Our semester starts this week, and I’m once again (co)teaching an online course. This is very much swimming against the current, at least at my university, so why am I doing it? I don’t pretend that my answers here are jaw-droppingly original, but I think they’re important to what university education ought to look like, not just now but years or decades on. So I’ll explain.
First: my university, like many, is busily pushing hard to re-establish “normal” – or at least, what our senior administrators imagine that students (and prospective students) think is “normal”. Continue reading
Another one of those tiresome articles made the rounds the other day, asserting that online instruction during the pandemic was an outrageous failure and that students hated every moment of it. No, I’m not going to link to it; it doesn’t deserve your time (but you can find it, and a dozen of its shallow kin, easily enough if you must). These articles are worthless for at least three reasons. First, they rely on self-reported student satisfaction, and surely by now we all understand that this correlates loosely at best with instructional quality. Second, it’s not a mystery that these articles are a product of motivated reasoning: people want to be outraged, so media produce stories that feed that outrage – whether they represent the situation fairly or not. And third, what exactly would objectors to online instruction like us to have done? If we could simply wish a pandemic away, we’d already all have ponies. Flying ponies. I want my pony.
But there’s a legitimate question lurking in these otherwise facile articles. Continue reading
Scandals are on the horizon. Many of us poured effort into recorded lectures during the year of the pandemic, and as those courses reappear in our teaching rotations, we’ll be tempted to just upload the same lectures over again. Horrifying, right? Well, maybe not. I’m not (yet) sure.
I’ll face this dilemma soon for my Fall 2021 courses. Continue reading
My university is in the throes of figuring out what Fall 2021 looks like for teaching – while working under the enormous handicap of not knowing what Fall 2021 will look like for anything else: student demand, vaccination uptake, variant persistence, not-yet-relaxed Public Health limits on classroom capacities, you name it. This has of course brought with it another round of existential-angst-ridden debate over whether another semester of partly-to-mostly-online teaching will be a way out of our conundrum or the end of higher education as we know it.
It’s easy to be tempted into “end of higher education as we know it”. Continue reading
Well, I survived – barely – my first full semester of teaching online;* and I’ve jumped into my second. Will it be the last? My colleagues certainly hope so, with “I can’t wait to get back in the classroom” beginning to be the most distinctive vocalization of Homo professorius. And you don’t have to look far to find media articles condemning online teaching: it’s lazy, it’s short-changing students, it’s unfair, it reduces learning to watching YouTube.
What if all that is wrong? Continue reading
Yesterday evening (as I write*) I spent 40 minutes filming three minutes of video. It was a clip explaining how to collect aquatic insects, for my newly-online-with-lab-at-home Entomology course. That “40 minutes” is just camera-rolling time. It doesn’t count planning what to film, travel to location, or editing the video later for posting (I only stepped on a slippery rock and swore on camera once; but it was a good reminder that I should probably learn how to bleep the audio track). Continue reading