We have come to the end of our teaching for the academic year, although there’s still plenty to do in the term ahead in terms of student support and assessment. (I seem to be spending an extraordinary amount of time explaining how our extenuating circumstances process works at the moment, reflecting not only the impact of the COVID-19 pandemic on our students, but an awful lot of Life that they’ve also been dealing with at the same time.) At the start of the year, I wrote about how the first week of teaching fully on-line had gone; now we have had a whole year, I wanted to capture some things I’ve learned from the process overall.
(more…)April 24, 2021
October 3, 2020
One week down…
I’ve just finished my first week of teaching completely on-line in the new exciting world of COVID-proofed education. Most of my colleagues have been experimenting with the exciting world of HyFlex delivery, where half the class attend in person and half beam in through MS Teams; while there are a couple of rooms where the technology isn’t working at all well, most colleagues seem to have found that it’s all worked a lot better than we feared. For reasons which were entirely predictable, I’m teaching entirely on-line for at least the first half of this term, and I anticipate that being extended to the second half at the very least; as such I’ve been doing a lot of reading and training on the best way to run a fully on-line class. Someone over the summer asked me how much time I thought I’d spent on this; I then guesstimated I’d spent about 40 hours on professional development stuff, and that’s only gone up. (My employer has been running a considerable amount of training, some of which has been catching up with things by the skin of their teeth as IT functionality is implemented, but there’s been a sincere and coordinated effort to provide something. Plus I’ve been spending a lot of time on Futurelearn.)
So this week, reality hit – the first week of teaching. Was it all going to work?
Do you know, it actually wasn’t bad. There were bumps and lumps, of course. Neville Morley has been documenting his particular set of trials and challenges over on his blog, which I’d been watching with some trepidation since one of the things he had noticed was that students were being reluctant to get stuck into the bulletin board aspects of the course. My experience has been very different, but I think I have a very different group of students which also makes a difference to the kind of engagement they’re willing to have. My advanced language course is full of second and third years who came up together from Latin Language & Reading last year, and so are well over the ‘but what if I make a mistake in front of these people?’ stage; some students hadn’t engaged at the time of writing, but there was enough of a lively debate for me to feel they were cracking on.
My other course, Contemporary Approaches in Latin Literature, was a bit more of a worry. Nothing. Crickets on the bulletin board. Why, I wondered, why are they being so quiet when I know from correspondence they’re keen and they’ve introduced themselves on the student introduction forum? All became clear when I got an e-mail on Friday asking why it wasn’t possible to post to the forum. Here’s a picture with the link to press! I blithely replied. We don’t have that link, they counted. Bother and blast, I said, undoing the setting which was meant to stop my colleagues’ inboxes being inundated with thousands of Moodle notifications. We’ll try again next week, but at least it’s a technical hitch which we know about now and the students will let me know if it repeats itself.
On Friday, I had three face-to-face seminars over Teams. Would it work? Would the students turn up? Would they end up in the right meeting? Would anyone press The Forbidden Button and start a parallel meeting? Would I manage to beam in the intercollegiate students who haven’t yet got registered on college systems for the MA seminar? Well, I guess it helps that I’m dealing with a small number of students, because not only did they all end up in the right place, they all managed splendidly. I had three hours of really good discussion-based teaching, including getting my Contemporary Approaches students to separate out into six separate break-out groups without getting lost there or on the way back. I know that coming on Friday, I may have benefited from mistakes earlier in the week – but, do you know, we had a great set of conversations, some really good insight building on the work earlier in the week, and it was as good as being back in the classroom. Yes, there’s work to be done on getting used to the asynchronous work they have to do and I want to do some tweaking for some tools – but, actually, I’m really pleased.
I also met all my dissertation students this week, and they’re as bubbly as ever, full of excitement and enthusiasm for the eclectic area of the subject they’ve identified as their focus for the next six months. The glory of the dissertation supervision is that I can give each student full focus just as well on a virtual meeting as I can in a classroom, and indeed the year before I started going on sabbatical I’d started doing Skype supervisions to make use of my non-campus days rather than cram everything into three days already overfull as it was. I love starting them off, and this year was no exception.
I know that not everywhere is having such a smooth ride. I know that the level of support being provided to colleagues across the sector is wildly variable (and that’s putting it mildly). I know professional service colleagues who are being required to be on campus are having a completely different experience. But for this very small corner of the world, and my contribution to the degrees of a small number of students – actually, it’s going alright. Thank goodness something is.
