I find it interesting that we’re still having difficulty with teaching and delivering online that we need to run pilots, although it was an interesting read.
There has been substantial amounts of practice and research in this space, this is bolstered from the coming A Manifesto for Teaching Online that, as indicated in the article on the’Edinburgh Model’ has been a supply for the course, much of what is distilled from the class comes in the outcomes of the Near Future Teaching project along with the Manifesto to Teaching Online.
This is a class that is delivered on the internet, this can be a course for teaching people how to teach online and it was not initially delivered on the internet.
This first pilot of the class was conducted face to allow the team to focus on specific areas and receive quick feedback from participants.
In my reading and experience, people get to comprehend the challenges and affordances should they have firsthand experience of being taught online, both good and bad of producing online. A similar thing could be said for non-online teaching (or what we sometimes call traditional or face to face teaching. This is something that all teachers will have experience of, till they start teaching themselves, being taught in a face to face or manner. Although I wonder if we’ve never been taught online can we instruct online? Though the staff intend to run the course fully online should be said.
It’s still something we as a business struggle with, although I guess there’s for me a part of the frustration that the idea of teaching is not new, there’s been considerable research in this space. Hopefully sharing adventures from these pilots can help, but we’ve been doing pilots for decades now…
Chinatown in Soho in London by James ClayOn Tuesday I was off to London for the “initial” content assembly for the Data Matters 2020 conference. Train issues meant I needed to combine a meeting remotely on the train, I’d hoped to be by the time the meeting began at the workplace. I had to leave the meeting early, as I had to journey on the tube. The encounter on the train was not at all satisfactory, the link went and came, as did the quality of the call. It does reinforce the need to get a connection, although I do not mind attending meetings remotely.
On Wednesday I was back to London for the Advance HE PVC Network Meeting. There were a few intriguing sessions across the two days. The initial session for the assembly was on Higher Technical Education. I was reminded of Jisc’s higher and degree apprenticeships toolkit.
Degree Apprenticeships Toolkit and this Greater show how effective application of technologies can support the delivery of the new apprenticeship criteria at levels 4, 5, and 6. It is directed at universities and schools, and organizations delivering end point assessment (EPA).
The second semester was on the topic of inflation. Without appearing to be inflating grades just to enhance the place of your university from the league tables this has appeared many times in the press there’s the challenge of improving the quality of levels, which should lead to higher levels. One slide showed the issue was not the phenomena and wasn’t on account of the classification of university schooling, or the introduction of fees.
I was also reminded.
The importance of fiscal autonomy is institutional distinctiveness as well as something that came up. Celebrate differences, or if we are exactly the same?
Nostalgia about the past is not necessarily valuable. Because you have undergone something, does not mean that the factors would be the same now.
Gavin Williamson, the education secretary, was a stern critic of the boost in great levels, accusing universities of getting “entrenched” grade inflation, and is claiming that when he graduated in 1997, “you can count the number of students in my course who obtained firsts on one hand”.
He attended the University of Bradford, where the speed of levels awarded nearly tripled to 31% in 2016-17 from 11% in 2010-11.
Williamson said: “I’m clear that universities need to finish grade inflation and I’ll be watching closely to see if these initiatives do help to attack the issue. I expect the Office for Students to battle institutions that continue to document unexplained rises in top degrees awarded.”
One of the things that I felt could be challenging is currently answering this query across the sector as a whole and across all areas within a university.
What’s the distinction between strong, comprehensive, and exceptional?
Kiss the Hippo Coffee I was in the second day of the PVC Network Meeting. The first session was on the Subject Level TEF pilots.
Although the original focus of the TEF was on both providing information and improving provision the rhetoric appears much more on providing information to students about what to study, where to study and how they could study.
One of those challenges for the topic amount TEF is currently categorizing topics. Unlike in schooling at which an A Level Economics is generally the same across England, is the Economics degree exactly the same across all universities? Outside that core, there could be differences and there can be a core that are similar, although they could be comparable.
Another challenge is providing evidence of impact to the TEF submission, this is really where I began to consider if data recording and analytics could make this evidence collection easier.
I had an opportunity to go over the online community I want to construct to our Technical Career Pathway.