UEL Learning & Teaching Conference Keynote

Title: Physital and Digical – Exploring places and spaces for hybrid teaching in a post-lockdown world.

Abstract: The re-emergence of physical presence for learning and teaching will shortly be upon us, but do we really know what we want from teaching and learning experiences in physical spaces anymore? Physical spaces gave way to digital spaces during lockdown, but apart from access to some specialist resources what is it that we actually need/want physical spaces for? Together in this session we will collectively “crowd-source” our experiences of using digital and physical spaces for learning and teaching, the extent to which we really need our physical learning & teaching infrastructure and the emergence of new digital spaces we may never have thought to venture into before. Is there now an opportunity to finally see “digital” as an equal to “physical” in terms of space selection and use? Influenced by Paul LeBlanc’s Educause article in 2015 perhaps we should be asking ourselves these questions in terms of critical (digital) pedagogy as a post-lockdown sector.

What physical teaching and learning interactions are most critical for student success?
What digital teaching and learning interactions can better replace some physical interactions that previously took place?
What does a truly “hybrid” experience, one that maximises student success and staff well-being, look like in the context of your course?

We will conclude by exploring what this means for the (digital) development of academic staff – what does digitally integrated academic development (DIAD) look like and how important is it within the context of an emerging hybrid teaching model?

Transcript

1. Exploring places and
   spaces for hybrid
   teaching.
   Simon Thomson
   Director, Centre for Innovation in Education
   University of Liverpool
   Welcome!
   This “Teanote” session will begin at
   4.30pm
   LEARNING & TEACHING SYMPOSIUM 2020
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   @UEL_CELT
   #uelLTsymp20
   

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   LEARNING & TEACHING SYMPOSIUM 2020
   Follow us on
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   @UEL_CELT
   #uelLTsymp20
   

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3. PHYSITAL & DIGICAL
   EXPLORING PLACES
   AND SPACES FOR
   HYBRID TEACHING
   ( I N A P O S T - C O V I D - 1 9 W O R L D
   S I M O N T H O M S O N
   @ D I G I S I M
   

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4. Part 1 “Digital”
   Conversation
   Part 2 Learning
   “Spaces”
   Part 3 Digital
   Development
   

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5. Part 1 “Digital”
   Conversation
   The Pre-Covid Culture
   

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6. Perspectives
   digisim
   

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7. 87% teachers believe new technologies
   are creating an “easily distracted
   generation with short attention spans”
   and 64% say today’s digital technologies
   “do more to distract students than to
   help them academically.”
   https://www.pewinternet.org/2012/11/01/how-teens-do-research-in-the-digital-world/
   

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8. “What we’re labeling as
   ‘distraction,’ some see as a
   failure of adults to see
   how these kids process
   information, ....…….. that
   the label of ‘distraction’ is
   a judgment of this
   generation.”
   Kristen Purcell, the Associate Director for Research at Pew
   

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9. Pollev.com/digisim
   Audience Participation
   

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11. Culture
    digisim
    

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12. “Social and institutional contexts are
    often unsupportive of teachers’ efforts
    to integrate technology use into their
    work.
    Teachers often have inadequate (or
    inappropriate) experience with using
    digital technologies for teaching and
    learning.”
    Mishra, P., & Koehler, M. J. (2009). What Is Technological Pedagogical Content Knowledge? Teachers College
    Record, 9(1), 1017–1054. https://doi.org/10.1016/j.compedu.2010.07.009
    

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13. The problem is that educational
    technology has consistently
    over-promised and under-
    delivered.
    digisim
    

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14. The problem is we often talk of
    “digital skills” as if they are
    divorced from other activities
    within our learning and teaching
    experiences.
    digisim
    

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15. It is much more about digital
    relevance than it is about digital
    skills.
    digisim
    

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16. “The minimal effect that technology
    has had on teaching and learning is a
    failure of the field of education not a
    failure of technology”
    Weston M. E. (2012)
    digisim
    Weston, M. E. (2012). How Education Fails Technology (And What to Do About It) | EdTech Digest. Retrieved
    March 4, 2019, from https://edtechdigest.com/2012/01/23/how-education-fails-technology-and-what-to-do-
    about-it/
    

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17. A point of reference.
    “Digital Pedagogy is precisely not about using digital technologies
    for teaching and, rather, about approaching those tools from a
    critical pedagogical perspective.
    So, it is as much about using digital tools thoughtfully as it is
    about deciding when not to use digital tools, and about paying
    attention to the impact of digital tools on learning.”
    http://www.digitalpedagogylab.com/hybridped/digitalpedagogy/
    digisim
    

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18. Part 2 Learning
    “Spaces”
    The Emergence of Hybrid
    

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19. PRE-SESSION SURVEY
    

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20. Pollev.com/digisim
    Audience Participation
    

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22. As of 14 June, use of Microsoft
    Teams grew by 894% compared
    with its base usage during the
    week of 17 February. In the same
    period, Zoom use grew by 677%
    https://info.aternity.com/the-remote-work-productivity-tracker-v5.html
    The Remote Work Productivity Tracker, V5 White paper
    

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23. Covid-19 has accelerated
    the emergence of hybrid
    teaching.
    It has legitimatised
    digital spaces for
    synchronous &
    asynchronous teaching.
    

