I have been working on proposals this week, which is a always a challenging activity for me, as I need to be concise and succinct, whilst my default when it comes to writing is to be extended and I make extensive use of redundant terms.
In researching some news and links for a presentation on digital poverty I discovered this blog post by Daniel Stanford from March on low bandwidth teaching, which resonated with some of my thinking. I had the day before published a blog post on my experiences in using consumer technology for teaching and learning, which looked at low bandwidth and synchronous teaching.
In the post I reflected that the key issue is rethinking the curriculum and the pedagogy. We have designed courses for in-person face to face teaching. Most of the time this has been converted (or translated) into a remote delivery format. It has not been converted to reflect the opportunities that online pedagogy can bring to the table. Even if it has then often the mobile pedagogy isn’t even thought about. Teaching and learning remotely is one thing, online teaching and learning is another, and mobile teaching and learning is different again. The solution appears to be a combination of redesigning the curriculum, to be a combination of low bandwidth, asynchronous type activities, alongside traditional live streaming, with option to deliver content to learners to access on their devices at a time and place to suit them.
Understanding where your learners are and how they will access teaching and on what device and connection is critical when it comes to successful curriculum design.
Daniel illustrated this idea of Bandwidth versus Immediacy through the following graphic.
Wonkhe on a similar note published this article on the same kind of subject.
Asynchronous learning gives students the chance to treat modules like box sets, bingeing or skipping as they see fit. Tom Lowe wonders what this might mean for learning.
I read this by Peter Bryant, which was published last week, on the snapback. He reflects on the changes that the pandemic has brought into higher education, but wonder what would happen when we can go back to in-person face to face teaching?
Whilst all these changes were borne out of the pandemic, would I want to go back to large didactic lectures, social isolation, mass exams and tutorials driven by repetition and memorisation? Firstly, that was never the exclusive way we taught, so many colleagues were doing amazing, innovative social pedagogies before and during the pandemic. But across the sector I reckon face to face lecture/tutorial/exam was a pretty dominant pathway for learning pre-pandemic. So, what happens when we can do those things again, face to face? What happens when we don’t have to worry about Zoom bombing, invasive proctoring solutions and the impersonality of online learning? Will we learn from this mess and value the ‘human interaction’ that a two-hour lecture using PowerPoint or a three-hour handwritten exam affords us?
With new safety protocols prompting design changes, traditional office spaces may be a thing of the past and this was explored in this article in The Guardian.
The pandemic has shown us that work can go on without a workplace. If it can be done online, it can be done from virtually anywhere with an internet connection. At the same time, however, the move to remote work has revealed the value of the workplace, as many employees hanker to return to the office. In light of these two opposing trends, what might the office of the future actually look like?
I had my mid-year review this week, and as with other reviews, these weeknotes have been useful in referencing some of my work. Seemed to go okay, which is nice. We reviewed my objectives, deleted a couple and added some more.
I had to write some notes for the Data Matters Conference, these I edited and published as an article on my blog.
Wednesday saw the inauguration of a new US President and hopefully a more positive future.
In 2018, the government launched a review of post-18 education and funding, with the aim of ensuring that post-18 education gives everyone a genuine choice between high quality technical and academic routes, that students and taxpayers are getting value for money, and that employers can access the skilled workforce they need. This week the Government published a paper, that sets out an interim conclusion of the review, which responds to some of the key recommendations of the report of the independent panel led by Dr Philip Augar.
On Thursday I spent most of the day judging the University of Coventry Post-Graduate Researcher of the Year award. This did mean spending most of the day on Zoom. Quite exhausting, but quite a rewarding process. There were eight finalists, and each had to prepare a written statement, deliver a presentation and be interviewed. Challenging for this at the best of times, but more so with everything happening on Zoom. Hats off to Jennifer and Heather for some excellent organisation of the event, which made my contributions much easier to do.
It’s sobering to think that this week saw the highest daily death rate recorded from Covid. In the last seven days, 8565 people have died within 28 days of positive Covid test. On Wednesday we saw 1820 deaths. Putting that into perspective, that is more than 50% of the total deaths in The Troubles in Northern Ireland over thirty years! It is more deaths than the number of people who died on the Titanic in 1912. These are troubling times and it looks like it will be some time before we can think that the pandemic is over.
My top tweet this week was this one.
— James Clay (@jamesclay) January 19, 2021