theirishtimes--2020-06-08--The Art of blended learning during a pandemic

What happens to taught programmes in a time of shutdown and travel restrictions ?
How can courses in the visual and performing arts , which are often manifested in very physical and practical ways , be delivered at a time of social distancing ?
Glenn Loughran is a lecturer and programme chairman at the Dublin School of Creative Arts at TU Dublin .
He runs a four-year modular honours degree programme in Visual Arts on Sherkin Island off the west coast of Cork and is experienced in the delivery of theoretical and practical lectures over the internet .
He is @ @ @ @ @ @ @ a new MA in Art and the Environment which will be run from the island from September .
“ We ’ ve been doing long-distance learning for a very long time and in a lot of rural communities there is quite a lot of it going on because of the challenges presented by distance and education .
So when this hit we were quite well prepared , ” he told The Irish Times .
“ Without a doubt , the number one advantage of distance learning is that it can give access to @ @ @ @ @ @ @ economically disadvantaged communities , ” he says .
Adapting to the Covid-19 landscape in a short timeframe as was done by third-level institutions in recent months would be a feat for any organisation .
But for practical courses such as visual arts degrees , it presented a unique set of challenges .
“ Because I am teaching visual art it is much trickier because quite a lot of it is practical , ” says Loughran .
“ The real challenge is assessing work because in terms of art-making or creative work , you @ @ @ @ @ @ @ it so we ’ ve had to be creative.
” The pandemic has caused huge disruption across the world and the education sector has been affected with the near-total closures of schools , universities and colleges .
Third-level institutions had to re-evaluate their teaching methods and for many courses this meant fundamental changes to how the curriculum was delivered and how students were assessed .
“ A new way of assessing student projects was required as the lockdown meant students could not submit their work in the normal way , ” says Loughran @ @ @ @ @ @ @ something that you are not seeing physically ?
” While not being able to physically examine the work might seem to be a major setback for some , for Loughran it simply meant adopting a different creative approach .
“ Students were asked to create a video essay detailing the work they created in their own environment which allowed them to analyse and represent their work for assessment.
” The technology used on the course also affords instructors the ability to scrutinise the work closely – even if they are in a different @ @ @ @ @ @ @ Padlet , which is a type of digital sketchbook , students can build up a store of ideas in various formats from images to video , pictures and text .
“ You ’ ll never completely replicate the materiality of anything you make and reproduce .
It will never be 100 per cent but you can come up with creative strategies that allow you to frame the work in an interpretive way , ” says Loughran .
“ I can zoom in to the drawings and the paintings .
I can zoom in @ @ @ @ @ @ @ texture , I can even see where the oil is seeping .
You can do that.
” He has come up with other strategies to address the limitations presented by the pandemic by asking his students to film their work .
They then analyse it before submitting it for review which brings another interpretive format for him to assess .
From people singing from the balconies of locked-down Milan to the creation of innovative and comic internet memes , the coronavirus outbreak has highlighted just how important art is to our lives .
@ @ @ @ @ @ @ in creativity and sees it as a way of overcoming limitations .
“ Creativity often comes from limitations .
Students are very used to being given briefs that have limitations and then having to come up with a response to it , ” he says .
“ There is a creativity boom within this crisis because you have to do something with the situation , otherwise it brings you down .
You need a lot of creative problem-solving as well .
You are constantly faced with barriers and limitations , and I think @ @ @ @ @ @ @ negotiate that.
” One example of this is the course ’ s end-of-year exhibition .
Most fine art degree programmes hold an exhibition at the end of the course where students display their work publicly .
“ On Sherkin Island this is a really big exhibition but because of coronavirus it is very tricky .
One of the things that we are doing is that we are working with a dance choreographer to see if he can come up with strategies to choreograph the show and its relationship to the islanders and to @ @ @ @ @ @ @ really creative way to figure out how they can still have a show.
” One of the main challenges presented by distance learning , according to Loughran , is that when the teacher is taken out of the classroom , a particular type of technology is also removed .
“ A teacher teaches with their hands and their eyes and they really embody their knowledge .
