zoom, even delivering lectures asynchronously using lecture capture may not be easy. Before it might have been possible to have a Teams video meeting instead of a tutorial, today it might be more challenging.
Some are saying, well my broadband seems to be working okay, but we also need to consider the student as well.
Some universities have already advice in place for this kind of challenge.
LSE now advising staff to think about asynchronous and low bandwidth online learning activities.
The LSE tweeted out their advice where staff may be teaching students with restricted internet access.
So how can we create low tech and low bandwidth learning activities?
Generally when asked to move to online delivery, people often think that the easiest thing to do is to translate what they do in the physical academic environment and move it online.
This means conversions such as I normally deliver a lecture, so I will use a live video stream to deliver that lecture to my remote learners.
Likewise, I usually run a seminar to discuss a topic, so I will use a Teams video conference to for the discussion.
These are in the main high tech and high bandwidth activities which may work from a delivery perspective on your broadband connection, but not necessarily work at the other end on your students’ devices and connections.
Well there are some simple technical things you can do that could make the life of your learners easier.
Move from video to an audio stream
Video requires a lot of bandwidth, moving to an audio only stream requires a lot less bandwidth. However you should think about how you might need to adjust the way in which the content is delivered if you are only using audio. Radio is different to television and those differences should influence th design of how you deliver the content or teaching.
Go with asynchronous delivery rather than a live stream
Minimise file sizes
Because internet connectivity can be slow and inconsistent in some regions (or for the reasons about contention outlines above), it is advisable to keep file sizes to a minimum.
The key thing to think about is, that proprietary files are usually quite large, so converting to another format such as PDF may help to reduce file sizes.
Similarly, providing an audio only version of a video file can help those who have slow internet connections
Avoid proprietary file formats
So you have Office 365 and a licence for Powerpoint, do your learners have the same software if you share a Powerpoint file? Yes you can use some online services to convert the file, but do your students know how to do that?
Will your students, who no longer have access to the IT labs on campus, have a device that can access the teaching you are delivering? They may only have a mobile device, so does your content work on mobile.
Having said all that, another option is to think about the design of the learning to work in a low tech low bandwith environment..
It might also be useful to design activities that work asynchronously, so aren’t dependent on a continuous live internet connection to work.
Lectures can be recorded and downloaded, but what about using other forms of content, such as books, journals or other work as a stimulus for learning? Content can be more than just lectures.
So for example instead of running a seminar to discuss a topic, using Teams video conference, move to an asynchronous format using a discussion forum.
Monday was another trip to London, I had been expecting to participate in a workshop, but this was cancelled late last week, and I already had train tickets and another meeting in the diary so decided to head up anyhow. The weather was changeable, raining whilst on the train, but this cleared up by the time I arrived in London.
I saw this link in my news feed and it did make me think more about how we could use AI to support learning, but also reflect on some of the real challenges in making this happen. Also do we want this to happen!
In the afternoon in the office we were discussing Education 4.0 and how we are going to move this forward in terms of expert thinking and messages.
Tuesday was a busy day, first a meeting in the Bristol office, before heading up to Cheltenham for a meeting the HESA office.
I haven’t been on a CrossCountry train for a while now, so travelling to Cheltenham Spa from Bristol Temple Meads I was interested to see how the 3G connectivity issues I’ve always had on that route would be like, especially as I now have 4G with Three. Well same old problems, dipping in and out from 4G to 3G as well as periods of No Service. I would like to blame the train, but the reality is that there is poor phone signal connectivity on that route. As there is no incentive for mobile network providers to improve connectivity.
If I do go to Cheltenham again, I think I will take a book!
We were discussed the Data Matters 2020 Conference, which is now in my portfolio. Still a work in progress and the proposal needs to be signed off by key stakeholders.
Whilst I was in Cheltenham I bumped into my old colleague Deborah from Gloucestershire College and we had a chat about stuff. What was nice to hear was the number of my team and colleagues in that team that had started there in learning technology and were now doing new and more exciting jobs at universities across the UK.
