Dr Jane Secker, Senior Lecturer Educational Development – City, University of London, Academic team (LEaD)
Dr Jessica Hancock ,Lecturer Educational Development – City, University of London, Academic team (LEaD)
Dr Julie Voce, Head of Educational Technology – City, University of London, Digital Education (LEaD)
Jim Grice – City, University of London, Lecturer in Journalism (SASS)
Jonatan Echebarria Fernandez – City, University of London, Lecturer in Law (City Law School)
Jennifer Gerson – City, University of London, Lecturer in Organisational Psychology ( SASS )
Qianhui Li – City, University of London, Postdoctoral Research Associate ( SMCSE )
This session reflects on the digital pivot, with a range of City lecturers sharing experiences of support from LEaD, especially on the TEAP module of the MA in Academic Practice. Participants will reflect on their experiences and also discover useful resources to improve the quality of online or blended learning.
In March 2020 the COVID-19 pandemic led to the suspension of face-to-face teaching at universities across the UK. 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 City University of London, two groups of staff have now completed the module EDM116: Technology Enabled Academic Practice since the pandemic broke out, with a third cohort due to finish in July 2021. This module is part of the Masters in Academic Practice offered at City.
In this workshop we will explore the role that the module played in supporting staff in the rapid shift to online learning. You will get a chance to hear from a number of staff who recently completed the module who will share their projects around developing 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. You will also be encouraged to reflect on the strategies that you used to develop your online teaching during the crisis.
We will also use the workshop to explore other support available to staff at City and the role this played in helping manage shift to online teaching, for example, the educational technology workshops, the guidance offered by LEaD and informal support from your peers. Finally, it will be a chance to share good practice with your peers in designing online and blended learning.
Slides from the session
Recording of the session:
Hodges, C, Moore, S, Lockee, B, Trust, T, and Bond A. (2020) The difference between emergency remote teaching and online learning. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (accessed 17 March 2021)
Laurillard, D., (2002), Rethinking university teaching: a conversational framework for the effective use of learning technologies, 2nd edn, RoutledgeFalmer, London.
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.