#virtualcoffee

Following on from our very special week long #LTHEchat 170 https://lthechat.com/2020/03/11/covid19-special-edition/

we are keen to continue the support, especially with many of us now working at home alone new issue are likely to arise.

Social distancing’ doesn’t mean ‘social isolation!’

So lets help reduce anxiety by talking #PhysicalDistancing rather than social!

This image has an empty alt attribute; its file name is virtual-coffee-5.jpg

So use #LTHEchat during the week to grab a #virtualcoffee (or tea!)

and as a community lets continue to support each other as we all work to continue to support our students

In addition to the weekly Wednesday evening 8-9pm (GMT) chats please remember that during the week you can continue to add to previous conversations, adding to or answering any of the questions posed.

Also to save you searching here are links to other spaces and places for the latest guidance, advice and support @Seda_UK_ and AdvanceHE

During the special week long chat #LTHEchat invited you to share your resources and contingency plans. Thank you to everyone for posting here, this link: https://tinyurl.com/w9txrq3 will now close and we have copied and pasted the information into SEDA’s list:

SEDA’s Coronavirus Resources and Links can be found here

The links to other resources created and collated during our special week long chat are here:

Professor Sally Brown: Assessment. https://tinyurl.com/tjhjrwf

Dr Vicki Dale: Online Pedagogies. https://tinyurl.com/r92q8d9

Professor Martin Weller: Effect on Students. https://tinyurl.com/u8pqqud

Professor Patrice Torcivia Prusko. Sharing Resources: Amalgamated into SEDA’s document.

Dr Laura Gibbs. https://tinyurl.com/twdatmn. And for Laura’s Blog please follow here: https://oudigitools.blogspot.com/2020/03/taking-your-students-on-tour-of-your.html

Simon Thomson. Please click here to visit Simon’s remote working guidance: https://t.co/hHkHvsBeBN?amp=1 and his blog post https://t.co/G8JloDLRLC?amp=1

So please feel free to post a question or invite a colleague for a #virtualcoffee!

Kindest regards and warmest wishes

Dawne and Nathalie

and thank you to @simonrae for the adorable images!

#virtualcoffee and #LTHEchat

Also thank you to all of our special guest hosts!

Professor Sally Brown, Dr Vicki Dale, Professor Martin Weller, Dr Laura Gibbs, Simon Thomson, and also special thanks to Sue Beckingham, Chris Jobling, Kay Hack and Chrissi Nerantzi.

and to Professor Peter Hartley and our colleagues at SEDA

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Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170)

Hello from your #LTHEchat spring-semester curation team! @belld17 and @drnsheridan

Bluebells

Welcome to this very special #LTHEchat.

Please may we begin by thanking our colleagues who have had ‘chat’s’ scheduled for sometime but have been flexible in re-arranging which has supported us in enabling this week long chat to occur. Especially Beverly Gibbs who has been so kind in giving up her session next week which has enabled us to make this happen. We cannot thank you enough.

So, to explain a little bit about #LTHEchat 170.

This special session arises as a result of numerous requests from colleagues seeking support in contingency planning and preparation in light of emerging developments related to Covid19.

The Plan for the next 7 Days

We began a special week long chat this evening (11th March). The rationale for this duration is that while ‘fast and frantic’ is wonderful, and we all learn so much every week, we believe that for this topic, with so many perspectives to consider and so much information to process an hour simply isn’t enough.

Running for a full week will be able to gather detailed responses from each question posed. Also as the week progresses, theoretically having read someone else’s post, colleagues can go back and re-visit, adding to posts. From here we can pool our ideas, and in doing so create a wealth of information to share within and beyond the #LTHEchat community. Furthermore, running over a week will enable our International colleagues (who are perhaps unable to join us between 8-9 pm each evening) to participate. Enabling access to the very best information from across the sector globally. We will begin by posting a new question each day. 

A new question will be posted at 8pm each day. We envisage there may well be activity each evening, but there is no requirement to join in only at 8pm, the questions are open and we would encourage colleagues to be active and share thoughts throughout the week. 