August 17, 2020
Fitting the pieces together
Like everyone else who will be teaching in the autumn, I am currently wrestling with how to move my teaching on-line and what the new world will look like. I think I’ve spent at least 40 hours on professional development over the last few months, what with getting up to speed on best practice for on-line learning and doing my best to respond responsibly to the Black Lives Matter protests and the increasing urgency of the need to decolonise academia in general and my classroom specifically (of which more in a different post). My current job is looking at my Moodles for the autumn and working out how best to apply them. My current brain-fog is sitting around the question of what a syllabus is actually for in a world of electronic teaching resources.
I would be the first person to confess that my use of Moodle over the years has been as a resource-dump rather than as a dynamic teaching tool. This isn’t surprising – Moodle didn’t exist when I did my undergraduate degree, and my introduction to it was much more as a repository than anything else. I was a bit more adventurous with using bulletin boards and so on for assignments when I was teaching as a PhD student, because of the more flexible assessment structure in US universities; when I got back to the UK, that flexibility went, and so did my use of Moodle for that sort of thing. (Because if there’s no grade, the students won’t do it – right?)
Fast-forward to now, a Certain Number of years on, and I am very behind on what can be done in Moodle these days, not to mention having had absolutely no training on digital pedagogy since whatever courses it was I took as a graduate student. Teaching digitally is a pedagogical specialism which can’t just be picked up; while I’ve had some excellent support from my institution for it, I’ve also put work into thinking about how best to organise a Moodle page, what the best way to structure on-line activities is, and multiple things of that nature.
One of the things I now find myself battling with, though, is what on earth a syllabus document is actually for.
In the old world (she types nostalgically), my syllabus was a comprehensive, one-stop shop for the course. It had general policy information, a schedule of classes, and then class-by-class prep work for each class so students could consult the file and have instant knowledge about what they were supposed to be doing. (Let us leave aside how often this happened for the moment, that was the point of the syllabus.) The syllabus also included bibliography, both for individual classes and for the course as a whole.
Fast-forward to the New Normal. Now, I have to have all my asynchronous activities and pre-seminar work clearly set up on Moodle for each week of teaching, so students can navigate through each week’s content independently, with only a small portion of overall learning activity being face-to-face and synchronous. My reading lists are all in our TALIS reading system, with a plug-in which lets me include a link directly in Moodle so students can click and find what they need. But I still need to have a syllabus document on my Moodle because… I still need a syllabus document. But why?
In fairness, I can see the point of having a syllabus which has some general information in it and a full schedule of the year’s learning, in a rather general sort of way, particularly since the Moodle page is not going to be built for the whole year by the start of term. (If I can get five weeks of activity built before term starts, I’ll be counting that as a victory.) But do I really need to duplicate my reading list? Do I need to have the full ‘what we’re doing each week’ seminar details when there’s going to be far more supported detail and activity on Moodle than there has been in any past year?
I suspect I would feel very differently about this question if I were not in an open-ended post, not least to make things easier when moving between institutions and having a core document with all my information handy. But as someone with institutional security (today’s governmental U-turn on A-level results not withstanding), that doesn’t feel as important now; Moodle will roll over next year, and I’ll be there to use it, so I’m pretty sure I will benefit from my work.
My solution at this point is to keep the first parts of the syllabus as they are, but to delete the detailed ‘what we are doing in each seminar’ bit – that’s going to be replicated on Moodle each week, with more interactive content, and I don’t see what the value of having a partial summary in a Word document students probably won’t pay a lot of attention to. I can also download my Moodle page as a PDF to keep a record of this year’s structure if I think that will be helpful (which it probably will be).
I suppose I’m sharing this because it’s an example of one of the small things I’m running up against in preparing for teaching next year which feels pretty straightforward in terms of making a decision but actually reveals an awful lot about some underlying assumptions about how teaching works and is delivered. Sometimes that means asking whether what you’ve been doing… just because you’ve always been doing it is actually the best thing to do. In an ideal world, I wouldn’t be re-examining my teaching under these circumstances, but I do hope that there will be some long-term benefits that come out of it in terms of better practice around the digital environment. Although frankly, given from where I started, isn’t going to be too difficult.
October 31, 2016
January 26, 2015
The Family Archive Project: Advisory Board meeting
Last week was an exciting one for the Family Archive Project, as we had our first advisory board meeting. It’s the first time the project team have all been in the same physical space since the original AHRC sandpit, and for me it was the first time meeting our advisory board members, who are more senior academics with experience of doing This Sort Of Thing plus a representative from the National Archives, one of our project partners. The meeting served as an opportunity to update the advisory board on the progress that has been made so far, get some advice from them about things we felt could benefit from their input, and also ask them whether they had any thoughts or suggestions for how we should be approaching the project. It was really energising to be sitting in a room of people who were keen about the project – I’ve been getting more and more enthused since I spent a day in the British Library t’other week and realised that there’s something genuinely interesting here that doesn’t seem to have been picked up on (for perfectly good reasons) on the classical side, and the advisory board meeting reinforced that mood.
