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Beginning with empathy - for both students and staff.
JIT training for people who had never taught online
We had never used Zoom before, and although it is not the be-all, end-all, it proved a useful platform for remote work. Remote learning increased access for some (eliminated transportation barriers, and changed childcare challenges), threw up additional barriers for others (access, digital literacy).
Our institution was behind on moving towards online and hybrid for students and this forced the move...and it did benefit our students.
Digital literacy as part of all program Orientation, and in-program as well.
Free lap top use and emergency technology funding for students who need it.
We created a program to provide laptops to students who lack technology. This was necessary as computer labs and the library were closed. There is a huge need for technological access (equipment, internet, etc.) for our students so this will need to continue to be provided as we continue to teach online/hybrid.
As Kristi said, for our institution also, this has propelled us toward hybrid and flex models - and COVID relief funding has also brought us new resources to move quickly!
In SOME cases (not enough), got us away from teacher-centered to self-directed learning.
WIFI hotspots for students
Leslie A. Laing
Communications, case management of students impacted by covid, adjusting and supporting technology needs for students and staff working remotely. Rallying resources
Some faculty have never taught online or used the LMS. They struggled because they tried to replicate their face to face courses online
Digital literacy of instructors and staff! PD for staff, and not enough qualified trainers.
People had to work round the clock to make it happen and many faculty did not have the expertise to teach online or tech background.
Systems for accountability of students for asynchronous learning (actually, in some programs this emerged as a strength).
Supporting employees under great pressures and working remote. Many struggle with the "COVID" effect of "all hands on deck" and the ongoing expectation to work tirelessly without a break or time off. The blur of work into home life as we are all "working from home" ...
For a long time, the campus was closed to face-to-face skills-based instruction, due to health and safety. This was on one's fault but COVID's, but it meant extending programs indefinitely until required hands-on instruction until the pandemic conditions improved.
I teach all online, however, I did need to increase communication with students
Frequent, brief check-ins at student and all staff levels.
Knowing the strengths and weaknesses of both Zoom and Microsoft Teams, and using them each appropriately.
Student Affairs Supervisors met with the Dean of Students daily via ZOOM
Some programs devised more automated forms of communication, and this is an area we need to continue to develop.
For our student and campus services we used the website and social media. We did personal phone calls to all the students to see how they were doing. We emailed and also still connect via us mail.
We use Microsoft Teams extensively. It is great to be able to chat with people, create an impromptu meeting, and share documents/collaboratively work. It is great for statewide meetings that I am able to now participate in.
Yes..>TEAMS and ZOOM!
Many students responded better to texts (or WhatsApp) than to emails.
Doing more team-based work, so students had connection with each other.
I wish I was teaching so I could have experienced this! (I think....)
My course is basically a student directed/self paced online course. It had a couple of optional zoom check in meetings. However, during the pandemic students requested MORE scheduled zoom meetings....I think they wanted/needed more human support during this time....
Used more of a flipped classroom model
Formerly team-based, hands-on participatory activities had to be rethought. Some were converted creatively to Zoom Breakout Room activities, in other cases, more videos were introduced to provide examples for discussion. Some Nurse Aide classes even had students videoing themselves practicing skills on a family member or stuffed animal. Culinary students photographed food prepared in their home kitchen - but we have not figure out how to taste and smell remotely!
Students learned new tools for making projects and presentations, such as Animoto (video presentations).
Attention span of students was reduced - not paying attention to Zoom, distractions in the background, etc.
Very mixed. Some students loved it, and many enjoyed learning new skills. Some drifted away - did not even want to attempt it.
I was surprised on how many students don't have computers. I can't imagine trying to do all the activities required for a course on a phone.
Students and family members were directly affected by COVID or related issues (having children out of school and at home, working from home).
Even with technology and access, you need a quiet space to work. Kids and parents in different rooms trying to all work remotely!
Knowing how to support staff in doing something I had never done myself.
Meeting the needs of students, they took a lot more care
Getting my physical space set up at home - chair, computer, office tools, etc.
On the non-instructional side, I was amazed at how productive I could be working remotely. I did think I would have more personal time without a 2-hour commute each day, but I worked longer days than ever!
agree with you Kermit!
yes, we all need a work/life balance!
Our Instructional Design team, although VERY overworked, were AMAZING in supporting everyone with online courses.
Our institution recruited faculty who were experienced online instructors to provide peer workshops and support during the conversion to remote. These peer workshops were very helpful.
I think we will be more nimble and not as risk-adverse. At least I hope so!
Education needs to be nimble
With the increase in online education, location advantage will no longer be relevant. We will be competing for students all over, not just in our backyard.
If we do not become more "nimble and not as risk-averse," as Brenda puts it, we will be creating an existential threat for our programs and institutions.
Courses will need to be "shorter". Break down semester long courses into "chunks" so people can take and complete more easily and quickly...see success faster!
Dr. Janica Austad, Associate Dean, IHCC
We will need to focus on the equity of digitizing the educational platform. Hot spots, access to computers, and space for students to complete the courses.