Over the past year or so, we here at SRHE like many others have moved our activities online. Although it has been a steep learning curve for event organisers, speakers, and delegates alike, we like to think we’ve got a few things down pat.
Our call for papers for the first virtual SRHE Conference has just closed, and knowing many of you will be considering how best to present your research at this or another academic conference in the near future, we would like to share some handy tips we’ve gathered together.
Test your video and audio before your meeting.
We would advise having a meeting online with organisers and other presenters ahead of your session – particularly if you are working from a new space in your home or office. Speaking from experience, if you can avoid jogging around a university campus looking for a decent wifi connection 10 minutes before you present all the better. Zoom has a handy feature at https://zoom.us/test where you can test your settings without joining a real call. It’s also always worth checking you don’t have a filter turned on by accident.
Headphones are everyone’s friend
Headphones with an attached mic are recommended when presenting not only for clear audio for you, but less background noise and more focused sound for your delegates. If your headphones don’t have a mic – not to worry, we would still recommend using them.
Have your slides or handouts open on your desktop and ready to share with your audience.
This one sounds simple but having the things you need to hand will save you time and stress during your presentation. If you are speaking from notes consider printing them off or using a second screen.
Use plenty of bold/easy to read visuals in your slides as the audience will only have your virtual (not your actual) presence to maintain their interest.
It’s even easier online to get distracted by either reading the slides ahead of the presenter or by drifting on to other tasks. Less is more when it comes to text on slides as you want to keep viewers focussed on your voice. Using sans serif fonts (like Calibri, Verdana, Arial) and dark coloured text on light (not white) single-coloured backgrounds is helpful for any dyslexic viewers you may be speaking to.
Try and make sure you are somewhere quiet with no distractions (phones switched off etc) where possible.
This is easier said than done, and everyone is understanding of the odd interruption during home working. That being said, if you can be somewhere reasonably quiet you’re less likely to be flustered by external factors.
Keep an eye on the time and rehearse timings to keep yourself on track and cover the key elements of your presentation.
Timings are always key during presentations but it’s worth bearing in mind that remote working has made it easier to book back-to-back meetings – running over may not be an option so make sure you have plenty of time for what you would like to say – plus a couple minutes extra just in case.
Be instructive – let people know when you want them to read a slide or consider an issue.
If you would like your audience to interact, be clear in your instructions, and give them a chance to organise themselves. It will probably take your audience longer than you expect to gather themselves and formulate a response to a question for instance so don’t be too concerned if you get a couple moments of silence before responses roll in.
Be mindful that you may be being recorded.
This may mean being aware of sensitive information, or just keeping things concise for when the recording is watched back. We would always ask your permission before making any recordings but it’s a good rule of thumb to behave as if you are being broadcast live, even if you’re not.
Use a ‘Ghost presenter’.
This is a nominated person to keep an eye on the chat and let you know if anything is amiss during your presentation. This will normally be the chair, or if you are presenting with us, a member of the SRHE team so please do let us know if there is anything you want us to keep an eye out for in particular. If you would like to ask another colleague to be involved who has a good knowledge of your area or existing research most facilitators would welcome the extra help.
It’s different
Finally, presenting online is just that bit different from being in the room with others. You may find it tricky to have less feedback in terms of body language from your audience, but you may reach people you would have never have been able to meet otherwise. Don’t try to replicate your in-person style exactly, and think about that this medium will offer you instead.
We hope this is helpful to some and a refresher for others. Remember – the SRHE Conference 2021, (Re)connecting, (Re)building: Higher Education in Transformative Times will take place on 6-10th December 2021 and we hope to see you there. If you are an SRHE member it’s even free to attend. You can register via this link
Katie Tindle is Team Coordinator at SRHE. She also teaches on the undergraduate Fine Art course at Central Saint Martins, University of London, and is studying for her masters at Goldsmiths, University of London.
by Anastasia Olga Tzirides, Mary Kalantzis and Bill Cope
Anastasia Olga Tzirides
Mary Kalantzis
Bill Cope
This is one of a series of position statements developed following a conference on ‘Building the Post-Pandemic University’, organised on 15 September 2020 by SRHE member Mark Carrigan (Cambridge) and colleagues. The position statements are being posted as blogs by SRHE but can also be found on The Post-Pandemic University’s excellent and ever-expanding website.This statement can be found here.
