The Covid-19 pandemic has changed the face of higher education across the world. Instructors in all kinds of topics were forced to adjust their courses for fully online delivery at the drop of a hat.
Asking questions that provoke debate
One of the most significant challenges I faced when having to suddenly move my classes online at the delayed start of the Japanese academic year in May 2020 concerned the course material that had presupposed lengthy, in-class conversations.
A mixture of international and home students had usually been spending half the class time in group discussions around a carefully planned series of questions about each week’s topic.
Why use negotiated assessment
Have you ever considered putting your students in charge of their own assessment process? On first impression, this may sound like a recipe for disaster, but for some cohorts, adopting a negotiated assessment strategy will result in more engaged students and higher quality output, which builds confidence and creativity.
I have found negotiated assessment incredibly effective in a traditional teaching environment, and now that we have moved online, it seems even more pertinent.
There are two key reasons.
Universities, like every other part of the economy, are suffering from an acute case of what we might call the pandemic-induced digital pivot. We have been forced to rethink how we operate from the ground up. Finishing the final few weeks of a semester online is one thing, but it is an altogether different proposition to contemplate a new academic year that begins, and might end, online. Over the summer months our days were filled with digital meetings that resembled a low-budget reboot of Celebrity Squares.