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Session Description
This abstract was almost unwritten due to the ongoing demands of the rapid 2020 ‘pivot online’ in response to the COVID-19 pandemic. Precisely because this move to online teaching, learning and assessment or ‘Emergency Remote Teaching’ (Hodges et al 2020) has occurred so rapidly throughout the educational sectors of much of the world, many of us who work in support and development of mostly blended-mode digital education have (certainly in the initial few months following the suspension of classroom teaching) spent more waking hours web conferencing from any available quieter spaces within our homes than we might previously have believed humanly possible.
The increased workload, in which each day has felt like a week, has been accompanied by a deluge of online advice and discussion from both renowned, and rather more newly-minted experts and edtech vendors, ranging from the helpful, through the mundane, to the damaging, the volume of which has made it challenging to even keep up with, let alone respond to. But it is vital for those of us who have been at the screenface doing this work to think about what has been learned, and what this all means for online learning, our work, our colleagues, and our institutions going forward into a very different academic year. This presentation will isolate and consider some key questions in an attempt at some synthesis of that discussion and reflection on experience.
References
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
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Martin Hawksey posted an update in the session Pandemic pedagogy: social presence in the viral learning environment [A-086] 2 years, 5 months ago
A recording of this session is available from https://eu.bbcollab.com/recording/1bb67499fd52483ab4816524ac3a9ce8
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