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From panic to peace of mind: transitioning to online learning

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Presentation of Tony Bates for EDEN's new Education in time of pandemic webinar series on 'How to start teaching online' - 30 March 2020, 17:00 CET
More info:
https://www.eden-online.org/eden_conference/how-to-start-teaching-online/

Publié dans : Formation
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From panic to peace of mind: transitioning to online learning

  1. 1. From panic to peace of mind: transitioning to online learning Dr. Tony Bates EDEN Senior Research Fellow and Senior Adviser, Chang School of Continuing Education, Ryerson University, Toronto, Canada
  2. 2. Overview • What to do in an emergency: triage • Immediate actions for moving online • Medium term (over the next few months) • Long term: reaching a stable state
  3. 3. Immediate actions for moving online Talk to the professionals first: online is different No professionals: • think before you start; go online • spend a day researching best practices (e.g. University of Illinois online course-in-a-box);
  4. 4. Immediate actions for moving online Do I need to change my course? Problems with lectures online • Too long (boring; bandwidth) • No interaction • Ignores ‘affordances’ of online • Ignores how students will learn online Need a month at least to change
  5. 5. Immediate actions for moving online Same course: move it online Choose appropriate technology: • Ask professionals (IT; LT) • Use a VLE/LMS: Canvas, Moodle, Blackboard: your online campus • Instructions for students
  6. 6. Immediate actions for moving online Same course: move it online Within the VLE/LMS: • Weekly structure • Recorded lectures • Required reading • Other student activities, discussion forums; • Assignments
  7. 7. Immediate actions for moving online Same course: move it online • Watch the student workload • 30-40 hours a week for all courses • 8-10 hours a week for one course • ALL activities including assignments/tests/exams • Reduce/shorten lectures
  8. 8. Immediate actions for moving online Assessment • ‘Objective’ testing: LMS computer-marked assignments • Formative assessment: grades for online work/activities • Large classes: group projects (track online contributions) • Use e-portfolios (e.g. Mahara): tracks student work
  9. 9. Medium term (for Fall semester) Institution • Hire (more) online course designers; web/media support staff NOW • Adopt online course on how to teach online • Create standard online course design templates in LMS • Upgrade technology (bandwidth, servers, LMS, video recording/streaming)
  10. 10. Medium term (for Fall semester) Institution • Develop student policies (expectations; accessibility; access) • Online assessment strategy Instructors • Collect feedback on emergency course • Rethink/adapt/redesign course for fall
  11. 11. Medium term (for Fall semester) New course design: • All content is now online and free (in English….) • Guide students to find, evaluate, analyse, organise information • Topic or problem-based: focus on skills development • Online collaborative group work
  12. 12. Long term: reaching a stable state Institution • Develop digital learning strategy • Centre(s) for Learning Technologies/Digital Learning • Plan for instructor training/ development • Emergency plan for remote learning
  13. 13. Conclusions Can’t go back to where we were Online learning now an integral part of higher education teaching: blended learning + fully online Teaching methods need to change Need to rethink the campus This will happen again: need to be better prepared

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