An’Edinburgh Model’ for Online Teaching Programme: Notes by a pilot run.
I find it interesting that we’re still having trouble with teaching and delivering online that we still need to run pilots, although it was an interesting read.
There has been considerable amounts of research and practice in this space, this is reinforced by the coming A Manifesto for Teaching Online that, as indicated in this article on the’Edinburgh Model’ was a source for the program, much of what’s bottled in the course comes in the outcomes of the Near Future Teaching project and the Manifesto for Teaching Online.
This is this is a course for educating people how to teach online and it was not initially delivered online.
This pilot of this course was conducted face to face to enable the team to focus on specific areas and get feedback.
In my reading and experience, people get to understand the challenges and affordances if they have first hand experience of being educated online, both good and bad of delivering online. A similar thing can be stated for non-online teaching (or what we sometimes call conventional or face to face teaching. This is something which all educators will have experience of, till they start teaching themselves being educated in a face to manner or face. If we have never been educated online, can we instruct online Although I wonder? Should be stated though the staff are planning to run the course fully online in early 2020.
I guess there’s for me a part of frustration which the idea of teaching is not new, there’s been considerable research in this space, but it’s still something we as a business struggle with. Hopefully sharing experiences from these pilots can help, but we have been performing pilots for decades now…
Train problems meant I had to join on the train, I had hoped to be in the workplace by the time the meeting began. As I had to travel on the tube, I had to leave the meeting early. The encounter on the train was not in any way satisfactory, the link came and went, as did the quality of the call. I don’t mind but it will reinforce the need for a decent connection.
Image by Free-Photos from PixabayOn Wednesday and Thursday I had been back to London for its Advance HE PVC Network Meeting. There were some intriguing sessions across the 2 days. I had been reminded of Jisc’s higher and degree apprenticeships toolkit.
This Greater and Degree Apprenticeships Toolkit shows how effective application of digital technologies can support the delivery of the new apprenticeship criteria at levels 4, 5 and 6. It’s aimed at universities and schools, and organisations providing end point assessment (EPA).
The second session was on the subject of grade inflation. It has appeared many times in the press There is the challenge of improving the quality without seeming to be inflating grades to enhance the place of your college. One slide showed the issue was not a recent happenings and probably wasn’t on account of the massification of college schooling, or the introduction of fees.
I was also reminded of the new initiatives which were announced to protect the value of UK degrees.
The significance of autonomy is something which came up along with institutional distinctiveness. Celebrate differences, or should we be the same?
Nostalgia about the past is valuable either. Because something was experienced by you, does not mean that the contributing factors are the same now.
He attended the University of Bradford, in which the rate of degrees awarded almost tripled in seven decades, from 11% in.
Williamson said:”I’m clear that universities must end grade inflation and I’ll be watching closely to see whether these competitions do help to tackle the matter. I expect the Office for Students to battle institutions that continue to record unexplained rises in top degrees awarded.”
One document that did prove intriguing was in the QAA that sets out shared descriptions of the four main degree result classifications for bachelor’s degrees with honours – 1st, 2.1, 2.2 and 3rd.
This query is being answered by one of the things which I believed would be hard consistently across all areas inside a university and throughout the industry as a whole.
What’s the difference between strong, thorough and exceptional?
Kiss the Hippo Coffee I had been in the second day of this PVC Network Meeting. The first session was on the Subject Level TEF pilots.
Though the focus of this TEF was on both providing information and improving provision the rhetoric appears more on providing information to students on the what to research, where to research and how they can study.
Among the challenges for the subject amount TEF is categorising topics. Unlike in additional schooling where an A Level Economics is the same over England, is the Economics degree the same over all universities? There could be differences and there may be a core, although they may be comparable.
Another challenge is providing evidence of effect for the TEF entry, this is really where I began to consider if data recording and analytics could make this evidence collection more easy.
Image by rawpixel from PixabayFriday was a day to catch up on the week and plan for the upcoming few weeks where I have some adventures that I’m running or engaging in.
I had a chance to discuss.
Emergency Services in Oxford Circus Underground Station, such as London Ambulance Service, London Fire Brigade and British Transport Police. I counted at least 12 vehicles. #oxfordcircus pic.twitter.com/VpNbGXSQ35