Running alongside the #LTHEchat this week, we will facilitate a series of blog posts. So, if there is something you want to share please get in touch and we can arrange to share your perspective, contribution, resources, questions or ideas.

Plan for the Week: An overview

  • Wednesday, 10th of March (9 pm GMT) live for 24 hours
    • Professor Sally Brown: Assessment. Please visit this link to view a document Sally has created and please feel free to comment, edit and share your thoughts: https://tinyurl.com/tjhjrwf
  • Thursday, 11th March (8 pm GMT) live for 24 hours
  • Friday, 10th of March (8 pm GMT) live for 24 hours
  • Saturday and Sunday: A weekend of resources
    • Beginning with resources provided by Professor Patrice Torcivia Prusko, Harvard Graduate School of Education, #LTHEchat invites you to share your resources and contingency plans. Share your resources here: https://tinyurl.com/w9txrq3
  • Monday, 16th March (8 pm GMT) live for 24 hours
  • Tuesday, 17th of March (8 pm GMT) live for 24 hours S
  • Wednesday 18th March 8-9 pm (GMT)
    • Consolidation. A review of the week hosted by #LTHEchat and #AdvanceHE_chat 
    • We are back on schedule as of tonight (18th March 2020) with a joined chat

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#LTHEchat 172: (How) Does assessment motivate students? with guest hosts Beverley Gibbs and Gary Wood

(How) Does assessment motivate students?

The concept of intrinsic motivation covers a number of ideas including students recognising that they are instrumental in their own success, believing in their own ability to succeed, and developing the deep personal interest that drives engagement and learning. It is accompanied by the hotly-debated idea that external rewards undermine the development of intrinsic motivation (Deci, Koestner & Ryan, 2001). This tweetchat invites the community to consider the ways in which summative assessment promotes or undermines intrinsic motivation.

What is less arguable is that assessment has proliferated across higher education. Modularisation, and the compartmentalisation of learning it has encouraged, has contributed to this escalation. There are more assessment points, more assessment types, and more reasons for adding assessment. As its best, assessment provides feedback opportunities (formative assessment) or measures learning in the progress and conclusion of a unit of study (summative assessment). However, we also use it for more pragmatic purposes such as managing students’ behaviour: to make them read texts, complete risk assessments for practical work, use particular facilities, to turn up and engage – to name but a few.

An important question, then, is what would happen if we stripped away assessments primarily to control behaviours? Is their only value to corral students with lower levels of intrinsic motivation to engage with study? To the extent that they achieve that aim, what detrimental impact do they have for the development of intrinsic motivation? Which students would thrive, and which would struggle, if we removed assessment for behaviour management, and what alternative scaffolding devices might help? Join us for this #LTHEchat to explore these questions, and share your experiences.

Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of educational research, 71(1), 1-27.

Biographies

Bev…

Bev is Director of Learning and Teaching (Strategy) in the Department of Mechanical Engineering at the University of Sheffield where she looks after accreditation, pedagogy, curriculum and employability across the Department’s educational portfolio, and is Programme Director for 750 students on MEng and BEng Mechanical Engineering degrees. She is a Senior Fellow of the Higher Education Academy and has long-standing interests in student empowerment and in interdisciplinary learning. @bevgibbs

Gary …

Gary is a National Teaching Fellow and Senior Fellow of the Higher Education Academy. He is Head of Sheffield Engineering Leadership Academy (SELA), an interdisciplinary, experiential development programme for high-potential undergraduate engineers, and University Teacher in Professional Skills, in the Department of Mechanical Engineering at the University of Sheffield. His work connects students’ learning to their career aspirations, with a focus on personalising their learning experience, and integrating learning through working on projects. He is passionate about student engagement in learning design, and the value of co-creation. @GC_Wood

The Wakelet for this Session

Coming soon…………….

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LTHEchat: 171 Learning in the Time of Covid19 – a Student’s View

As universities cancel face-to-face lectures and start to close libraries and other learning spaces, Principal Adviser for Learning and Teaching (Advance HE), Dr Kay Hack speaks to Ailbhe Kendall, a final year engineering student, about his concerns and thoughts on continuing to study through this public health emergency.