The COVID-19 pandemic led higher education institutions to rethink the way that instruction can occur under the newly established circumstances. Many universities in the US and around the world have resumed instruction in hybrid format that is based to face-to-face instruction, coupled with online portions. In the case both of fully remote and hybrid learning, the gold-standard for learning remains traditional face-to-face, where online is modelled on the pedagogical processes and instructional artefacts of face-to-face. In this post, we are presenting the main characteristics of a hybrid format in a big US Mid-Western University and we are providing five ways that could transform it to a completely online format. Not only would this address the current needs set by the COVID-19 crisis; it would also change the concept of higher education by addressing in new ways the needs and the characteristics of contemporary students.
In the selected case of the University of Illinois in Urbana-Champaign, given that the health safety circumstances would allow it, the hybrid format of instruction was chosen, considering the significant value of the residential experience for the growth and development of undergraduate students, the training and advancement of graduate students and the production of new knowledge and research.
For the modified on-campus delivery format, the administrators of this institution had to rethink classroom capacities, to accommodate less than 50 students, and better utilisation of the spaces in order to aim for safe instruction with social distancing. They also had to re-evaluate time schedules, by taking advantage of irregular times (eg Friday evenings) and days (eg Saturdays), as well as passing periods, between the start and the end of classes. Online sections were an inevitable addition to the courses, as most lectures would be delivered online and the discussion parts were aimed to be face-to-face. Moreover, the administrators re-structured the calendar of the 2020-2021 academic year, ending the semester remotely to minimize the returns of students on campus after break periods. In the area of course development, instructors were provided with professional development training in order to develop new course modalities deploying different techniques and approaches to online education.
As it can be understood, this is an example where the institution selected to use online education as supplementary to face-to-face by trying to migrate their traditional practices online without really taking advantage of the possibilities that online education can offer. We argue that online can be completely different, and with the right tools, potentially superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms. At the University of Illinois, we’ve been researching the transformation of in-person learning and developing and testing online learning solutions (Montebello et al, 2018; Cope, Kalantzis and Searsmith, 2020)
Here are five reasons why we choose to teach online and why we would never choose to teach in-person again.
1. Scale Up Higher Education and Scale Down Its Costs
In order to make higher education available to all, even workers and people with domestic caring responsibilities, we need to reduce the costs of teaching and learning, by providing access to it without the necessity for the student to leave their communities and homes. This can only be achieved with online education as a thoroughly renovated version of distance learning, which would be affordable to people from all social and economic conditions.
2. Develop Pedagogies of Social Knowledge and Collaborative Intelligence
In-person instruction is considered so valuable by its supporters, due to the element of human interaction. Nevertheless, in lecture theatres we hardly ever see interaction among students and even in classroom discussions, only one person is talking, and the rest have to listen. On the other side, with online learning and specifically with simple video lectures that contain prompts, students can engage in synchronous or asynchronous interactions below the videos in the platform used. Therefore, every student can comment and be part of the classroom discussion in this format. Moreover, learning analytics can track every learner’s engagement and this format is simply a far superior communication and pedagogical architecture than traditional in-person classroom interactions.