Wednesday there was rain. I spent today preparing for a meeting in the afternoon and tidying up my inbox. Though I did find time for a coffee.
Thanks to Lawrie for the link, I read this report on the iPASS system, which uses data and analytics to identify students at risk.
The three institutions increased the emphasis on providing timely support, boosted their use of advising technologies, and used administrative and communication strategies to increase student contact with advisers.
This report shows that the enhancements generally produced only a modestly different experience for students in the program group compared with students in the control group, although at one college, the enhancements did substantially increase the number of students who had contact with an adviser. Consequently, it is not surprising that the enhancements have so far had no discernible positive effects on students’ academic performance.
Looks like that it didn’t have the impact that they thought it might.
In a couple of weeks I am recording a podcast and met with the organiser today to discuss content and format. Without giving too much away, we will be covering the importance of people in any digital transformation programme and ensuring that they are part of the process, consultation and are given appropriate training in the wider context of their overall skills and capabilities. You can’t just give people new digital systems and expect them to be able to use them from day one or with specific training. Familiarity with digital in its wider context is often critical, but is equally often forgotten.
Whilst writing a blog post about online learning I wrote the following
Conversations are really hard to follow in e-mail, mainly as people don’t respond in a linear manner, they add their comment to the top of their reply.
When I first started using e-mail in 1997, well actually I first started using e-mail in 1987, but then got flamed by the e-mail administrator at Brunel University, so stopped using it for ten years….
When I re-started using e-mail in 1997, there was an expectation when replying to e-mail that you would respond by writing your reply underneath the original e-mail, bottom posting, which really was something that I got from using usenet newsgroups. This from RFC 1855.
If you are sending a reply to a message or a posting be sure you summarize the original at the top of the message, or include just enough text of the original to give a context. This will make sure readers understand when they start to read your response. Since NetNews, especially, is proliferated by distributing the postings from one host to another, it is possible to see a response to a message before seeing the original. Giving context helps everyone. But do not include the entire original!
By the early 2000s lots more people were using e-mail and most of the time they were replying at the start of the e-mail, top-posting. There were quite a few people in my circles who continued to bottom post their replies, which made sense when reading a threaded conversation, but confused the hell out of people who didn’t understand why someone replied to a conversation, and from what they could see, hadn’t written anything!
Today top-posting appears to be the norm and I can’t recall when I last saw someone responding to an e-mail by replying at the end of the quoted reply.
Here is the blog post I wrote, about how online learning doesn’t just happen.
Friday was about planning, planning and even some forward planning. One thing that has puzzled me for a long time was the difference between forward planning and planning. Thanks to Google I have a better idea now.
Forward planning is being pro-active, predicting the future and then planning to achieve that prediction.
The opposite is backward planning, which is more reactive, you wait until you get a request or management decision then create a plan to achieve it.
So what is plain and simple planning then?
Wikipedia says that planning is the process of thinking about the activities required to achieve a desired goal.
So some of what I am doing in my planning is responding to both requested goals and planning for some predicted goals.
We had our weekly meeting about the Technical Career Pathways we are developing at Jisc. I am responsible for the Learning and Research Technical Career Pathway.
When it comes to the delivery of online learning, the assumption is made that it will just happen. Assumptions are made that academics who are experts already in delivering learning will be able to easily transfer their skills to an online environment. Even if they are provided with some training, what they will require will be minimal. The training will usually be about the mechanics of online learning, as these academics are already experts in learning, so why would you even “insult” them with training about learning!
What can often happen is that the processes and methods that people use in the physical space will be translates verbatim to an online space. It will not taken into account the challenges of an online environment, or recognise the affordances of said environments. This also ignores the potential and affordances that online environments can bring to learning.
Lectures will become webinars.
Presentations will become PowerPoint slide decks.
Handouts will be Word documents to be downloaded.
Verbal communication will be done by e-mail.
The online environment will become a repository of materials that will be forgotten and ignored. The end result will be a lack of engagement by students and a deluge of complaints about this whole online learning experiment.