  1. What are the main concerns for you and your course and flatmates at the moment?  

The biggest worry amongst my friends is bringing the coronavirus home. Because of how students live and come into such close proximity with each other both at home and at university, there is the worry that it will spread extremely quickly through the student body. This is especially true for the large student accommodation blocks where you may have a couple of hundred students all in the same building. Because of the low mortality rate for people in our age group, catching it is not the major worry, but no one wants to travel home and risk introducing it to grandparents or other vulnerable family members. Although I know a few people are going home, most aren’t due to concerns about spreading coronavirus. I think most people are generally quite clued in and are paying attention to the discouragement of unnecessary travel and deciding to just stay at uni over the Easter break.

  • Your classes are scheduled to stop this week- how does that make you feel?

For me personally and many of my friends our biggest concern currently is projects/dissertations. For those that still need access to lab equipment there is a worry that they won’t be able to do it and get the results that they need for their dissertation.

Our libraries are still open, however I have stopped going to the library as it feels like an unnecessary risk. I do work far better at the library compared to being at home so it affects me in that way. It is definitely harder to get things done with everyone home all the time but it is manageable.

  • How ready do you think your lecturers are to switch to online learning?

 There is the obvious fact that many lecturers are not the most tech-savy people and I wonder how exactly lecturers will transition to an online digital learning environment. 

I can personally identify the lecturers that I would be confident of online teaching and the ones that I am not. There is a big disparity in digital literacy between lecturers. It is the difference between the one that is able to wirelessly screenshare her tablet through the projector so is able to do annotations but still walk about and help students during examples and the ones that can barely get PowerPoint to work. One of my flatmates gave the example of her lecturer who would always forget which blackboard was video recorded and would invariably use the wrong one – so the content wouldn’t be recorded.

  • What is the most important thing that lecturers should be thinking about when moving to online learning?

I’m not sure what the most important thing is, possibly getting all the content delivered, and delivered in such a way that we get a comparable experience to what we would have got in face to face lectures. For engineering students, and I am sure many other subjects, it is important to have the opportunity to see and work through examples, as concepts and problems build in complexity it is important to get real time feedback, or you can quickly become lost. Ultimately students are paying a lot of money for this content to be delivered and the university has a responsibility to still deliver it.

  • Have you been told about changes to your assessments due to COVID-19?

Some people have had deadlines moved back, however the response does not seem to be consistent across faculties. There have been emails informing us that there will likely be changes, in particular to exams, but nothing concrete on what these changes will be. I imagine it is a case of when they know we will know.

  • How well informed do you feel about how your learning and assessment will be managed over next few weeks?

Right now there is a lot of uncertainty in particular about assessment, and how exactly lectures are going to be delivered. My research project is the biggest thing I am currently working on, and that is my main worry. It seems likely that it will still have the same deadline, but luckily my project is based on computer modelling and I have all the software I need on my own laptop. I know others are not so fortunate. Right now it seems that exams are far away and it will be a matter of crossing that hurdle, as ever the biggest concern is the next assessment. Such is university life.

Based on this interview Dr Kay Hack has written a blog on how we can continue to provide students with inclusive and equitable access to their education during this public health emergency.

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Q7: What aspects of your work could you undertake remotely and what aspects do you feel need to happen face to face for them to be successful?

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170)

Simon is a “flipped academic” (Bruton 2012) and the director of the Centre for Innovation in Education at the University of Liverpool. He has held a number of academic posts including a senior academic post as Head of Digital Pedagogy at Leeds Beckett University, in their Centre for Learning & Teaching. His work includes the development of a conversational framework for technology use, with a focus on it’s ability to enable, enhance, enrich and empower learning & teaching and the integration of digital capabilities as a model for curriculum development.

