Co-creation of curricula by staff and students is disruptive, challenging traditional teaching models, but it motivates and engages, can drive change and is highly rewarding for our students and staff.
During the 2020 pivot to online teaching, most lecture content was delivered as pre-recorded videos. Many colleagues who followed this up with live, if remote, sessions discovered for themselves that allowing students to prepare at their own speed, before interacting during contact time, provides a more satisfying experience for both parties than delivering a 50-minute oration to a sea of sleepy faces.
When I ask students how they feel about group projects, the response is often negative. This is usually a result of bad experiences with problematic group members, such as free riders who do not contribute or members who bulldoze their ideas through while disregarding their peers.
After many semesters mediating disputes within such groups, I have found that issues often stem from concerns about “saving face”. This leads to a lack of much-needed communication.
Now that digital transformation is well under way, it is important to rethink and revamp our physical learning landscape.
In the coming academic year, it is likely that most educators worldwide will continue to use elements of online teaching across their curricula. So, it is time to start planning for the hybrid teaching environment based on our experience of in-person and digital instruction. Here I present solutions to three major challenges we face when planning effective hybrid courses, based on my experience teaching languages – but these challenges and solutions are common to many disciplines.
When creating pathways for student success, particularly for under-represented students, it is important to understand their perspectives, strengths, histories and barriers to learning. Collecting this information and feedback enables educators to understand students holistically.
Students have to deal with a fast-changing, increasingly complex, globally connected society. Much of what we teach in a curriculum can quickly become outdated. Academics should therefore not be the only group to design a university syllabus or curriculum and students’ contributions are crucial.
My killer teaching tool isn’t video, audio or interactive graphics. It’s the plain written word, using tools created in the 1980s. They don’t look cool. They don’t use blockchains or AI. There’s no sign-in. They don’t spy on my students. They don’t require a powerful computer. Welcome to the joy of text.