What DID I hope for? What DO I hope for?
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This document discusses hopes for the future of education in light of the COVID-19 pandemic. It references quotes about bringing communities together during crises, the need to support marginalized students, and defining a "pedagogy of care" as doing basic things well without unrealistic demands. Open practices in education are mentioned, along with both enablers and inhibitors of openness. Assessment is discussed as an opportunity to move away from content-heavy exams. The digital divide and need for digital access are also referenced. The document ends by asking what is hoped for going forward.
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What DID I hope for? What DO I hope for?
- 1. What DID I hope for? What DO I hope for? @TomFarrelly
- 4. 55,243,538
- 5. 1,330,930
- 6. 1,984 - ROI 869 - NI 3,286 - Scotland 2,209 - Wales 45,783 - England
- 7. Ar dheis Dé go raibh a n-anamacha
- 9. What DID I hope for? This Photo by Unknown Author is licensed under CC BY-NC-ND
- 10. Pivot!!
- 11. “a crisis is not an opportunity, unless it is for bringing communities together”. Sean Michael Morris
- 12. “The reality is that the lockdown has shone a light on existing teaching practices and policies; some responses were very good – highly innovative and insightful, but other responses were less effective”.
- 13. Not as good as the ‘real’ thing? This Photo by Unknown Author is licensed under CC BY
- 14. “Consider how much infrastructure exists around face- to-face education that supports student success…Face-to-face education isn’t successful because lecturing is good. Lectures are one instructional aspect of an overall ecosystem specifically designed to support learners with formal, informal, and social resources”. Hodges et al.
- 15. How much for a ‘real’ experience? This Photo by Unknown Author is licensed under CC BY-SA
- 16. “A key part of a pedagogy of care is listening to students and engaging in open and authentic dialogue particularly marginalised and disadvantaged students who are struggling with the compounded effects of inequities that already exist in educational systems as a result of this sudden pivot to emergency remote education and providing additional and stronger support to address these concerns and challenges”. Bozkurt et al. (2020, p.4) Pedagogy of Care
- 17. “For me, in the context of the pandemic, a pedagogy of care is underpinned by my contention ‘nothing fancy is required’. Above all, it is about doing the basic things right and not making unrealistic demands on ourselves or our students”.
- 18. What might that look like? • Technology is in itself not Pedagogy • Communication is at the heart of the process • Clear expectations from everyone • If it’s not your job it has to be someone’s • Consider what is ‘minimum’ standard to aim for everyone • Clearly structured and easy to follow content • Good quality asynchronous teaching
- 20. What DO I hope for? This Photo by Unknown Author is licensed under CC BY-NC-ND
- 21. Open Practices • Pedagogy • Publishing • Educational Resources • Science • Admission
- 23. Enablers of openness include … …understanding how OER and OEP can enhance teaching and learning; institutional policy, strategy and culture that act together to support open education; professional development and targeted support for OER and OEP; being part of a community and/or network that supports open practices; and opportunities to discuss issues with respect to openness and higher education. Supporting Open Education in Irish Higher Education – The National Forum (2019)
- 24. Inhibitors of openness include… …lack of awareness of the potential benefits of open education; confusion and/or lack of knowledge about copyright and intellectual property rights; concerns about OER quality; lack of training and support; time constraints; lack of reward and recognition for use, creation and sharing of OER; and lack of institutional policy and commitment to open education. Supporting Open Education in Irish Higher Education – The National Forum (2019)
- 26. We need to ask…… • Under what conditions can digital teaching material be made open access? (p.14) • Will the HEI commit to support open access to all teaching and learning material on the VLE for all staff? (p.19) • How can lecturers be reassured that open and honest recorded communication on a VLE will not be used for purposes other than those originally intended? (p.20)
- 28. Assessment This Photo by Unknown Author is licensed under CC BY-NC-ND
- 29. This Photo by Unknown Author is licensed under CC BY-SA-NC An Opportunity to do something different?
- 30. Exams? This Photo by Unknown Author is licensed under CC BY-NC-ND
- 31. Proctoring This Photo by Unknown Author is licensed under CC BY
- 32. “now is an opportunity to break away from some of the content heavy assessments and processes that have turned much of schooling into a highly competitive instrumentalization of knowledge” Conrad Hughes (2020 p.71)
- 33. Digital Access This Photo by Unknown Author is licensed under CC BY-SA
- 34. Digital Divide
- 35. €168,000,000
- 36. This Photo by Unknown Author is licensed under CC BY-SA
- 41. “The way we are living, timorous or bold, will have been our life.” Seamus Heaney
Notas do Editor
- The use of one word can oversimply, it can become reductionist to the point that by truing to capture the essence of something seismic we end up marginalising the myriad of factors.