3. Create Pedagogies of Intense Engagement
In traditional models, learners are knowledge consumers and they demonstrate the acquired knowledge though end-of-course, summative assessments. In online learning architectures, it is possible to position learners as knowledge producers and co-contributors to knowledge communities. A simple way to do this is to have students research and make posts into the class activity stream that exemplify themes prompted by instructors. Another is to create peer-reviewed projects, where interim feedback in the knowledge production process comes from multiple perspectives: peer, instructor and machine feedback. Then projects can be published and shared by the instructor to the community as collective knowledge. Embedded, on-the-fly formative assessments can track community engagement and personal progress (Haniya et al, 2020). An example: in one of our recent 8-week courses with 54 students, using our CGScholar platform there were 14,500 pieces of actionable feedback on 3.3m datapoints, giving students and instructors a far richer and more reliable picture of learning than ever possible with a traditional test.
4. Focus on Higher Order Thinking
In the current world, the digital devices that we use everyday function as cognitive prostheses. They remember things for us, and they can provide us with a vast amount of knowledge that we don’t have to remember. So, the foundational objectives of education change. In reality, learning should be about careful navigation of at-hand knowledge resources and appropriate application of machine-supported procedures. Thus, the goal of education should be higher order thinking, including critical, creative and design thinking. Online environments can uniquely achieve this, by leveraging collaborative knowledge processes. Instead of individual minds, the social mind is acknowledged in the provenance of knowledge and the collaborative contributions of peers in the learning process. Artificial intelligence can track and offer suggestions on the basis of what we term “complex epistemic performance”. Machine learning works synergistically with human learning.
5. Lifelong and Lifewide Learning
Online learning, by contrast to the monastic origins of the residential experience of university and college education, can be embedded in the real world. It can be continuous, lasting for as long as life and stretching as wide as social and personal needs. The students in our online courses are in the world, contributing as partners in our knowledge communities and testing live in real-world contexts, the new things they have learned in our classes.
We argue that online instruction can be completely different, and with the right tools, it can potentially be superior to in-person teaching. The real problem is that none of the commercial or open source learning management systems can do what we have just outlined (check here for a comparison of the most popular learning management systems). Thus, in this time of crisis, we must seize the day and imagine a different future for higher education, by abandoning the back-to-the-future learning management systems and looking for or designing alternatives that address the future of education. With focused investment in people and technology we can renew and revitalize our pedagogical and social values. If nothing else, this crisis should lead to that.
Anastasia-Olga (Olnancy) Tzirides is a PhD candidate in the Learning Design and Leadership Program at University of Illinois, Urbana-Champaign. Her research focuses on exploring the potential of using digital technologies and Artificial Intelligence combined with a multimodal and translanguaging approach to language learning. Currently, she is as a teaching assistant for online graduate courses in the Learning Design and Leadership Program at the College of Education. In the past, she has worked as a graduate assistant designing online courses for the International Studies Program at the College of Education and as an instructor at the Modern Greek Studies program at the University of Illinois Urbana-Champaign. Anastasia-Olga holds a master’s degree in “Teaching of Multilingualism and Linguistic Policies: Language and Culture Dissemination in Multilingual Settings” from the Aristotle University of Thessaloniki, Greece and Université du Maine, France, and a bachelor’s degree in Elementary Education from the Aristotle University of Thessaloniki, Greece.
Mary Kalantzis is a Professor in the Department of Education Policy, Organization & Leadership, University of Illinois, Urbana-Champaign. She was from 2006 to 2016 Dean of the College of Education at the University of Illinois, Urbana-Champaign. Before this, she was Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia, and President of the Australian Council of Deans of Education. With Bill Cope, she has co-authored or co-edited: New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (2nd edition, 2012); Ubiquitous Learning, University of Illinois Press, 2009; Towards a Semantic Web: Connecting Knowledge in Academic Research, Elsevier, 2009; Literacies, Cambridge University Press 2012 (2nd edition, 2016); A Pedagogy of Multiliteracies, Palgrave, 2016; and e-Learning Ecologies, Routledge, 2017.
Bill Cope is a Professor in the Department of Education Policy, Organization & Leadership, University of Illinois, Urbana-Champaign. His research interests include theories and practices of pedagogy, cultural and linguistic diversity, and new technologies of representation and communication. His and Mary Kalantzis’ recent research has focused on the development of digital writing and assessment technologies, with the support of a number of major grants from the US Department of Education, the Bill and Melinda Gates Foundation and the National Science Foundation. The result has been the CGScholar multimodal writing and assessment environment.
