Abstract:

This session reflects on the digital pivot, with contributions from several lecturers who will share their experiences of the support they received through a formal accredited teaching programme delivered by the educational development team at a UK university.

In spring 2020 the COVID-19 pandemic led to the suspension of face-to-face teaching at universities around the world. Many staff had to adopt what was called ‘Emergency Remote Teaching’ and shift face to face learning online (Hodges et al, 2020). This caused a variety of challenges as prior to this many were using technology in relatively limited ways (Walker et al, 2016). At our institution, three groups of staff have now completed the module EDM120: Technology Enabled Academic Practice since the pandemic broke out. Meanwhile two cohorts have completed the module EDM122: Digital Literacies and Open Practice. These modules are part of the MA in Academic Practice.

In this paper we will explore the role that these modules played in supporting staff in the rapid shift to online learning. We will share insights from a number of staff who completed the modules and who will discuss how their experiences studying on the modules shaped the way they developed online learning for their own students. We will share some of the resources, theories and approaches discussed in the module that participants have found helpful in planning online teaching, such as Laurillard’s (2002) Conversational Framework, and the importance of concepts such as open education practices (OEP) and ‘visitors and residents’ (White and Le Cornu, 2011) that shapes their own and students experience of the digital environment. We will also consider the role other types of support played in helping manage the shift to online teaching, for example, educational technology workshops, online guidance and informal support from peers.

Finally, it will be a chance to share good practice with peers in designing online and blended learning and any strategies used to develop online teaching during the crisis. Participants will reflect on their own experiences and also discover useful resources to improve the quality of online or blended learning.

References:
[1] Hodges, C, Moore, S, Lockee, B, Trust, T, and Bond A. (2020) The difference between emergency remote teaching and online learning. (accessed 17 March 2021) Available at:
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
[2] Laurillard, D., (2002), Rethinking university teaching: a conversational framework for the effective use of learning technologies, 2nd ed, RoutledgeFalmer, London.
[3] Walker, R, Jenkins, M. and Voce, J. (2016). "Charting the development of technology-enhanced learning developments across the UK higher education sector: a longitudinal perspective (2001–2012)". Interactive learning environments (1049-4820), 24 (3), p. 438.
[4] White, D. and Le Cornu, A. (2011) Visitors and Residents: A new typology for online engagement. First Monday, Volume 16, Number 9 Available:
https://firstmonday.org/ojs/index.php/fm/article/download/3171/3049

Keywords:

Educational development, digital education, staff development.