For more information follow here: https://www.liverpool.ac.uk/centre-for-innovation-in-education/staff/simon-thomson/

Simon has provided two different resources for today’s special edition of the #LTHEchat

A remote teaching guidance: https://blog.digis.im/ed-tech/remote-teaching-guidance/

And a blog post: https://blog.digis.im/musings/remote-working/

close up of hawthorn blossoms
Hawthorn

As usual if you want to contribute beyond the social media outfits this is the link to the open access document for Question 7: https://tinyurl.com/tws4jom

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Q6: What are the best online spaces (digital libraries, museums, archives, online organizations, etc.) where you and your students can continue their learning beyond the classroom?

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170)

Question 6 with Laura Gibbs

What are the best online spaces (digital libraries, museums, archives, online organizations, etc.) where you and your students can continue their learning beyond the classroom? 

photo of Forget me nots

Laura has kindly agreed to write a blog post for this session, and please have a look at her blog it is a larder of resources and tips, and she keeps adding and developing these:

https://oudigitools.blogspot.com/2020/03/taking-your-students-on-tour-of-your.html

Laura Gibbs works for the University of Oklahoma and has taught fully online for almost two decades. So have a look at her blog post and if you want to contribute and share ideas beyond the 240 characters realm. There is an open access document for this session as well! Please click link below:

https://tinyurl.com/t5mseq2

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We have got news for you >>> A triple Golden Tweeter Award!!!

Dear #LTHEchat friends,

We have have got news for you.

We are delighted to announce a triple Golden Tweeter Award!  This is the very first one of its kind and so very well deserved. Keep reading 😉

Golden Tweeter award

The triple Golden Tweeter Award goes to our exiting #LTHEchat organising team from Jan to March 2020, Dr Nathalie Sheridan, Dr Dawne Irving-Bell and their mentor Dr Chris Jobling who worked tirelessly and with great commitment on the steering wheel of the chat under challenging circumstances.

We are grateful for all their hard work, professionalism and creative input. This team has come up with interventions that have been proactive and responsive to real problems we are all facing and shown that together we can get through this.

This team and their mentor Chris has shown that introducing rotating organising teams some years ago and now even mentors who have previously supported the chat and the #LTHEchat community can be a sustainable solution for such an open professional development initiative.

A special massive thank you to Chris for many years of engagement and commitment to the whole #LTHEchat community. What would we do without you? 

Chrissi and Sue

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Q 4/5: Saturday and Sunday: A weekend of resources

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170)

A weekend of resources

Beginning with resources provided by Professor Patrice Torcivia Prusko, Harvard Graduate School of Education, #LTHEchat invites you to share your resources and contingency plans.

To add your resources, links and plans to this conversation please use this link: https://tinyurl.com/w9txrq3

We are delighted to welcome Professor Patrice Torcivia Prusko (@Profpatrice), Assistant Director, Learning Design Team, Teaching and Learning Lab @ Harvard University Graduate School of Education to our #LTHEchat who has kindly shared her contingency planning with us.

This question is Q4/5 (Saturday and Sunday) in a very special week long #LTHEchat. You can continue to add to Martin’s document for the remainder of this week. There will be one question each evening posted at 8pm.

The week will end with on Wednesday 18th March with an hours chat 8-9 pm (GMT) hosted by both #LTHEchat and #AdvanceHE_chat.

Full details of this weeks arrangements can be found here: https://lthechat.com/

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Q3. What issues will the online pivot cause students accustomed to studying on campus? (and what can we do to alleviate these?)

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170)

What issues will the online pivot cause students accustomed to studying on campus? (and what can we do to alleviate these?)

We are delighted to welcome Professor Martin Weller to this evenings #LTHEchat who has kindly posed this question for us. For further information please visit Martin’s blog posts for further information:

blog.edtechie.net/higher-ed/the-

and blog.edtechie.net/higher-ed/the-

To add your thoughts and comments directly into the Q3. conversation please click here use this link: https://tinyurl.com/u8pqqud

This question is Q3. in a very special week long #LTHEchat. You can continue to add to Martin’s document for the remainder of this week. There will be one question each evening posted at 8pm. The week will end with on Wednesday 18th March with an hours chat 8-9 pm (GMT) hosted by both #LTHEchat and #AdvanceHE_chat.