This is one of a series of position statements developed following a conference on ‘Building the Post-Pandemic University’, organised on 15 September 2020 by SRHE member Mark Carrigan (Cambridge) and colleagues. The position statements are being posted as blogs by SRHE but can also be found on The Post-Pandemic University’s excellent and ever-expanding website.The author’s statement can be foundhere.
My department was ready for “2020”. Not because we anticipated a pandemic in 2019. Nor because our courses were all online. A more pertinent reason was the matter of brand identity. ‘Religious Studies’ is not a US high school subject. College applications rarely include religious studies as the planned major. To retain its place in the pre-COVID university, my department started making a shift in the study of religion over a decade ago (see Implicit Religion). Some of the tacit knowledge and skills base required for the post-pandemic university were cultivated in part by sharing the tasks of creating media that point to and from the department website.
Going Public Online
What does it mean for academia to be ‘online’ in the sense of being public? Some sort of stable, unified entity is probably essential for most academics to continue their employment. Solidarity can be found in all sorts of places. Most social theories explain, however, the fragility of allegiances without institutional structures. But if higher education institutions are in crises of enrolment (pre-2020), endowments, much less a pandemic, Quit-Lit might not be the best collective way forward. There’s an opportunity for departments to think about modalities of coalescence. This piece focuses on the practical advantages of a department going public online as a measure towards securing the futures of its academics. “REL,” the term used for the department, adopts claims from theorists like Francois Bayart to purposely fabricate its public identity.
The constituency of a university is not limited to students and their parents. The University of Nebraska English Department isn’t likely alone in the political scrutiny of their website. At REL, there is pointing back and forth between the website and the department’s Facebook, Twitter, Instagram, Vimeo, and SoundCloud (as well as projects such as Culture on the Edge and American Examples). Service responsibilities for these platforms are distributed across the department. Elected representatives and the general public can easily find what’s going on in the classroom and faculty research. The University’s shift to ‘limited business operations’ on March 17 was handled in stride partly due to the department’s identity fabrication approach to online platforms and digital tools. While monthly meetings through the summer established a consistent approach to teaching remotely, the stable location to advertise this approach was already in-play.
Publicly pragmatic
The above suggests there are pragmatic advantages to going online in order to go public. While ‘public humanities’ has a 50-year history in the United States, principles discovered there haven’t made it to department websites. Content should be written strategically to develop an audience. Jessie Stommell’s remarks about public humanities may be applied to the departmental website: doing public work is different from making academic work public. Online presence may be more than quick blurbs about courses, images of plucky students and faculty bios with informal photos from faraway places. XKCD made this point a decade ago. Post-pandemic academic departments might reconsider its point.
It’s not just that departments ‘need social media.’ Rather, establishing an online presence may help academics and their departments realize a public-centred pedagogy that pays off in strategic planning. There is likely a correlation between the potential to engage the public and cultivating positive relationships with university administrators. An active online presence and online teaching are rarely paired together. Administrators likely think that ‘going online’ likely means ‘online teaching,’ where conventional higher-ed wisdom sees online teaching as an alternate revenue stream critical to their long-term strategic plans (eg 2013 Babson Report).
Broadly speaking, that thinking structurally alienates academics. Online courses – and their revenues – are usually housed outside departments. Online FTEs are rarely counted in faculty course loads or promotion. In the 2020-2021 academic year, however, the term “massive” is no longer connected to “online” via wishful thinking for university revenues. Overcoming the 75% faculty resistance to teaching online isn’t a stroke of managerial genius or a book about disruption (I used to think I was innovative to urge making use of our classroom portals through collaborative, globally-networked pedagogy. That moment of novelty is over). The urgency of this semester is an opportunity for academics within departments to make use of their new skills to develop an active online presence that supports their teaching.
