Episode 18: Students' thoughts: views from two subjects
In this episode, Josh and Sam reflect on how moving digital will better prepare students for life in the workplace which they feel is becoming more digital. The two study economics and mathematics, and economics respectively.
We did experience technical issues part-way through which likely represents one of many examples of issues that suddenly working/learning remotely may cause.
https://open.spotify.com/episode/0EiLML42b8rLIw2vWVMnkY
We touch upon a few themes in this episode:
reflections of learning online during the COVID-19 pandemic;
the importance of bite-sized elements of learning;
setting up and scaffolding learning;
taking into account students' shared lives at home;
being mindful of where students may be learning;
maintaining the flow of information to lessen potential cognitive overload;
blended learning as an option for having 1 hour lectures.
Further reading
Baker, K. J. (2020, May). Panic‐gogy: A Conversation With Sean Michael Morris. In The National Teaching & Learning Forum (Vol. 29, No. 4, p. 1). Wiley-Blackwell. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7272933/
Costley, J. (2019). The relationship between social presence and cognitive load. Interactive Technology and Smart Education. Available at: https://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2018-0107/full/html
Costley, J. (2020). Using cognitive strategies overcomes cognitive load in online learning environments. Interactive Technology and Smart Education. Available at: https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2019-0053/full/html
Hughes, C., Costley, J., & Lange, C. (2018). The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university. Interactive Technology and Smart Education. Available at: https://www.emerald.com/insight/content/doi/10.1108/ITSE-03-2018-0018/full/html
Feng, X., Xie, J., & Liu, Y. (2017). Using the community of inquiry framework to scaffold online tutoring. International Review of Research in Open and Distributed Learning, 18(2), 162-188. Available online at: https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05001/1066138ar/abstract/
Fernando, W. (2018). Show me your true colours: Scaffolding formative academic literacy assessment through an online learning platform. Assessing Writing, 36, 63-76. Available at: https://www.sciencedirect.com/science/article/pii/S1075293518300333?casa_token=F_EzCJKkfQ0AAAAA:axCTKiCcJukBdux4iLx0-4_WWNKs8HYelj82BAPgq2CpDzFwG-YW0_aYQo8hAQf-6Tphu3FeYg
Morris, S.M. (2020) Technology is not Pedagogy. Blog post. 10 June 2020. Available at: https://www.seanmichaelmorris.com/technology-is-not-pedagogy/