Abstract:

The closure of Irish institutes of higher education (HEIs) in March 2020 due to Covid 19, was a significant moment for both staff and students. Reflecting on the first week of the closure reminds us of the sense of shock that accompanied this decision. It rapidly became apparent that the loss of support and engagement was keenly felt by colleagues and students. A team of educational developers in one HEI came together to provide a response to ameliorate the potential impact and consequences for staff and students.

Their agile and dynamic intervention has been widely acknowledged both inside and outside of the HEI. Indeed, one impact of Covid 19 has been the recognition that units, or centres that support learning and teaching, are no longer perceived as just support units but as crucial and critical to the mission of a HEI. This case study will outline how the team rose to the challenge to assist with continued provision for students and to develop a range of supports to address the short-, medium- and long-term effects of Covid 19 on learning, teaching and assessment.

At the time, the HEI had 6,000 undergraduate and postgraduate students from 84 nations around the world. The response was informed by stakeholder engagement at various stages, which will be outlined. Methods included electronic surveys and engagement with student representatives. In addition, the positive impact of staff engagement in non-accredited and accredited professional development with the centre prior to the pandemic will be addressed. This engagement was underpinned by the appropriate use of technology in pedagogic approaches for learning, teaching and assessment and provided a critical mass of knowledge, skills and competence. The Virtual Learning Environment (VLE), which has continually evolved since focused development opportunities commenced in 2006, emerged as a key enabler for learning through the efforts of the team and is evidenced by the extent to which its use is embedded across the HEI by all faculties and professional support staff.

Lessons learned will inform further approaches in online and blended learning design.

Keywords:

Emergency remote online learning, Covid 19, educational developers.