Have Institutions done enough to ensure students have connectivity to enable them to access their courses?
Here in the States, we are seeing more and more reports like this one. https://www.wfsb.com/news/thousands-of-distance-learners-arent-logging-on-report-shows/article_00c417aa-130b-11eb-a587-3bf7bddc4e3c.html
Thank you. We're seeing the same here in Australia
@Philip - I wonder if it’s institutions or governments - and thinking outside of boxes on the part of teachers/educators when governments/institutions can’t meet technological connectivities …
Thanks Debra. It's a great question. Our experience here has been that Government's have left Universities to fend for themselves. It's political. The Govt response to Covid has been purely wage subsidy (Jobkeeper) not EduSaver
if you are interested in reading our article: https://www.tandfonline.com/doi/full/10.1080/01587919.2020.1821607
Following Ana’s great idea to share her work, here’s mine: https://doi.org/10.1080/01587919.2020.1825066 :)
Great, thank you both
Christine and Philippa - What impact has Covid-19 had on student enrolments and participation on the Open University?
@Philippa - we should connect - I have (pre-COVID) incorporated a Mindfulness module our one of my MEd courses - & have a similar module on biorhythms with my doctoral students :-)
Great Debra (thanks) . I'll reach out after this great Webinar
Just a brief promo before I head off to bed here in Ireland to let you know that ODLAA in partnership with FLANZ is launching inaugural Australasian Open and Distance Learning Week (2-9 November). This initiative also partners with EDEN and coincides with European Online and Distance Learning Week. A series of 13 webinars will be available over the course of the week. See… https://odlaa.org/odlaa_events/australasian-online-and-distance-learning-week/
That’s for sure Jon!!
I have talked with QS on several occasions about establishing a separate league table (their language not mine) and for better and worse it’s on their action list
But also we need to consider - especially in Australia & Canada from which I can speak - how is connectivity for some of our remote (not emergency) students?
We do now have university rankings for SDGS
Would it be something that is well placed for organisations such as ICDE, COL and of similar standing lobby, advocate for re: rankings at the global level?
Well put Debra and brilliant comments George (thanks Mark)
Great comment from Mark re SDGs and rankings
I don’t seem to have audio rights?
Yes it appears attendees don’t have audio or video rights and this is something I will follow up on with Jay in ODLAA
@Som - we have several students at AU working on “post-COVID” state of teaching …
@Mark Brown, Zoom Webinar has been used here rather than Zoom Meetings so video and audio rights are disabled by default but can be enabled by the host.
@Ana - great comments! I have been using synchronous communications in support of Indigenous land-based education :)
Another promo that may be of interest to some is the forthcoming DigiEduHack which is supported by the European Commission. Still time for teams to sign up from around the world… https://digieduhack.com/en/
@Philippa - we did similar things for our doctoral orientation - and I put together some virtual tours and interviews with people for students to look at ahead of time - and then had brief Q&A sessions post-viewing
I feel dynamic Universities will use Covid to evolve their offerings, so as to more aggressively Globalise. Massification requires it, as the old Bricks and Mortar approach has limitations and is less profitable.
Fantastic opportunities for online role-pay!
I was invited to speak with faculty at a university in Germany about how to “move online” and one of their comments when I showed my course site was “I don’t think we could be so personal” … so there are intercultural differences to consider also
I believe their gains will be short-lived unless they evolve to provide more effective student support. Historical attrition rates for Online/Distance learning was significantly higher than on-campus, therefore we hope they learn from Einstein
"The definition of insanity is doing the same thing over and over again and expecting different results."
Do we really think traditional universities are going to change their promotion criteria, workload models, etc. by valuing online teaching in response to the Covid-19 experience?
And who will make the administration understand the seminal change-they don't handle unlearning well.
@Mark - I’ve also been wondering that - which is why we are encouraging our research students to explore those post-COVID aspects ...
On a more positive note, some of us are trying to be subversive some the inside!
from the inside
Subversives and disruptors unite!
I spent a day last week serving on an academic promotions panel and the move online wasn’t a big topic of discusison
Our enrolments at AU are up by 40% … but not sure that’s going to help support upscaled teaching funding ...
Interesting. In Australia and New Zealand, there is a large reliance on International Student revenue. The impact has been dramatic
@ Philip - hmm - as a fully online university our international enrolment %% haven’t changed
AU sounds well positioned to benefit from the laggard Universities
I am hesitant to look at short-term enrolments. Ours are up to. But average enrolments are half the picture. International students for instance are down Canada-wide, and those fund a large part of operations.
Jon is correct.
Ed TV was seen as cocaine for the brain!
Agree with Jon. EdTech developments conveniently forget previous works.
@George - indeed - but Canada suffers from provincially-funds post-secondary models, rather than federal/nation-level models
The current buzz is Dreamscape which has as much value as did Second Life!