- Face-to-face (on-campus) students are not only accessing their lectures on campus; they can access the admissions office; the finance office; the Chaplain, their departmental secretary; counselling services, the library, student support services and socialise with friends and classmates all in one physical space. We need to be able to create a meaningful online experience that encompasses more than simply downloading notes and accessing online synchronous delivery.
- A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis
- Technology is in itself not Pedagogy – Don’t become enthralled with the technology as an end in itself. Communication is at the heart of the process – Regardless of the technology used, opportunities for communication both formal and informal need to be maintained and where neccessary created, especially in the case of peer to peer student communication. Clear expectations from everyone – It is always important to be clear about what can be delivered and what is expected. However, when operating at a distance the potential for misunderstanding and mixed messages can become amplified. In planning for September, individuals and institutions should make their expectations of themselves and their students explicit. Students should know what they can expect and what is expected of them and plan accordingly. If it’s not your job it has to be someone’s – Roles and remits need to take account of the changed circumstances; it is not enough to say that it is not your role. Systems, policies and procedures that have been largely predicated on a campus-based model need to be modified. For example, if an institution’s computer services department previously did not support student off-campus technology issues that needs to be changed. If you cannot resolve a student issue know who can and take responsibility for tracking that issue. Consider what is ‘minimum’ standard to aim for everyone – There is little point in some students having a wonderful online experience while others have a poor experience. At an institutional level, collaboratively decide what is appropiate and meaningful and ensure that staff are supported in achieving that standard. Clearly structured and easy to follow content – One of the best starting points for creating clear and accessible content is to adopt Universal Design for Learning (UDL) principles. For those who imagine that UDL is about designing for people with a disability; think again, it is good design – period! As Damian Gordon says “Universal Design for Learning UDL is a great way to develop online content that addresses to needs of all learners”. Good quality asynchronous teaching – Asynchronous learning has much to offer, not least fact that it is far more student friendly and less technologically demanding (see Bali & Meier, 2014). As Mark Brown argues a “well-designed asynchronous, self-directed and small group learning experiences can be far more engaging, interactive and challenging than sitting passively in front of a screen watching a live or recorded lecture”.
- Nobody signed up for this!
- https://www.libraryassociation.ie/irish-librarians-call-for-action-on-the-electronic-content-crisis-facing-libraries-and-library-users/ Significant reductions in annual database, journal subscription and open access costs, not increases or price freezes to recognise the reality of library budgets. Increased transparency and sustainability in ebook costs and licensing. In public libraries, the average cost of an ebook is three times the cost of a print book, with far greater restrictions on how it can be used. In academic libraries the situation is even worse – academic ebook costs can often be ten times as much as for the same paper book. Price rises are common, sudden and appear arbitrary. The CIAEM cites examples of well-known publishers increasing costs for a single-user ebook by 200% or more with no warning in 2020. A deep discount on ebooks and e-textbooks where their print equivalents have been purchased in recent years. Instead at present ebooks are almost always more expensive, and frequently significantly and prohibitively so. Publishers to make all currently available and forthcoming books and textbooks available in accessible electronic format to libraries. At present approximately 20% of titles are available in e-format but this is much lower in certain disciplines. In some cases, a book is available as an ebook to an individual to purchase, but not available to a library to purchase. More flexibility in content selection to allow libraries to disaggregate collections. Ending ‘exploding licences’ – time-based licences that force books to be deleted from collections after a certain period of time. More government support for the creation and use of Open Education Resources (OER) and the associated curation infrastructure to ensure sustainable access. Copyright law reform to: Remove the requirement for libraries to purchase versions of ebooks licensed specifically for library use which are subject to the aforementioned pricing and licensing obstacles. Allow libraries to scan whole books they own in print where ebooks are unavailable or unaffordable for preservation and for controlled access to support research and learning.
- When you have a hammer everything looks like a nail.
- The COVID-19 pandemic is reminding educators, as they step back from a heavily charged curriculum ending with high-stakes examinations, that future systems need to be mindful of the entire ecosystem of learning and to consider student, teacher, family, and community wellness.
- Almost one-third (33%) of students at St. Angela's College in Sligo have a home address in such areas, and 29% of students at IT Sligo. At Waterford Institute of Technology (WIT), more than one in five (22.7%) students have a home address in an area with poor broadband coverage. Last month, WIT told students that all lectures, tutorials and practical classes will be conducted remotely for the 2020/21 academic year. Students with the lowest levels of accessibility tend to be more disadvantaged socioeconomically.; Those most at risk of connectivity issues are based mainly in the West, or in the Midlands; The eight institutions with the lowest number of 'at-risk' students are located in Dublin, where broadband quality is high. One implication of this study, the authors note, is that some institutions may need to adjust their online approach and help support at-risk students. "For example, higher education institutions could prioritise and facilitate access to campus facilities, including accommodation, for disadvantaged students from poor broadband connectivity areas."