Doing things differently or doing different things?
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Almost 2 years of emergency remote teaching (ERT) have passed by and there’s the likelihood that we are all going to “return to normal”. Can we collectively engage in dialogue about the learning from the pandemic? In this session, I propose that we amplify, hospice and create (adapted from J Reich,) from what we’ve experienced. Lets find a way to stabilize an acceptance of circumstances that are beyond our control and identify practices (or different things) hat can aid and improve current digital education capacities. Presentation intended for #Heltasa21
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Doing things differently or doing different things?
- 2. Question 1 Next year, with the possibility of a “return to normal”, are you going to... 1. Return to doing things in your job the same way you did prior to the pandemic? 2. Choose to do different things in your job as a result of what you have experienced during the pandemic ?
- 3. @Weblearning
- 4. Question 2 In the conversations in your department about the return to the office, what trends can you detect? 1. There are opportunities to collectively engage in dialogue about the experience during the pandemic 2. There is a willingness to build upon the experience and reflections from ERT and explore alternative teaching practices 3. There's a momentum developing to promote critical and reflective informed praxis. It is characterized by some of the following activities. Engagement with networks; Research projects; Public discussions 4. None of the above
- 6. AMPLIFY HOSPICE CREATE Reich, J., & Mehta, J. (2021, July 21). Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID. https://doi.org/10.35542/osf.io/nd52b
- 7. I think the higher education system has demonstrated a remarkable level of resilience and responsiveness. And, possibly, is emerging stronger. Academic programmes have been able to continue, albeit in different ways and with different outcomes. And I think this is largely due to the efforts of students and staff who have gone the extra mile.” Dr Whitfield Green CEO of the Council on Higher Education
- 8. @Weblearning
- 11. Extra Mile? What single short phrase (or word) captures your current state of mind about the concept “resilience”? @Weblearning
- 12. Question 3 This is totally anonymous. What is your response to the word "resilience"? A short phrase or word will do
- 14. Amplify | Hospice | Create • Instructional designer, ed techies, academic developers etc have, out of necessity, found new ways of doing things. • Can we think about three things as we begin to consider post- pandemic life 1. What you want to keep, 2. What you want to let go of to create space, and 3. What new things you need.
- 15. The Amplify • What has gone well during this period of emergency remote teaching?
- 16. The Hospice • What was really hard about emergency remote teaching that you hope you will never have to manage again as an “ed techie”? • What should we hospice? • What can we let go? • What do we NOT want when we return to post pandemic campus?
- 17. The Create • What can we create in the next year which will help amplify the good and hospice what we should leave behind
- 18. @Weblearning
- 19. Build Back Better • Serve students well • Stop the toxic positivity – putting on a constantly cheery façade that brooks no dissent • Identify sources of cruel optimism - something you desire is actually an obstacle to your flourishing. • Allow for critical hope – acknowledge that we are in transformation which welcomes complexity (not solutions) and discomfort
- 20. Thank-you Derek Moore | Weblearning @Weblearning
Editor's Notes
- Title: Doing things differently or doing different things. Introduction: Hi, I'm Derek Moore. I’m from Weblearning, a small consultancy that is concerned with digital education. Very pleased to be with you. I'm going to be presenting about next year, as we think about returning to campus, and what, perhaps could be our approach to next year. So, two years ago we enabled continuity, synchronous streaming, and further complexity. Many of us stumbled around emergency remote teaching, doing things differently in complex conditions that felt unpredictable and emergent. And now, as we consider the possibility of a return to normal are we going to go back to doing the same things we were doing prior to the pandemic? Or we or are we going to choose to do different things?
- I'd like you not only to listen to me, but also to pause and answer some of these questions as we consider the possibility of a “return to normal”. Are you going to return to doing things in your job the same way you did prior to the pandemic? Or are you going to choose to do different things in your job as a result of what you've experienced? During the pandemic?
- With vaccination mandates being agreed to, there’s growing pressure on us to return to the office, to campus, the classroom. And the question I'd like to know is, are we going to be just going back to normal? Or is it going to be the space to remember and share the indefinite ambiguity of our own emergency mode teaching experience? Is there a possibility to engage in some collective dialogue?
- I'd like you to look at following question and answer in the conversations in your department about the return to the office, what trends can you detect?
- I think what we are doing right now isn’t working (as evidenced by burnout, exhaustion, sickness, frustration, and sadness). I think that we have to come up with another way with working. But where do we start? Instead of automatically re-integrating your classes within a hyflex, blended and online learning environment. Or berating yourself, for not living up to the normal high standards. Or pantomiming normalcy and reducing, when back on campus, the effects of secondary trauma. Or clicking on a "solution" to address a problem in the making for years, prior to the pandemic….
