“The Stories we tell ourselves, about ourselves, are incredibly powerful”(Dennis, 2021)
In previous blog posts in the China series, content was created by the Learning Technology team and Bonnie and Lola from SDAU. Therefore, we actively welcome a contribution from a Lecturer who taught on the SDAU project. It is with great pleasure to both work with and interview William Leschallas, Head of School of Real Estate and Land Management. William was able to provide a unique pedagogical insight into the experience of teaching in China in both a face-to-face and online capacity. When I first met with William, he showed me pictures of his China trip and the work students had produced in a group in the form of a poster. We then worked together to adapt a face-to-face assessment task to an online activity.
William was asked a series of questions exploring the theme of the transnational online pivot.
PM: Describe your ‘techautobiography’ in a couple of sentences. A techno-autobiography is the history of your relationship with learning technology in the past.
WL: 2.5 years ago I had no idea about learning technology and I amnow teaching 140 Chinese in Tai’An from my home. It has been so rewarding and great to see the student engagement.
PM: How do you compare the being in China in a F2F capacity to teaching online?
WL: ? I did miss not being in front of the students. Whilst student engagement on my module was good, I think both the students and myself missed out on that face to face interaction. However the quality of the work they produced was still very good.
PM: How did you find adapting your lectures for online learning?
WL: Adapting the lectures was not that difficult as I had to be well organised before going to China.
PM: How did you adapt delivery and content for the interactive sessions?
WL: Building on the answers above this was the most challenging part of the teaching. My subject benefits from seeing how the students react to what is being said and requires team work. The latter is much better placed when done face to face. Therefore I had to deliver in a way that I thought would be interesting and spur them on in the practical activities that were given to them.
PM: How can we improve support for Lecturers for the move to online learning?
WL: I thought the support I was given was excellent. More training on using the technology would be brilliant so that we can be more creative. This applies whether delivering remotely and in the room.
PM: If you could tell the story of the move to online learning in three words, what would your (micro) story be?
WL: Challenging, time consuming, rewarding (apologies 4 words!!)
PM: How did you adapt the poster assessment for online learning?
WL: The poster assessment that I set just needed a clear explanation in the record lectures. Judging by the results this seemed to work. However the students have to take a lot of credit for engaging so well and enthusiastically. Poorang (Poorang Piroozfar also taught on the SDAU project with William for the Y3 Business Practice & Project Management module) managed to achieve the same result with his recorded presentations. Poorang’s presentations also were assessed for 10% of the module so there was an added incentive in our absence.
PM: What was the hardest part of online teaching?
WL: Not knowing how the students were reacting to each lecture. Not knowing how engaged the students were in the online seminar sessions. Not seeing the students in person. See comments below about language
PM: What was the most enjoyable part of online teaching?
WL: Seeing the work the students churned out and the fact that on request, they sent through photographs of themselves working in teams on their projects. We could therefore see them at work, which made such a difference.
PM: What advice would you give to a Lecturer who has not taught on the SDAU project before?
WL: Do not under-estimate the time and care that is needed to prepare and record the lectures and assessments.
PM: How do you think the SDAU project will be in future given the impact of the global impact of the pandemic?
WL: Provided the students like our style and the results are good and we at the RAU learn from our experiences and improve our delivery then no problem. However being face to face makes all the difference especially with the language barrier. This latter point applies to some of my answers above as well.
Reflection: A Pivot with a Pivot. A Digital Wheel within a Digital Wheel. Exploring Hope, Tropes & Pivot Folklore.