Hacking Education
How might the shift to remote teaching be gamed and hacked to drive the interests of a department? Audrey Watters’ Hack Education blog continually reminds us to take a critical approach to education and technology. One answer is to employ those new skills to shift emphasis towards a public-oriented, online pedagogical strategy. A useful location to do so is through the department website.
Individual scholarly websites are not likely to serve the long-term interests of post-pandemic academia. They do have the advantage of developing a personalised approach to research and teaching. When maintained with a regular workflow, there is much potential for dynamic content development that serves an individual’s teaching. Their liabilities include issues of narrow topical focus and significant costs of individual time and money. Department websites, on the other hand, have the same potential to situate all the above in a wider context of that can more easily reference each other. Additionally, departmental websites can be useful to protect its people who invest in public scholarship, too.
We will survive
When the shift to remote learning took place, REL’s faculty already had shared, basic skills applying their knowledge of critical cultural theory to web design, image manipulation, layout, audio and video production, network and cloud file sharing and collaborative project work. They were already teaching themselves and their students how to engage a variety of publics. The department had long been asking the questions posed in James M Van Wyck’s 2018 review of English department websites:
Who is our audience?
What does this page need to say and do?
What kind of writing is called for in the moment? That is, how do we engage a skeptical public, members of which walk our halls, perhaps as they consider majoring in [X area of study]?
The original objective of REL’s going online remains. The website is a resource to shape the department’s academic persona. Linking that site to other online platforms increases the ability to reach a variety of audiences with specific narratives. We now teach this approach as a core course in our recently-launched graduate program. By March 2020, that history of faculty participation in online, public pedagogy developed a collective knowledge and skills base that simplified the shift to remote teaching. The take-away here for other departments may be the importance of leveraging their websites as an internal strategy for academic continuity.
Nathan RB Loewen is Associate Professor in the Department of Religious Studies at the University of Alabama in Tuscaloosa, USA. Loewen teaches on philosophy of religion, Asian studies, and digital/public humanities. Loewen co-organizes the Global-Critical Philosophy of Religion project. His current research applies machine learning to support qualitative scholarship on cross-cultural religious studies.
This is one of a series of position statements developed following a conference on ‘Building the Post-Pandemic University’, organised on 15 September 2020 by SRHE member Mark Carrigan (Cambridge) and colleagues. The position statements are being posted as blogs by SRHE but can also be found on The Post-Pandemic University’s excellent and ever-expanding website.The author’s statement can be found here.
It is no longer our classrooms as creepy treehouses, but our universities have become creepy. This paper argues that in the post-pandemic, we are faced with the creepy university. The new normal of medical surveillance, social surveillance, involuntary publicity, and worse, combined with imposed technological choices and related issues, transforms and expands the creepy treehouse phenomena to encompass the whole university. The post-pandemic university is creepy. Beyond that level of creepy, it is surrounded by various zombies perpetuating its creepiness.
Contemporary ‘neoliberal’ universities in the post-pandemic are a shambling, groaning mess of dead bureaucratic impetus driven by the pandemic institution’s expired demands. The trajectories of the pandemic shamble onward through the action and inaction of non-faculty governance. Combined with that is the zombified information of dead lectures with their im/precise and de/contextualised knowledge published to various media sites by universities, professors, and students alike. They are the life of the occasionally found document, speaking their situated pandemic knowledges only when stumbled-upon. The post-pandemic university is full of mobilized knowledge that is perpetually escaping through a spectrum of fantastically good to fantastically horrible possibilities. As such, creepiness exudes, choices forced, choices unforced, have remade elements of the university outside of itself, dragging along as part of its new zombified self.
A creepy treehouse is when a faculty member chooses a technology they prefer because of their history with it and forces the students, against their comfort, to use that technology in the classroom. The technology almost always has elements that creep the students out, such as invasions of privacy, surveillance, cultural difference, or otherwise. The creepy university is the future of the university.