- Justin Reich, put together a really interesting presentation a couple of months ago, where he asked us to look at this time of emergency remote teaching (ERT) and articulate s response to it. He created this neat little framework that he called “amplify, hospice and create”. And what I'm going to do later on in this presentation. I'm going to you to use “amplify, hospice and create” to build a shared understanding of the values, actors dynamics and influences that shape our classroom. And maybe this is a way to stabilize the circumstances that are beyond our control, and then identify practices that can aid and improve our own digital education capacities. What I'm trying to do here is to find a way to amplify what we learned, hospice our despair at the normal and create plans to enact small lessons that were learned in the inequities and challenges of the disruption. I'd like to find ways to build our learning back from emergency Road, emergency road motor teaching back better into the next year and not just hope something better will happen.
- https://www.universityworldnews.com/post.php?story=20211201102937419 I think from “up top” there's the perspective that the university has coped with the challenge and that teachers and educators have done well. Whitty Greene, in a recent article in University World News was quoted as saying I think that the higher education system has demonstrated a remarkable level of resilience and responsiveness and possibly is emerging stronger. Academic Programs have been able to continue, albeit in different ways and with different outcomes. And I think this is largely due to the efforts of students and staff who've gone the extra mile.
- Certainly, those of us who have experienced zoom University have had a interesting time. But this this pivot away from the campus is not new. We we actually did it in 2015 with fees must fall and then we were reminded of life getting in the way of learning about choosing the ethics of care of the predictable and linear timeframes of the importance of engagement instead of transmission of content of autonomy, student or autonomy and lost connections and we also have windows into social and schooling inequities. But somehow we seem to have forgotten those lessons we learned in 2015
- Perhaps this plague poem captures the response of students to Zoom University.
- I don't know how you respond to the word resilient when you hear it. I did a twitter poll a couple of of days ago and I asked people what they thought of the word resilient. And I got a few answers from from folk. Let me just see if I can can find them. I'm tired of having to be resilient, expected to put up with all the CAQ thrown at you. Mere systemic failures, structural collapse, discipline, the punitive sorts.
- These were some of the responses that people gave to the word, resilience. Maybe I'd like to ask you can you think of a single word or phrase that captures your current state of mind to the concept resilience?
- So it's totally anonymous. But short word or phrase will do. I'm going to give you two minutes just to add your words.
- I'm concerned that we can perhaps talk about “resilience”. And really, we're not actually addressing the exhaustion, the things that are being not seen, or how things are not being organized, or how things are unrelated or the failure to see the relationship between the different parts. I would like us perhaps if we can to get off our own exhausted and precarious positions.
- This question of going back next year with Justin's three part framework. And the first thing that he asks us to do is he asks us, really to to to think about post pandemic academic life and do three things with it. What do you want to keep what you want to let go of to create space and what new things do you need? And he uses the titles amplify hospice and create describe those three things.
- So the first thing is the amplify what has gone well during this period of emergency remote teaching. You will see that there is a space to answer this question. In the in the presentation. I'll give you two minutes to perhaps think about some of the good things that happened in in this
- The second question is the hospice. What is really hard about emergency roadside remote teaching that you hope you'll never have to manage again as an AED techie. What should we hospice? What can we let go? What do we not want? When we return back to the post pandemic campus? And again, carries the opportunity for you to say what was really hard about emergency remote teaching and that you hope you'll never have to manage again, as an AED techie. And again, you can answer anonymously and as you like, and there are that you have got three minutes to to answer this.
- And then the third question from Justin's framework, the create, what can we create in the next year that will help amplify the good and hospice? What we should leave behind? And again, he has the space for you to answer these questions. I'll give you three minutes to do so. What can we create the next year which will help amplify the good and hospice what we should leave behind?
- Kevin McClure - Higher Ed. We have a Moral problem Finally, I think if we are going to go back we need to find ways to build back better. Our focus needs to be on students and serving them well. I think we need to stop pantomiming normalcy. Stop toxic positivity, putting on a constantly cherry facade that books no dissent. Think we need to identify sources of cruel optimism, something you desire that is actually up your obstacle to flourishing. I think technology has been in some cases a source of cruel optimism and then allow for critical hope that we can acknowledge that we are in transformation which welcomes complexity, and not solutions and welcomes discomfort as well.
- This presentation was put together for #HELTASA21 unconference.