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24. WHY HYBRID?
    We are using the term “hybrid” to
    recognise the fact that we will need to
    choose whether we wish to deliver
    learning activities on campus or online
    (depending on what those activities might
    be), in the same way that a hybrid vehicle
    may use its mechanical engine for some
    journeys and its electric motor for others.
    

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25. But have we really thought about
    what we want to use face-to-face
    teaching for?
    (And who we are making that
    decision for?)
    

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26. This?
    

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27. This?
    

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28. This?
    

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29. This?
    

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30. This?
    

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31. PRE-SESSION SURVEY
    

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32. WHY ON CAMPUS F2F?
    I find it easier to be effective while
    face-to-face. I enjoy making
    connections with my students in
    person.
    I can easily build a rapport with the students………
    I'm also more comfortable with this delivery……In
    real life I feed off the students and they feed off me.
    We are humans that by nature love
    to connect and interact in person.
    Maybe because it's the classic, and I'm a classic……
    we do a lot of physical making to explore our ideas
    and it feels easier to hold and view models (tactility is
    important) in a physical space
    certain elements of my teaching
    practices……..I find are better face-
    to-face.
    what I like the most about my job is the on campus
    life and the direct contact with students in class
    The buzz you get from actually being in the same
    room with students
    

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33. WHY ONLINE ASYNCHRONOUS?
    my students are primarily mature
    and part-time, with work and caring
    responsibilities. In the current
    situation their commitments may
    change significantly, and rapidly, so
    the more flexibility in my teaching
    the better and asynchronous online
    enables that
    The flexibility and choice for learners to work
    through the content in their own time.
    There is material for students to get on with and
    things can be prepared for them before hand
    

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34. WHY ONLINE SYNCHRONOUS?
    This is my normal mode of delivery, It
    enables students wherever they may
    be to join in and participate.
    My students preferred it.
    It encourages engagement, especially in breakout
    rooms. We can still utilise a lot of digital tools and it
    promotes the development of new pedagogical
    methods (forces a move away from outdated
    methods).
    Safe practice and ability to
    interact with participants
    

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35. BUT IN SUMMARY!
    This is a tough call!
    Face to Face is my preferred mode due to the human need
    to connect in a physical space, however the benefits of being
    able to virtually meet, engage with and allow for greater
    communication from a diverse range of participants mean
    that both synchronous and asynchronous delivery are on a
    par.
    Each mode has it's benefits and downfalls and actually what
    is most desirable is the opportunity to work in a blended
    way using all three modes.
    

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36. PRE-SESSION SURVEY
    

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37. Part 3 Digital
    Development
    Towards a Valued Commodity
    

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38. As of 14 June, use of Microsoft
    Teams grew by 894% compared
    with its base usage during the
    week of 17 February. In the same
    period, Zoom use grew by 677%
    https://info.aternity.com/the-remote-work-productivity-tracker-v5.html
    The Remote Work Productivity Tracker, V5 White paper
    

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39. Covid-19 has required
    the implementation
    of the largest global
    digital staff
    development activity
    ever seen.
    

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40. It is much more about digital
    relevance need than it is about
    digital skills.
    digisim
    

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41. “Transformation is more about the
    human and organisational aspects of
    teaching and learning than it is about
    the use of technology”
    Laurillard, D. (2007)
    digisim
    

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42. REFLECTION
    (STAFF)
    Digital vs Face-to-Face: Comparing previous face-to-face
    teaching experiences to those digital experiences they will have
    had during the remote teaching period.
    Assessments: Many colleagues will have had to change
    assessments due to this situation, some of those changes might
    be beneficial longer term.
    Learning Resources: What teaching and reading lists materials
    were provided/adapted for remote teaching. To what extent
    could some of these resources be used in hybrid pedagogy?
    Delivery/Activities: Reflecting on the learning activities that
    were developed for students and the extent to which
    synchronous/asynchronous experiences were implemented.
    Student Engagement: In the context of remote teaching what
    were the most successful activities for student engagement and
    what worked less well?
    