It is evidenced by the pervasiveness of the pedagogical form of life we find in our digital university environments, especially in Zoom environments. The Zoom Zombie, a person who is there, but not there; there is only the appearance of presence. Zoom has become the killer app of the university’s remote administration, and shortly after it; it was introduced as the killer app of online lecturing. Anyone who has participated in enough classrooms has seen classroom zombies, students who are completely turned off. Similarly, Zoom zombies are prevalent both in online Zoom classrooms and in other meetings. The manifestation of this human response as not being ‘there’ in the face-to-face classroom has been extended to not be there in zoom meetings.
Nevertheless, Zoom Zombies are not the only elements of zombification of the university. Neoliberal zombies are present along with their professional representatives. But that is another argument. I want to present a few other forms of zombies. One is the professorial zombie, the professor or instructor who is physically and mentally exhausted, overburdened with their increasingly excessive responsibilities such that their capacity to act beyond the minimum necessary is limited. Their passion has waned, as has their reasoning combined with their capacity to perform their job due to increased workload and stress. The professorial zombies’ numbers are increasing, and they are not increasing equitably or fairly. As one would expect, this zombification affects some minorities much more than others, and with that zombification, an increasing number of faculty are lost. Zombified faculty exist; you probably meet them every day. They learned to blend in, to hide their zombified state long ago, likely in graduate school.
Another type of zombification mentioned above briefly is the lesson or teaching period as zombified knowledge. The knowledge produced and shared by the faculty is usually distributed online, out there and dead, but alive. It might be outdated, it might have errors, it might be well done or not well done, it might be produced by the university, by the faculty member, or recorded by the students, but in any case, this knowledge is on the internet available for people to use and see. Zombified knowledge almost certainly exists out of the context of the whole course. It certainly exists outside of the maintenance and correction by the professor in the course. It is knowledge mobilized, not autonomously but by the public who find it, learn it and use it. It represents the university, much as the faculty member is some representation of the university.
Teaching, as almost everyone knows, is a performance that relies on its audience for feedback. When we consider the zombies defined above, we can quickly see that the form of online education became creepy long ago. The university is full of zombies, and the zombies are creeping along stuck in their modes of existence, unable to do anything but what the zombie has done. This situation creates the creepy university, the post-pandemic university because it will take years to recover from the pandemic. It will follow many faculty until they retire, stories will linger even after all of the retirements, and the university’s relations to its members will never be the same. The post-pandemic university is one of overwork, surveillance, bureaucratization, automation, and in each of those a lack of consent by those participating in the form.
As more people are forced to participate in more uncomfortable and creepy experiences, more people become zombies. The professor becomes a face on a screen, perhaps a recording, the students are becoming a recording, or otherwise performing as a recording, a zombie. The online university needs to reconsider technological choice and inclusion more deeply to avoid becoming a creepy university full of zombies.
Jeremy Hunsinger is an Associate Professor of Communication Studies at Wilfrid Laurier University. His research is in critical internet studies and the politics of knowledge. He has been teaching university students online and off for over twenty years.
This is one of a series of position statements developed following a conference on ‘Building the Post-Pandemic University’, organised on 15 September 2020 by SRHE member Mark Carrigan (Cambridge) and colleagues. The position statements are being posted as blogs by SRHE but can also be found on The Post-Pandemic University’s excellent and ever-expanding website.The authors’ statement can be found here.
We wanted to investigate how far this picture of uneven impacts may be affecting university staff. So, to capture staff experiences as they changed how they worked during this period, we launched a programme of research at UCL which involved a series of staff surveys and follow up interviews, Moving to Online Teaching and Homeworking (MOTH). This research was led by Allison Littlejohn with Martin Oliver, Lesley Gourlay, Eileen Kennedy, Tim Neumann, Kit Logan, John Potter and Jennifer Rode. Our aim was to understand how the crisis might be exacerbating pre-existing structural inequalities that impact adversely on staff, as well as posing challenges and opportunities for teaching and research.