Nice review of literature of VR in latest BJET and whilst sceptical opens some interesting possibilities
So much of the research in distance education seems to be “boutique research.” Rather than addressing the serious problems that teachers and learners are experiencing day in and day out during this terrible pandemic, we continue to tinker with little models or new technologies. I think it is high time for us to get serious about addressing these real-world problems (e.g., lack of engagement and motivation on the part of distance learners) rather than “tinkering toward utopia” (to use Tyack and Cuban’s (1995) term). We need to launch major international collaborations akin to those that are going on in public health and medical science, and use the pandemic to engage in much more socially responsible research.
Indeed - tinkering around the edges …
We have students in Nunavut with satellite internet interrupted by snowstorms, cloudy days - and no phones or cell service at home!
@Debra, yes. And AB faces different challenges than BC. Somewhat related, AU’s recent decision to transition to fully remote work (i.e. including executive) I think is spot on.
Here are four things we could do: & Establish an evolving repository of meaningful problems on which the educational technology community could focus their research agendas in collaboration with practi- tioners in schools, universities, industry, and other sectors.& Establish consortia of collaborating researchers, practi- tioners, and funding agencies focused on the most salient problems facing education.& Revise journal structures so that through a combination of traditional print and online open access policies, the existing artificial limits on the length and number of arti- cles are eliminated.& Revise the criteria for peer review in educational technol- ogy research journals to include a focus on trying to make a difference in teaching and learning with technology.& Abandon ill-considered schemes for judging the value of research publications, e.g., impact factors of the journals in which articles are published
Thanks Tom Reeves for bringing these issues.
Thank you Curt for sharing our work at COL.
Actually five things: 1. Establish an evolving repository of meaningful problems on which the educational technology community could focus their research agendas in collaboration with practitioners in schools, universities, industry, and other sectors.2. Establish consortia of collaborating researchers, practitioners, and funding agencies focused on the most salient problems facing education.3. Revise journal structures so that through a combination of traditional print and online open access policies, the existing artificial limits on the length and number of articles are eliminated.4. Revise the criteria for peer review in educational technology research journals to include a focus on trying to make a difference in teaching and learning with technology.5. Abandon ill-considered schemes for judging the value of research publications, e.g., impact factors of the journals in which articles are published
Only concern is that no innovation is benign!
I agree Mark
agreed, Mark. We see it all the time.
I agree - nor is any technology
What do you mean Debra?
@Philip - I mean that technologies (liberally interpreted) can be used for many purposes - like statistics, for example
The growth of EdTech industry is massive in $ terms and there is a bigger battle looming over who will control HE in an increasingly globally connected (and disconnected) online world. Ed researchers still need to do more work on the macro issues (e.g., business models, unbundling, change to GATTS, etc)
Great point Debra
Okay... I';ll make an offer here and now...
A great Irish saying… “If you’re not around the table, then you’re likely to be on the menu!”
Anyone who wants to try my software, can have it free for the next 6 months. If you feel it can help your students, they can also have it free for 6 months
Those are very important issues, Mark.
At least that way I can hopefully help
Thx Philip - accessed how?
reach out to me firstname.lastname@example.org or via LinkedIn.
Good point, George, The irony of the academic tenure and promotion process is that we have set this process up ourselves; it has not been mandated from above. We have the power to change it.
@ mark. Ha! That’s a great saying!
Good read in Aust Business Review…. https://www.afr.com/work-and-careers/education/uni-students-prefer-online-learning-study-20201011-p563yr
Thanks Mark - looks interesting!
@Som - confession forthcoming: I always read the reflections first ;-p
Thanks all for engaging conversation. Heading off now for some sleep…
Refereed journal publications are still the “gold standard” for promotion and continuing employment decisions in most universities. Schimanski and Alperin (2019) identify the problem writing that most academics agree promotion and tenure reviewers “should encourage peer-reviewed works of high quality, but in practice, the value of publications is often assessed using shortcuts such as the prestige of the publication venue, rather than on the quality and rigor of peer review of each individual item.” There is an increasing tendency of dossiers of people applying for promotion and tenure to include citation rates of papers as well as the impact factors of the journals. Instead of evaluating the merits of scholars for their impact on real-world problems, we continue to focus on assessing scholarship based on what is easy to count such as citation frequencies and impact factors.
Schimanski, L. A., & Alperin, J. P. (2019). The evaluation of scholarship in academic promotion and tenure processes: Past, present, and future. F1000Research, 7. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6325612.1/s
October 19-25 is International Open Access Week!
Feel free to reach out to me at email@example.com
Support for IRRODL is pretty minimal - we do it for the love of DE ;-p
Green open access is the way.
Have to run to a meeting now. Thank you Som and all for a fantastic webinar. I look forward to getting access to the recording as there have been some sage advice and insightful commentary that I hope to share/use in my ongoing "battle" :) at my university! :D
Say no to Article Processing Fee.
Great Discussion...Thank you very much...!!!
Thank you Som - and all others presenting and commenting!
Thank you – great session!
Snowing her Som!
Thank you to all these expert speakers.
Thank you Som and the whole panel