Two major things came out of it for me. The first was that the unique strength of this project is the chronological scope that the research team bring to the issue, and the possibilities that this opens up for interrogating contemporary practice and building new frameworks for understanding how people approach family archives, both consciously and unconsciously. I think we’d all appreciated that this was something special about the project as we put it together, but hearing other people articulate it certainly brought it home to me. The second was the potential that this work has for making a difference not only to other academics but to people in society more broadly, and how important it is to make sure that we’re keeping track of the needs of the communities and groups we’re working with. At the moment, we’re only operating on a comparatively small scale, but it’s something that simply hadn’t occurred to me before.
A side issue, but no less important, that we spent a bit of time discussing was how we are actually going to write the two articles we hope will come out of this work, beginning with one based on our historical case studies. We found working on the grant proposal through shared documents on Google Drive worked rather well, and I’d assumed we’d try that approach again; one thing the advisory board suggested was that one person took responsibility for calling time on the collaborative drafting process and then gave the article a coherent authorial voice before asking for feedback from everyone on the neatened result. Collaborative writing is not something that my field of the humanities tends to play with very often, although some people find it very productive; certainly it’s not something I’ve ever done. Given that there are four of us on the project team, I think we all appreciated some advice from people who have had more experience producing collaborative writing about what works and what doesn’t!
The next big milestone, other than getting a research assistant appointed for the project and setting up our focus groups, is getting together the meat of the case study article and working out what shape that would best take. Obviously because of oncoming maternity leave, I want to get on with that sooner rather than later – so I can see plenty more reading and note-taking ahead of me in the next few months. I’m looking forward to it.
October 6, 2014
On trying new things: my very first MOOC
As those who follow me on Twitter will know, I recently took the plunge and signed up for my first MOOC. MOOC, for those of you to whom this is newspeak, stands for Massive Open Online Course – it is, apparently, the new disruptive technology that means we won’t need universities any more and everyone will just access electronic higher education from the best professors more or less for free. Or, alternatively, it is the development that will lead to a dystopian nightmare of low-paid part-time staff doing all the actual dealing with students while star professors record a couple of videos, fees calculated on a per appearance basis, and students become utterly detached from any form of intellectual community. You can read the fears and dreams that cluster around MOOCs in articles appearing in the educational and popular press more or less weekly, and if you want some chunky analysis of the language that gets used, you should go and read Melonie Fullick’s Speculative Diction blog, which has some excellent pieces unpicking the rhetoric that both sides use on this subject.
Now, I am a selective Luddite – you won’t find me near an e-reader, but I do apparently get on with quite a lot of this new technology stuff reasonably well. So I decided that rather than sit and nay-say about MOOCs, the only sensible thing to do was to sign up for one and give it a go. I decided to sign up with FutureLearn, which is the first UK-based MOOC platform, because they were running a course on the English Literature of the Country House, which appealed since I like both literature and country houses. I was also curious about the FutureLearn platform, as it’s still in development but looks like it’s marketing itself very much as the UK option for universities interested in providing this sort of thing in the future.
August 4, 2014
November 1, 2013
Rihanna, Medusa, GQ and Photoshop
Some of you will already have seen on Rogue Classicism that the current edition of GQ features a portfolio of shots taken by Damien Hurst of Rihanna… as Medusa. I saw these photos and thought ‘well, that’s interesting’, but what with my whole Medusa and monsters and space thing, those thoughts just sort of kept going, and here I am, writing a blog post on Rihanna in GQ. Which, somewhat embarrassingly, I keep on mis-typing as CQ, and I can only hope that the editors of that august journal would be amused rather than offended. I’m putting a copy of the front cover picture below the cut to make this vaguely SFW, but if you’ve found this post with the predictable search terms – prepare yourself for a bit of cultural analysis to go along with your mildly salacious picture.
April 19, 2013
March 22, 2013
Classical Timeline entry up!
This entry is a signpost to the fact that I’ve written an entry on Seneca the Younger that’s now up at the Classical Timeline project – when you click through, scroll along to 50 AD or so and you’ll find him.
The Timeline is the brainchild of Erlend Macgillivray, a Ph.D. student at Aberdeen whose own research interests are mainly within early Christianity – he’s bringing together some interesting people to help build the site. It’s still in its early days, but do pop over and, if you feel so inclined, get involved – it’s potentially a very useful project, and deserves to do well!