We had 421 responses to our initial survey, which included asking about the challenges and opportunities of the shift to online teaching and researching at home. We also asked participants to share images that they considered communicated their experience. We sent out follow up surveys throughout the summer, and invited 32 participants to take part in in-depth interviews to explain their responses in more depth.
What the findings showed us quite clearly was that the impact on staff was not the same for everybody. Although respondents who identified as men and women reported caring responsibilities, caring appeared to manifest differently. Women found it more difficult to focus on research because of the caring labour they were doing – caring for children and adult dependents, for students, for colleagues. These activities lead to reduced time for research and to publish research papers with potential consequences for long-term career progression.
Staff with physical and/or mental health challenges – either pre-existing or as a result of the pandemic – also experienced the lockdown differently, with reports of headaches, eyestrain, aching back, shoulders or wrists health impacts from 7.7% of survey respondents. Those with more space were more positive about the move than those with fewer rooms to work in, and staff on fixed term contracts experienced anxiety about the impact of the pandemic on their careers.
The research we conducted showed very clearly that University staff experience is not uniform. This is an important message to those making decisions about how to support staff at universities during this crisis and beyond.
As for the move to teaching online, once again, experiences greatly differed. A slightly higher number rated their feelings as positive or very positive than those who rated their feelings as negative or very negative. Most people, nearly 40%, were undecided. A number of themes emerged, however. In terms of the challenges they described, the biggest issue were the lack of interaction and engagement with students online, technology problems, time and resource demands and the need for professional development.
It became apparent from the survey that the most reported challenges that concerned teaching involved using live video systems like Teams or Blackboard Collaborate, and the key problem was the lack of visual cues, impacting interaction and engagement from students. This made online teaching more difficult and stressful for staff. This was borne out in the interviews. Staff said that students would not switch their cameras on, “so, I was talking to a picture of myself on the screen” (interview participant). Staff really missed the energy from students they were used to in traditional teaching, and without this teaching online was stressful and exhausting. What made the difference for those staff who were more positive about online was prior experience. Those participants were also much happier with student engagement, and saw the move online as an opportunity presented by the pandemic.
“I feel positive about the probability that one of the outcomes of the COVID crisis will be more widespread general understanding about productive ways to use technology to support learning, not least among academics, but also, I hope, among education administrators and managers” (survey participant).
This research has given us insights into how university staff have experienced the pandemic. But it has told us more than that. A defining feature of the data was the central role that emotions played in every aspect of the move to online teaching and homeworking. Participants regularly described their anxieties about colleagues and students, the extra time they were putting into tutorials, pastoral care for students who experienced extra difficulties during the crisis and the impact this was having on themselves. This has led us to revisit the theme of emotional labour in teaching, and how we can make sense of the care that participants show in digital education. This is an aspect of online teaching that is seldom discussed. Our question, therefore, is what is the role of technology and the move to online and home working in supporting the caring labour of University staff?
Dr Eileen Kennedy is a Senior Research Associate based at UCL Knowledge Lab, UCL Institute of Education. Her research focuses on ways of enhancing and sharing practice in online and blended learning. Eileen works with two ESRC-funded research centres: the Centre for Global Higher Education (CGHE) and the RELIEF Centre. With CGHE, Eileen is exploring the transformative potential of digital technologies for higher education. With RELIEF, Eileen is researching ways of using digital education (particularly in the form of MOOCs) to build inclusive prosperity in the contexts of mass displacement.
Professor Allison Littlejohn is Director of UCL Knowledge Lab, UCL Institute of Education. Allison works in the field in Education, specialising in Digital Higher Education. Her expertise is in applying learning theories to complex interventions for professional learning that capitalise on digital technologies. The context of her research spans the energy, health, finance, education, and international development sectors across various countries.