Full details of this weeks arrangements can be found here: https://lthechat.com/

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Q1. Assessment: Supporting colleagues in contingency planning for Coronavirus

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170)

Question 1. is focused on issues around transitions to online learning, teaching and assessment, and we are absolutely delighted that the marvelous Professor Sally Brown has been kind enough to take the lead, and launch this weeks very special chat: Assessment.

Please visit this link to view a document Sally has created and please feel free to comment, edit and share your thoughts: https://tinyurl.com/tjhjrwf

This question is Q1. in a very special week long #LTHEchat. You can continue to add to Sally’s document all week. There will be one question each evening posted at 8pm. The week will end with on Wednesday 18th March with an hours chat 8-9 pm (GMT) hosted by both #LTHEchat and #AdvanceHE_chat.

Full details of this weeks arrangements can be found here: https://lthechat.com/

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Q2. How might you use pedagogical models to construct your online teaching?

Vicki H.M. Dale, Senior Academic and Digital Development Adviser, University of Glasgow, @vhmdale 

Blog Post

This question focuses on the use of pedagogical or conceptual models to inform the design of online learning. Why is this important? Well, we need to think critically about the role of the students and teacher in online learning, and how to promote effective engagement between them (students-teacher, and students-students) in the context of their discipline in order to ensure a high quality of online provision. It is very easy to take a translational approach to online learning, in terms of uploading traditional resources (e.g. lecture slides) to a virtual learning environment (VLE). However, is that the best experience that we can offer our learners online? Conceptual frameworks can provide a lens through which we can look at our own teaching. 

Some of the frameworks you might have heard of include Diana Laurillard’s ‘conversational’ framework’ that visualises teaching and feedback interactions between students-students and students-teacher, or Gilly Salmon’s ‘five step’ model, which seeks to scaffold the online learner journey through access, socialisation, information exchange, knowledge construction and development. Mishra and Koehler’s (2009) TPACK model was informed by earlier work by Shulman; it refers to Technological, Pedagogical and Content Knowledge domains, and the overlaps between these domains (for example, how is the signature pedagogy of your discipline reflected in the ways you use technology?). The Community of Inquiry framework by Garrison and colleagues is a conceptual model that looks at the overlapping roles of teaching presence (design and facilitation of learning), social presence (student participation and belonging) and cognitive presence (how learners construct knowledge). 

We look forward to how you are using these and other frameworks to shape online learning and teaching, the successes and/or challenges you have had using these, and what advice you would give to other educators who want to think a bit more about how to optimise learning and engagement in online courses, but aren’t sure where to start. 

To Co-Edit this blog

Please join the online document here:

https://tinyurl.com/r92q8d9

References and further reading 

Garrison, D.R., Anderson, T. and Archer, W., 2010. The first decade of the community of inquiry framework: A retrospective. The internet and higher education13(1-2), pp.5-9.  

Garrison, D.R., 2016. E-learning in the 21st century: A community of inquiry framework for research and practice. Taylor & Francis. 

Koehler, M. and Mishra, P., 2009. What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education9(1), pp.60-70. 

Laurillard, D., 2013. Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge. 

Salmon, G., 2012. E-moderating: The key to online teaching and learning. Routledge. 

Salmon, G., 2013. E-tivities: The key to active online learning. Routledge. 

About the Author

Following Bachelor and Master degrees in Archaeology and Archaeological Computing respectively, and with over 26 years’ experience working in higher education (at the University of Glasgow, Royal Veterinary College, and UCL), Vicki’s roles have largely focused on learning technologies and self-directed learning. As well as being a Senior Academic and Digital Development at the University of Glasgow, focusing on staff development around active and blended learning, she is currently the Secretary of ALT-ELESIG (the Association for Learning Technology’s learner experience research special interest group, and co-lead for ALT Scotland with Joe Wilson from City of Glasgow College. She is a Certified Member of ALT and CMALT assessor, and a Senior Fellow of the Higher Education Academy.  

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