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43. ?
    W hat physical teaching and learning
    interactions are most critical for student
    success?
    W hat digital teaching and learning
    interactions can better replace some
    physical interactions that previously took
    place?
    W hat does a truly “hybrid” experience,
    one that maximises student success and
    staff well-being, look like in the context of
    your course?
    

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44. VALUE OF
    PHYSICAL
    PRESENCE
    

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45. BENEFIT OF DIGITAL
    ACCESS
    

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46. DIGITALLY
    INTEGRATED
    ACADEMIC
    DEVELOPMENT
    (DIAD)
    

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47. “The minimal effect that technology has
    had on teaching and learning is a failure
    of the field of education not a failure of
    technology”
    Weston M. E. (2012)
    digisim
    

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48. digisim
    “The minimal effect that technology has had on
    teaching and learning is a failure to value and
    prioritise the digital development of staff not a
    failure of technology”
    Thomson. S
    (2005 onwards)
    

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49. Reproduced by permission of the publisher, © 2017 by tpack.org
    • Content Knowledge:
    subject expertise.
    • Technological
    Knowledge:
    understanding of how
    digital & physical can be
    used in L&T
    • Pedagogical
    Knowledge: knowledge
    and understanding of
    the process of learning
    and teaching.
    

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50. Pollev.com/digisim
    Audience Participation
    

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51. View Slide

52. View Slide

53. HYPOTHESIS
    The historical separation of staff digital skills
    development in higher education has
    restricted the potential impact of
    technology for learning and teaching.
    Whilst institutions may wish to see the
    digital capabilities of their academic staff
    improve, in reality it has not been seen as a
    priority area for personal professional
    development.
    In institutional curriculum design processes
    technology use is “bolt on” and not
    integrated effectively with the pedagogy.
    

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54. RESEARCH QUESTIONS
    What is the qualitative variation in which staff experience the mapping of their
    academic staff development activities using the TPACK framework?
    What is the qualitative variation in which staff perceive the effectiveness of the
    TPACK mapping process for identifying and planning required PD activities?
    To what extent is TPACK an effective framework for achieving an integrated
    academic professional development in a Higher Education Institution?
    

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55. In relation to the TPACK
    framework participants
    complete an online
    survey which maps
    where they currently
    spend their development
    time and where they
    think they need to spend
    their development time.
    

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56. 1
    2
    3
    4
    5
    6
    7
    CK
    PK
    TK
    PCK
    TCK
    TPK
    Example A
    Time Spent Time Needed Instituional Required
    1
    2
    3
    4
    5
    6
    7
    CK
    PK
    TK
    PCK
    TCK
    TPK
    Example B
    Time Spent Time Needed Instituional Required
    

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57. Semi-Structured follow up interviews
    exploring their experience of TPACK and the
    impact on their professional development
    approach.
    • Explores participants experience of the
    mapping process.
    • Explores their historical professional
    development experiences.
    • Examines the effectiveness of the TPACK
    framework from the perspective of the
    participant in terms of their ongoing
    professional development.
    

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58. HEADLINES SO FAR
    TPACK helps participants to see digital
    skills development as equal to other
    professional development areas (but this
    doesn't necessary translate into action).
    Time is a precious commodity and the
    department (not institutional) culture is what
    influences where and staff spend their
    development time.
    Technology “training” out of
    context is of very limited value.
    No participants had ever discussed their
    digital development needs as part of a
    formal pdr process.
    All participants indicated that the
    framework would be more effective if
    it was implemented at an institutional
    level (links to motivation & career
    progression).
    The mapping process helped participants
    identify where they should be spending
    their development time and influenced
    their short-term development plans but
    in follow up discussions it was clear it did
    not impact on long term professional
    development planning.
    

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59. THE
    POTENTIAL
    Integration - to recognise and
    build relationships between
    various development activities
    being undertaken.
    Self-Efficacy - To encourage and
    engage academic staff in self-
    identified development activities.
    Equity - Raising the value of
    digital development in the context
    of subject and pedagogic
    development activity.
    

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60. Digital Capability
    Subject
    Expertise
    Pedagogical
    Understanding
    What if academic staff development was here?
    The emergence of Digitally Integrated
    Academic Development (DIAD.
    

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61. How do we ensure that the digital
    development of staff is an integrated
    approach and seen as equally important
    to content and pedagogical knowledge?
    In order to maximise the potential of
    hybrid teaching?
    

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62. ?
    S I M O N T H O M S O N
    @ D I G I S I M
    

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