The overall experience is expected to be the same, but merely re-creating the physical experience online is often disappointing for both students and academics. Many of the nuances of face to face learning can be lost when moving to online. Part of the issue is that physical learning activities don’t necessarily translate readily into an online environment, the nuances of what makes the face to face so valuable can be lost in translation, similarly the possibilities and affordances of the online space can be lost.
A lecture is more than just someone at the front talking to an audience. There is something about bringing together in a single place, the physicality of that “performance” adds to the whole experience. Though the oral nature of the delivery can be captured, the non-verbal aspects will often not be noticed, but are equally important as the verbal ones.Students will share a common experience, and they will have a similar experience to others in the room.
As webinar can be used as an online lecture, but you won’t have the non-verbal cues, even when using a webcam. The academic will miss out on the whole group experience and their non-verbal language in response to the lecture.
Using webinar technology can allow for a complex and fluid conversation to happen at the same time as the lecture. Using the chat functionality can enhance and enrich the experience. In my experience it helps to have someone else in the webinar space to manage the chat area, to respond, to provide links and content and to summarise at appropriate times to the academic delivering the webinar feedback from the group. It’s really hard for one person to do all that and deliver an engaging lecture. Another aspect that is often forgotten that online delivery (be it audio or video) appears flatter than when seeing it for “real” so one thing I do is up my performance a notch or two. Take it too far and you will become Alan Partridge, but it will make for better delivery if you brighten and enhance your delivery.
Of course webinars don’t have to be a lecture, they could be a group discussion. Why replace the lecture with a webinar, when you could replace it with a podcast of various experts discussing the topic of the lecture. Of course online means you can bring in experts from across the country (if not the world) to discuss the topic and record it for future listening by students.One of the affordances of online is that it doesn’t have to be live, it can be recorded and then watched by the student at a time and place to suit them. Suddenly this opens up a wide range of opportunities, why just record yourself in a lecture theatre, why not take to the road and turn your lecture into a radio programme. Why not create a film about what you want to talk about? Of course this takes time and effort, but sharing and collaboration (much easier to do these days online) means you could share the load with others in your field.
It is easy to upload files to an online environment, but in isolation what is the context. If you create great PowerPoint slide decks for your lectures, do they work without the lecture? Personally my slides are usually just images or single words, that look nice, but really without the talk tell you nothing I was talking about! There are tools and processes out there that can turn simple PowerPoint files into online videos through recording an audio track as they are presented. You could do this live (using webinar technology) or pre-record using the built-in tools. Something to recognise that these files can be quite large, will your students have the connectivity and the bandwidth outside campus to access them? Will you need to provide alternatives?
Though for many PowerPoint is a familiar tool, there are other tools in the toolbox that can create engaging online content. Some even allow you to add interactive elements. How you create good online content isn’t just about the technical aspects of using said tools, but also recognising the pedagogical principles that need to be followed when designing online learning content. If you start to add quizzes or questions, there is a whole new raft of skills that may need developing.
Though it might be thought uploading Word documents to the online environment, is one way to get content to students, there are so many other resources out there to create an effective online learning experience. The subject of e-resources could fill a book and often does. Understanding what is possible with resources is one thing, understanding the wealth of resources out there is something else.
We know that everyone loves e-mail, and it is often the default online communication method for many. However using a single tool for all types and formats of communication is not effective or efficient. Who really wants their sacred inbox to be filled with numerous conversations and questions that are getting in the way of other “important” work e-mails. If you have more than one cohort, then it becomes even more difficult. Conversations are really hard to follow in e-mail, mainly as people don’t respond in a linear manner, they add their comment to the top of their reply. For conversations and discussion, e-mail is a really bad online tool, especially when there are so many better alternatives out there for doing this kind of thing.
I find e-mail is best for the one-to-one messaging (and occasional) conversation and for the broadcast style one-to-many messages (though even then I think there are better alternatives out there for even that kind of message). Using appropriate platforms for online conversations opens up a range of learning possibilities that could not happen in the offline world as well as re-creating the conversations students and academics have.
