S ocial distancing and lockdowns have disrupted university study for the past 18 months. Students are under - standably stressed. But the world is increasingly digi?tal. Old notions of lecture halls will not help graduates to thrive in their careers. We need university study that supports students to succeed by preparing them for a digi?tal future. Many studies have reported that work will become more blended, with less time spent in the office as working from home increases. The Cov?id-19 pandemic dramatically accelerated this trend. Diverse industries have found they can move online effectively, making it an au?thentic workplace. Telehealth has become the default op?tion for consulting your GP, while the first place to find a service or product is an on - line search engine. Profes - sionals need to translate their skills into any environment – physical or virtual – and have confidence to use new spaces and formats. Impacts on Learning Learning is created through interactions – with teachers, peers and information. De?cades of research show learn?ers learn best when learning is active, engaging, relevant and intentionally designed. Those principles are true wherever the learning hap?pens: on campus, online or in the workplace. The real question is how to balance the best of online with the best of on-campus and workplace delivery. Universities are already pur?suing this path. University study has been blended for more than two decades as study resources, activities and assessments were moved to subject and course web?sites in virtual learning envi?ronments. At first, the aim was to or?ganise learning for access anywhere and anytime. To?day, digital learning environ?ments have become far more sophisticated. They now also offer tools for group learning, projects and creativity. Emergency Remote Teach?ing Online learning during the pandemic was often a com?promise. Good learning de?sign takes time as teachers create curriculum, resources and assessment to suit their learners and the discipline. Good online learning cre?ates a sense of community. It engages students with rich resources and activities. It helps learners to find study buddies and places for their independent work. However, engagement looks different online. Instead of meeting in a café, students chat online to share ideas and solve problems as they do in their daily lives. Social learn?ing can happen on campus or online. Online and in Person Some activities should al?ways be online. For a start, contemporary information is digital. Although we enjoy their physical spaces, uni?versity libraries are now es?sentially digital with the vast majority of books, journals and images provided and used online. Data sets, too, are largely digital and anal?ysed with digital tools rang?ing from spreadsheets to so?phisticated software. Digital learning is great for exploration. The world is at your fingertips, and comput?ers never get tired of prac?tising foundation skills with you. Other activities need to be in physical space. Using spe?cialist equipment or expe?riencing a workplace often means being in a purpose?built space. Being in the field develops observation skills and provides more sensory inputs to consider. Collabo?rating with peers in the same room develops human inter?action skills using different social cues from the ones we have online. Digital learning Familiarity and Confi?dence The emergency remote teaching response has pushed teaching teams to consider alternative ways to learn. They have trialled and refined new online activities. Many teachers report they will keep at least some of these. Students in all education sectors have struggled with emergency remote teaching and its backdrop of disrupt - ed life. They have reported difficulties with online pro - vision, lack of motivation, loneliness and decreased mental well-being. But universities are refining their courses. When students experience well-designed online learning over time, they build familiarity and confidence. We asked cam?pus-enrolled students at Dea?kin about their experience of study during the pandemic with regular “pulse-check” surveys. Their feedback shows their confidence in online study and assessment has increased strongly over the past 18 months as they built skills and familiarity. As we move to more sus?tainable models for today’s learners, universities are re?thinking learning activities. Sitting and listening to the sage on the stage is being replaced by active learning using real-world information and scenarios. We need to invest in inten?tional learning design that combines the best of online and on-campus delivery. This will show students they can learn, thrive and build the skills they need however they study. VIJAY GARG Ex.PES-1 Retired Principal Educationist Malout Punjab

2021-07-19 |