Author: cives

Photo by Dave Lowe on Unsplash

By Carolyn Ives and Catharine Dishke Hondzel

As the fall term comes to an end, we’re reflecting on all of the amazing things we’ve witnessed over the last several months. So many faculty worked incredibly hard to ensure their students would have an opportunity to learn as well as virtually as in a face-to-face classroom. We’ve seen boundless energy, commitment, and care go into this work. But we’ve also seen how tired many people are now as a result—including students.

If we’ve learned anything over these last few months, it’s this: Less is more. Simple is better. It’s better for faculty, and it’s better for students. We learned this through offering the Facilitating Learning in Moodle course this summer. Each of the three iterations was simplified and pared down from the one before, but still each one contained elements that were overwhelming for some participants. If we were to offer it again, it would include far less content.

What might “Less is More” look like in your course?

• It might look like the elimination of any “nice to know” information. You may opt to stick to the essential content that students absolutely need to be able to achieve the course’s learning outcomes.
• It may look like integrating as much asynchronous activity as possible for your context. While this may not work in every course, students will appreciate the flexibility. You may also appreciate it as the winter term gets busier.
• It may look like simplified course Moodle sites. You may opt to reduce content, but add clear instructions when appropriate. Also, you don’t have to use every awesome technological tool possible to create a solid course.
• It may also look like the creation of recognizable patterns within your course. You may find it helpful to repeat content and activity patterns for each week; regular routines and class rituals can be reassuring for your students and use less of your own bandwidth, as you won’t have to make as many decisions throughout the term.
• It may look like flexibility for assignment deadlines. If this is something that works for your context, you might find it helpful, as it reduces pressure on students and helps spread out your marking load.
• Most of all, it might look like compassion—for yourself and your students.

Compassion can look like many different things, too. It might mean you have to acknowledge that mistakes are going to happen; deadlines might be missed; and instructions might be misinterpreted. But everyone is carrying a heavier load right now, so reach out to people who care about you to help you unburden and maybe even find humour in the situation.

So simplify if you can. We’ll be working on doing the same.

by Carolyn Ives

Part of the reason I decided to return to Thompson Rivers University after a nearly 10-year absence has to do with values: I believe TRU’s explicit commitment to equity, inclusion, and diversity closely match my own ethical stance about teaching and learning. In an institution that values student access above the elitism apparent at some other universities, teaching well is paramount. Who wouldn’t want to work in a teaching and learning centre that could help faculty achieve their big dreams about reaching as many students as possible? And since arriving a year and a half ago, I have not been disappointed. Faculty here value teaching and learning, and most go above and beyond to support students.

The recent shift to alternative forms of delivery (remote, distance, online) has been a bit of a mixed bag in terms of student support. On one hand, this shift has the potential to allow students extra flexibility about when they log in, access materials, engage in discussion and activities, and complete assignments and exams; on the other hand, though, it can also marginalize students who face limited internet access, limited working space, language barriers, and other learning challenges. It can also lead to extra work for both students and instructors when assessments have to be changed to accommodate an online environment. Furthermore, a crisis can serve to magnify already present classroom dynamics and reveal whether an instructor perceives their students as allies or adversaries. If they are allies, as Kevin Gannon in his book Radical Hope: A Teaching Manifesto (2020) reminds us, we have to demonstrate to them—not simply tell them—that we trust them fully. If we don’t, then we are telling students that we do not trust them, that they are our adversaries.

How do we unknowingly signal to students that we are suspicious of them? We do this, perhaps unintentionally, by opting for heightened measures of surveillance in our new remote classrooms for the purposes of academic integrity, by insisting on very limited time frames for online testing, by failing to acknowledge the stressful situations many of our students may be in—including being ill or looking after someone who is, losing their jobs, and not having sufficient working space—and by failing to acknowledge their humanity, or our own. Conversely, by being flexible, especially now in a less than ideal learning environment, we can signal to students that we are on their side, that we know they are doing their best, that we trust them. And why shouldn’t we? It’s not likely any student comes to university with the intention of failing, cheating, or dropping out. Research shows that if we believe in students and communicate that belief to them, they will rise to the occasion (Weimer, 2013; Bain 2004).

So in light of the current COVID-19 crisis, let’s try to be flexible and kind to our students and ourselves and accept we are all doing the best that we can. If you find yourself needing support in terms of creating alternative assessments that don’t increase work or stress for you or students, facilitating good online discussion, or supporting students who are struggling, please reach out to us in Centre for Excellence in Learning & Teaching (CELT). Our goal is to help you reach yours.

References

Bain, K. (2004). What the best college teachers do. Harvard University Press

Gannon, K.M. (2020). Radical hope: A teaching manifesto. West Virginia University Press.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2 edition). Jossey-Bass.