DCU Teaching and Learning Day – Digital Learning Dispatches

The Dublin City University (DCU) Teaching and Learning Week 2021 took place in early September. This event is run annually by the Teaching Enhancement Unit (TEU), traditionally over a single day, face-to-face. In 2020, Teaching and Learning Day became ‘Teaching and Learning Week’ with online events scheduled over a full week.

This format was adopted again for 2021 with the event run over three consecutive days. Our DCU colleague, Enda Donlon (2021), discusses the of myriad changes forced upon academic conferences during the Covid pandemic but lauds the creativity in formats and reimagined solutions that have ensued. One such format referenced by Donlon is “a combination of live-streamed presentations and pre-recorded content”, which was the approach taken for the 2020/2021 Teaching and Learning events.

The theme of the 2021 event was influenced by the wealth of resources from webinars, blogs, and academic papers discussing the impacts to teaching of the current COVID-19 pandemic (many available in the NIDL resource bank). All highlight the significant shift in educational practices caused by the move to online teaching and learning.

This change has not been easy; learning new pedagogies and technologies, trying to engage and support students, all whilst living and working through pandemic anxiety and fatigue has been challenging.

The Teaching & Learning Week event sought to offer an opportunity to pause, reflect, and consider the impact of this on future teaching approaches but utilise a playful approach to ward off Zoom fatigue and create an engaging learning environment.

As well as the now traditional Zoom presentations, the 2021 event included novel learning formats including recorded fireside chats with students, virtual worlds with Topia, and synchronous and asynchronous escape rooms activities on the below themes:

Enhancing engagement in the online space through playful practices
Promoting a pedagogy of care
Impactful technology integration beyond Covid

Feedback indicated that the Escape rooms were particularly interesting to staff and having participated they are likely to use this form of immersive problem-solving experience to engage their own learners. In the words of a couple of DCU colleagues…

“I think that the Escape is a fabulous idea”;
“Thanks for a really interesting session, …. I’d be very interested in using some of/replicating your session for a tutorial class in a first year module”.

Two escape rooms were offered as part of the programme; one to support podcasting skills and the other to promote Universal Design for Learning (UDL) approaches in the Moodle virtual learning environment. In addition, the playful approach was continued in the social spaces of Teaching & Learning week. A Topia virtual world was designed to encompass areas to sit and chat as well as a virtual dance floor where numerous participants were able to share their moves!

Over 100 participants attended the live sessions and over 220 engaged with the online resources and activities on the custom Moodle page this year. In conjunction with Teaching and Learning Week, new episodes of the Edge of Discovery podcast series were launched; some specially recorded as submissions for the annual CPD event.

Increasing staff workload can lead to less time to focus on professional development activities (Foster & Warwick, 2018) and during a global pandemic where educators have been frantically trying to change pedagogies and embrace new technologies, this has never been more relevant. In the spirit of bringing the best back from COVID, and to enable the ongoing engagement of DCU staff, all online resources will remain available on the custom Moodle page.

Finally, a special thanks to Lisa Donaldson who took a lead role in planning this year’s event. Many thanks to Lisa and the wider TEU team.

References

Donlon, E. (2021). Lost and found: the academic conference in pandemic and post-pandemic times. Irish Educational Studies, 1-7.

Foster, T., & Warwick, S. (2018). Nostalgia, gamification and staff development–moving staff training away from didactic delivery. Research in Learning Technology, 26.

By Clare Gormley

As the so-called “quiet time” of the academic year draws to a close, and the chilly winds of autumn snap at inappropriately sandal-clad feet, thoughts turn to the upcoming semester.

https://unsplash.com/photos/kXJeVrOjDrU

A big gig for our Teaching Enhancement Unit in September is the Dublin City University Teaching & Learning (T&L) Day, an annual conference where up to 100 staff members converge to seek inspiration about effective teaching and assessment practice. Like similar events at many institutions this provides a valuable forum for staff to share their experiences and knowledge about teaching. So if you’ve been thinking about responding to a call but are still somewhat ‘undecided’, here are five reminders about the sometimes forgotten benefits of sharing that might spur you on to proceed:

1. The “This worked, it really worked” Effect

There is something incredibly refreshing (dare I say it heartwarming?) about paying forward good ideas, particularly if they solve problems that you know many of your colleagues also struggle with. Who has not lamented a disappointing lack of class discussion or frustrating attitudes to group work, for example? What works for you is often good for your colleagues and we’ve seen several examples of this at gatherings over the years. Sometimes these suggestions involve technology e.g. highly usable peer review tools or effective uses of audio feedback. But sometimes they don’t require any tech at all: simple but powerful ideas such as getting students to stand more closely in groups (rather than in circles) was one proven technique for supporting active class participation that went down a storm last year. Hearing a colleague from your institution talk about what worked for them is one of the most persuasive forms of professional learning there is.

2. The “It seemed like a good idea at the time” Lesson

Ah yes, the innovation that didn’t quite go according to plan. It takes real bravery to admit professionally that the inspired plan to enhance student engagement did not succeed as one might have hoped. True, you might have learned from the class, the assessments, and the subsequent student evaluations that something was amiss. But as well as reflecting on it yourself, have you ever experienced the cathartic effect that sharing the experience with colleagues can have? Instead of the misplaced tendency to think it was entirely your fault (an impression that student evaluations can all-too-easily promote), your colleagues could help to put it into perspective and give you constructive feedback that might encourage you to make adjustments, reconsider your audience, and perhaps try again. So when it feels right for you, share those stories of experimentation and even failure, please, we can all learn from them.

3. The “I’m really not doing so bad at all” Insights

Closely related to 2 is the idea that oftentimes we can be our own harshest critics. It is also possible, however, to experience a moment of quiet triumph when you realise you are actually more experienced/creative/technologically-adept than you had given yourself credit for. One way to achieve this is to share your work with colleagues and let them know what you are doing in the classroom and/or lecture hall. Quite often the feedback and questions you will hear after you’ve presented will highlight that not everyone is doing what you’re doing and your unique insights are of real value to fellow professionals.

4. The “I have to get this on paper” Opportunity

Have there ever been times when you’ve missed and regretted a promising opportunity because you have not yet written your ideas up? The blank page fills many of us with dread so any chance to describe your teaching approaches and position them within the literature could also prove very useful elsewhere. Getting an abstract or proposal in for an event at your local institution could be the vital first step towards initiating a collaborative research project, a publication opportunity or a response to a funding call. Carpe Diem, get started, and you are very unlikely to regret the time spent.

5. The “Who are all these people?!” Moment

Your local T&L event offers an opportunity to meet and get to know your teaching colleagues better. There seem to be relatively few chances to do this in higher education, which is one of the reasons why The Sipping Point was set up at DCU. Sometimes informal learning happens over coffee or lunch conversations on the day. It can also come about through follow-up emails and approaches by colleagues afterwards. Whatever way it occurs, the sense of community and solidarity that emerges from a common understanding of challenges (and indeed solutions) can foster connections that stretch well beyond the day itself. On that note, put your best foot forward and get your thinking from your head to the page at the next possible opportunity.

If this post has whetted your appetite to either share your practice or attend the event itself, make sure you sign up for DCU T&L day today: https://www.eventbrite.ie/e/dcu-teaching-learning-day-2018-tickets-49086468950

This post was originally published by Clare on her personal blog.