It is possible to think “autobiographical incidents” (Tripp, 1993: p97). From the perspective of a Learning Technologist, I was able to ‘drop into’ the interactive sessions taking place on Zoom. The online classroom can be a challenging online environment to get used to, particularly in light of the “Zoom Gaze” (Caines, 2020) ontology, transparency and “(in)visibility” (Gallagher, Breines & Blaney, 2020). It was fascinating to see how different Lecturers approached planning and delivery of their interactive sessions. The variety of pedagogical approaches really added value to the digital student experience. Whilst training was provided to prepare Lecturers for teaching on Zoom that covered the ways that it is possible to engage students such as sharing scree, using chat, whiteboard and polling, teacher autonomy and Lecturer’s bringing putting their own ‘pedagogical stamp’ on the sessions can be acknowledged. Meeting the Lecturers before the sessions went ‘live’ was a unique opportunity to find out about them, their subject specialism and ideas about online teaching. Drumm (2019) identified the idea of “folk pedagogies” as a way to describe how Lecturers explore their ideas about online pedagogy. It is also the case that Learning Technologists have ideas about how they perceive pedagogical reflections and how to support Lecturers with the online pivot. The critical question is always how can we work together effectively and explore our ideas together? Whatever “folk pedagogies” we have or have not, I would like to thank the Lecturers involved with the SDAU project for their willingness to embrace the challenges that teaching online can bring to make a success of the opportunity (Drumm, 2019). In future, given that it can be argued that teaching online is different from teaching in a tradition face-to-face setting, it may be possible to explore peer review of online teaching in a supportive capacity. The positive student feedback was acknowledged at the RAU & SDAU annual general meeting. I reflected on the AGM in a blog post here.
The term techno-autobiography was discovered in a presentation here (Zheng, 2015). When educators ask themselves what about what their relationship with learning technology has been in the past, it is a powerful process which opens how we can overcome challenges in speculative futures. For me, my techno-autobiography was realised with the awareness that it is possible to be enthusiastic about learning technology, yet critical at the same time. The critical lens through which it is possible to view learning technology is a helpful way to embrace complexity and navigate uncertain pedagogic worlds.
Group 1 of William Leschallas’ student group in the interactive sessions created a poster using the visual structure of an octopus.
In this blog post, tropes were identified as a way to make sense of the transnational online pivot. It has been argued that “…pervasive in everyday life, not just in language but in thought action. Our conceptual system…is fundamentally metaphorical in nature” (Lakoff & Johnson, 2003: p3). After having been award a Global OER Graduate Network (GOGN) fellowship, a picture book about open education was co-created where a question in the survey was asked about animal came to mind when reflecting on open education (Nerantzi, 2020). If it was possible to choose an animal that the project could ‘be’ in a metaphorical sense, perhaps it could be an octopus in terms of seamlessly gliding through the ocean of challenges both technological and pedagogical, perhaps this what Learning Technologists strive to do. The #creativeHE group is a helpful community of practice to support what they call “pedagogical rebels and free-thinking innovators in experimenting with, developing, sharing and getting support for novel learning and teaching ideas” (#creativeHE, n.d.). Perhaps a case can be made for creative approaches to learning technology and further research can be carried into the extent to which creative approaches can cross disciplinary and transnational boundaries to improve the digital student experience. Here’s to the “Brave New Digital Classroom” (Blake, 2013). Here;s to the “Brave New Digital Classroom” (Blake, 2013).
Blake, R, J, Guillén, G & Thorne, S, L (2020) Brave New Digital Classroom: Technology and Foreign Language Learning (Washington DC: Georgetown University Press)
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Dennis, N. (2021). The stories we tell ourselves: History teaching, powerful knowledge and the importance of context. In A. Chapman (Ed.), Knowing History in Schools: Powerful knowledge and the powers of knowledge (pp. 216–233). UCL Press. https://doi.org/10.2307/j.ctv14t477t.15
Drumm, L. (2019). Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology, 27 (Online) Available at: https://journal.alt.ac.uk/index.php/rlt/article/view/2094 [Accessed: 12th January 2021]
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Nerantzi, C (2020) GOGN Fellowship Project: Co-creating an open picture about open education. http//go-gn.net/research Global OER Graduate Network Blog [blog] 22 October (Online) Available at: http://go-gn.net/research/fellowship-open-picture-book/ [Accessed: 12th January 2021]
Nerantz, C (2020) Open invitation to seed ideas for a collaborative open picture book story about open education, a GOGN Fellowship (Online) Available at: projecthttps://docs.google.com/forms/d/e/1FAIpQLSemyGWWm4orA72VlEnZ1Gzk8lAkvG_GFWWn8rKOV-_ezapH2g/viewform [Accessed: 12th January 2021]
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