This is one of a series of position statements developed following a conference on ‘Building the Post-Pandemic University’, organised on 15 September 2020 by SRHE member Mark Carrigan (Cambridge) and colleagues. The position statements are being posted as blogs by SRHE but can also be found on The Post-Pandemic University’s excellent and ever-expanding website. The statement by Helle Mathiasen can be found here.
This year, in many ways, we have all become richer with the transition of campus-based teaching to online teaching. However, it has also been a challenge for most educators and students, as explained in The evaluation of online teaching in Spring 2020 (published in Danish on 18 September 2020, to be translated to English this Autumn). Much of traditional teaching had to be quickly changed, which often resulted in digitalisation of the regular campus-based teaching without regard to the changing conditions of communication.
This type of teaching was called emergency teaching, which is important to keep in mind when planning and implementing teaching in coming semesters. Going forward, the path from emergency education to a ‘new normal’ needs to be critically and reflexively explored. There was rarely time among educators to reflect critically on the didactic choices they made in haste. The teaching had to be provided immediately but now we need to take time to reflect on our decisions, since Autumn teaching is already organized and currently being implemented. It may still be in a ‘state’ of ‘crisis’, but it is important that the solutions planned and implemented this Spring may not necessarily be able to draw the ‘new normal’. Surveys about students’ experiences of ‘emergency teaching’ tell about serious consequences, which result in low motivation, great frustration and explicit need for more interaction.
Management is aware of the challenges posed by the digital transformation from technical, organizational, educational and strategic perspectives.
Using a communication theoretical approach, we can open up an important discussion, focusing on the communicative possibilities when we are physically present (f2f) compared with net-mediated communication in its broadest sense. There are, so to speak, more communicative connectivity options compared to net-mediated communication, both with synchronous and asynchronous communication. Teaching is in this theoretical frame defined as a specific form of communication, whose underlying intention is to effect change by the students, who direct their attention toward the communication. It is the engineered context which brings about the possibility for the activation/ continuation of learning processes, hence knowledge construction.
Together with the communicative perspective related to teaching, we can discuss the concept of ‘good teaching’. By good teaching we mean teaching in the presented theoretical framework, where students and educators have the opportunity to communicate. That is, both ways, and not just one-way communication. It is thus about focusing on the social dimension through communication (dialogue, plenary/group discussions). It is about providing the opportunity for social sparring and reflection – and the opportunity to ‘check’ one’s professionalism with fellow students and educators. It is about being able to immerse oneself professionally and actively participate in the social community. Being with others on campus is part of student identity building and their development towards professional people.
Increased online learning risks instrumentalising teaching to reduce it to a more or less rigid template, where time and activities are set and spontaneous discussions are tight. This may mean that the development of independence, autonomy, co-determination skills and academic bildung are given more difficult conditions in which to develop. We must pay close attention to when online teaching is more often suited to more factual knowledge and the lowest taxonomic levels, where to reach the higher levels of analysis, synthesis and creativity as well as deeper professional discussions, it is more difficult to get it to work online.
We need to think about what is teaching quality and use the knowledge/research that is in the field – so that we can offer students a variety of teaching and learning environments that provide students with the best conditions to learn what is required according to curricula. That may include online teaching, but in a critical reflective format and not with an approach where emergency teaching becomes the ‘new normal’. The digital tools and platforms are important to have access to, but indeed not enough. The attention for a didactical part is crucial, when redesigning courses into online environments and mixed f2f and online teaching environments. It requires renewed concrete attention to support the educators’ didactic development. It also requires support for students and educators when it comes to developing the opportunities for unfolding communication and knowledge sharing.
This is an invitation to discuss the communicative and educational perspective on the currently developmental digital transformation.
Helle Mathiasen is professor at the University of Copenhagen, Department of Science Education, Denmark. Her primary research interest lies currently within the field of communication forums: internet and computer-mediated, various forms of face-to-face communication forums as well as hybrid forms. This field is joined with the concepts of learning, teaching, pedagogy and didactics. The current focus of her research is on the themes of the organisation of teaching, communication environments, and learning perspectives
