Matt Howcroft, Learning Technologist at the University of Derby, discusses how the Centre for Excellence in Learning and Teaching (CELT) at the University has responded to the Covid-19 crisis.
Within the space of two short weeks, our
academic community has made the transition from a predominantly on-campus
blended model, to delivering sessions online through facilitated remote delivery.
Meaning that, as a Technology Enhanced Learning (TEL) team, many of the
approaches we have long encouraged as ‘future-focussed’ have suddenly become the
new normal.
It all started a few weeks ago. The threat
of Covid-19 was looming, China was dealing with the first wave, Italy was on
lockdown and the virus was inevitably going to make its presence felt in the UK
very soon. During this time, the University of Derby’s CELT team was already reviewing
plans for the potential closure of all its campuses. These plans were ambitious
yet measured, but above all hugely important in ensuring the continuity of all
the factors which create an outstanding student experience.
The plan for Derby was to enhance digital
capability for staff and students to make sure that all teaching staff were able
to engage with their students remotely, primarily through the familiarisation
(and often re-familiarisation) of the online ‘live’ teaching tool, Blackboard
Collaborate Ultra. Not an altogether easy task within the tight timeframe, so with
this in mind the TEL team opted for a dual approach: supporting colleagues at
an institutional level through a full schedule of online training sessions, but
also engaging directly with individuals and groups within Colleges and departments.
The team also had the benefit of being able to work with the University’s
existing online learning team, which has been a leader in online education for
almost two decades.
Even with this strategic focus, making sure
that we could comfortably ‘reach’ all areas of the institution was still a
challenge. The UK Government was moving fast; closing schools, introducing social
distancing measures and shielding the vulnerable. Within a few days, the
University in almost its entirety was working remotely and the TEL team was no
different – busily transitioning from face-to-face training, often using the
tools we were ‘championing’, to delivering online sessions to academic staff.
The first week of remote delivery was obviously
extremely busy. Sessions delivered included, the basic use of Blackboard
Collaborate Ultra, lecture recording technology and virtual classroom polling.
In addition to this, we also established a session on the ‘Transition to Facilitated
Remote Learning Delivery’, which we ran as a discussion forum where academics
could share good practice and talk freely with one another. Whilst running these
central sessions, the TEL team were also supporting Colleges directly, dealing
with individual questions across a wide range of platforms, such as Microsoft
Teams, Jabber and email, and often running impromptu training sessions for
colleagues.
Two weeks on, things have settled somewhat;
across the institution facilitated remote learning is happening with lectures
taking place online, primarily through Blackboard Collaborate, but also through
Teams and our Panopto lecture recording platform. We are still running daily
training sessions, however they have naturally transitioned into more informal affairs,
where staff are simply sharing their experience so far and best practice. At a College
and departmental level there is also much consideration being given to ‘next-steps’.
Increasingly, these steps include questions around assessment, particularly where
assignments include a ‘practical’ component. We have also been supporting staff
on how best to deliver personal tutoring sessions, and, thanks to the Online
Learner Advisor model already in place for online learners, we have been able
to swiftly provide our remote learners with Personal College Advisors ensuring
a transfer of knowledge and expertise again from our colleagues in the Online
Learning department. These aspects of the student experience are central to the
University’s strategic vision, and as such require careful and often complex consideration.
So, what next? Social isolation and lockdown will continue to be reviewed, but I can’t see things going ‘back to normal’ for a while. Perhaps one of the things that this whole period may change forever is the way that lectures are delivered across the sector. Consequentially, more flexibility and remote online delivery may well become the new ‘back to normal’.
Author
Matt Howcroft,
Learning Technologist, Centre for Excellence in Learning and Teaching (CELT)
University of Derby, UK