Overall there is more to online learning then learning the mechanics of online learning. That equally applies to students as well as academics. Don’t assume people can do online learning, there are skills, techniques and possibilities that need to be thought about and taken onboard. As well as the mechanics of using the system, there is the how of online learning, the process of learning that also needs to be considered. Really it should be considered first and then deliver the technical training.
So how are you approaching the subject of online learning with your academics? What works? What challenges have you come across and how did you overcome them?
One of the interesting talks I listened to at the BETT show was from Bifröst University who had merged their distance online courses with their campus based courses.
From a learner’s perspective they received the “same” experience regardless if they accessed the course online or on campus.
The learner feedback was very positive as it allowed them to pick and choose how they accessed the learning on the course depending on their personal circumstances and context. You can imagine how one week due to snow or holiday they accessed the course online, the following week they were in a face to face session on campus.
In this blog post I am going to look at and discuss some of the technical issues that Bifröst University had to consider and out into place before moving forward on merging online and campus based courses.
Bifröst University in their presentation made some key points on the technical requirements. They needed to have in place a robust IT infrastructure in place to host and distribute the various types of content and video for the courses. They also needed to ensure there was solid scalable WiFi available to all users, taking into account the changing landscape of devices that learners would be using. As well as campus connectivity there is the issue of external internet access and bandwidth, as far as Bifröst University are concerned, they see really essential for learners to have access to high speed internet.
The other main consideration, that Bifröst University mentioned, was the need to have a robust Learning Management System (or VLE) and interesting for this to be backed up by good communication software and group productivity tools.
This is a very similar concept that I have spoken at length about in various bog posts and conference sessions, notably the VLE is Dead debate back in 2009 at the ALT Conference. What I said was that the VLE was an important portal for learners, but that didn’t stop organisations from adding in external tools. These tools could be Google+, Twitter, Google Docs, Office 365, or other communication and productivity tools. The tools that the learners use would then be accessed or linked to from the VLE.
Bifröst University also embraced the concept of BYOD and making sure both learners and teachers understood the limitations of this, but also ensure they re was a willingness to cater for the variety of devices that learners would be using.
One aspect that Bifröst University put a lot of emphasis on was on the importance of training and the large amount of training that would be needed. They certainly understood that even with a so called digital generation there was a need to provide training for learners before the start of the course, and this training would need to be repeated throughout the year. Training sessions were also run for staff at the start of the year, with additional micro sessions run throughout the duration of the course. Bifröst University also made sure they had good support materials for all key systems backed up by a range of guides and handouts.
In a future blog post I will look at the curriculum design implications of merging online and campus based courses.
Massive open social learning brings the benefits of social networks to the people taking massive open online courses (MOOCs). It aims to exploit the ‘network effect’, which means the value of a networked experience increases as more people make use of it. The aim is to engage thousands of people in productive discussions and the creation of shared projects, so together they share experience and build on their previous knowledge. A challenge to this approach is that these learners typically only meet online and for short periods of time. Possible solutions include linking conversations with learning content, creating short-duration discussion groups made up of learners who are currently online, and enabling learners to review each other’s assignments. Other techniques, drawn from social media and gaming, include building links by following other learners, rating discussion comments, and competing with others to answer quizzes and take on learning challenges.
When developing online learning, the lesson we can take from MOOCs and as outlined in the OU report is the importance of adding online social elements to courses. We need to ensure that these social aspects are as much a part of the learning journey as the content and the activities.
An expectation that these social elements will “just happen” is a flawed approach, and as with other aspects of the learning design, the social components of an online course must be thought about, designed and delivered in a similar way to the learning and assessment components.
Activities can be designed to motivate participants to engage with each other and create social networks within those taking part. Obviously with a large number of learners (such as you find in MOOCs) you will probably find this easier. With smaller cohorts it will be significantly more difficult.
It can also help embedding aspects of the course into existing social networking services and tools, but it is useful to audit which of these tools, if any, the participants actually use external networks.
Social aspects of learning are important to many learners and that is one of many reasons why learners choose to attend a programme of study at a physical location such as a college. The social aspects of an online course are not a replacement for face to face social interaction, but are for many learners an important aspect of an online course and will help support and motivate them as they go through the online course.