One of the first things teachers notice whenever they are doing online teaching is how that goes .
“ You can ’ t read your students .
@ @ @ @ @ @ @ and you have 20 students and you can ’ t really see their eyes , you don ’ t know if what you said went in or whether it didn ’ t or whether you should go back and try it again .
“ I think teachers find that very challenging because the way they embody their knowledge is really what separates them from robots giving out information .
“ They communicate that the work is valuable and important for the student and then the student is motivated by that .
I ’ @ @ @ @ @ @ @ has proven to be very challenging as they can ’ t communicate through the normal performance of teaching.
” Teaching , he says , is “ a very complex activity and it gets flattened out through these kinds of processes ” .
“ There ’ s a big debate about automation coming into the classroom and people often feel very threatened by it .
Sometimes some of the discussion around it is very technophobic but there are some real questions about it as well .
“ One of the biggest issues is that @ @ @ @ @ @ @ it loses that other dimension which is the professional transmission of knowledge that gives it meaning .
“ The other side of it is that often times we expect technology to solve all of the problems of teaching and it never will .
We still have to rely on content and professionalism and practice and so on.
” “ Because it is a long-distance course , the digital aspect is really important so you do play about with different possibilities .
For example , the MA course we are setting up on art @ @ @ @ @ @ @ part of that is going to be taught using Oculus Rift [ a virtual reality headset ] .
“ Each student , at the beginning of the Master ’ s , will be given one of these VR headsets for the duration of the course .
We will build a virtual learning environment in there for them all to join in .
This is at the real edge of this now .
“ Technically what will happen is that we will have 10 students in different parts of the country , on different @ @ @ @ @ @ @ they engage together in these virtual environments .
It is really exciting.
” While the technology is exciting and contributes to the creative process , Loughran sees it as a tool and not as an end in itself .
“ I ’ m excited by the technologies but I don ’ t think they should ever stand alone , I don ’ t think they should ever replace a teacher or an environment but they can definitely help .
“ It ’ s kind of like a dialogue and I think if you @ @ @ @ @ @ @ actual and the virtual , then I think it can work .
I think if it is too much of the virtual , then that can be a bit too alienating , especially in visual arts where there is a lot of hands-on making.
” “ Probably the best tip is to set up a peer study support group outside the class .
My students all meet outside the course either to discuss the brief , what the classes were about or where things are going .
It ’ s very informal , @ @ @ @ @ @ @ to be but it is very important for peer support but also working through anything that might have been missed in communication .
There can be a little bit of communication slippage online .
They can work on that stuff and they ’ ll sometimes come back to me with questions .
I think that ’ s a really good support for mental health and academic motivation .
”

The new MA in Art and the Environment, which will be run from Sherkin Island from September, will be taught using Oculus Rift, a virtual reality headset. Photograph: Catch Keeley.Salvage x.Sherkin Island 2018
What happens to taught programmes in a time of shutdown and travel restrictions? How can courses in the visual and performing arts, which are often manifested in very physical and practical ways, be delivered at a time of social distancing?
Glenn Loughran is a lecturer and programme chairman at the Dublin School of Creative Arts at TU Dublin. He runs a four-year modular honours degree programme in Visual Arts on Sherkin Island off the west coast of Cork and is experienced in the delivery of theoretical and practical lectures over the internet. He is also in the process of setting up a new MA in Art and the Environment which will be run from the island from September.
“We’ve been doing long-distance learning for a very long time and in a lot of rural communities there is quite a lot of it going on because of the challenges presented by distance and education. So when this hit we were quite well prepared,” he told The Irish Times.
Glenn Loughran is a lecturer and programme chairman at the Dublin School of Creative Arts at TU Dublin. Photograph: Glenn Loughran
The four-year modular honours degree programme in Visual Arts is run on Sherkin Island, off the west coast of Cork.
“Without a doubt, the number one advantage of distance learning is that it can give access to education in rurally excluded or socially, economically disadvantaged communities,” he says.
READ MORE
Adapting to the Covid-19 landscape in a short timeframe as was done by third-level institutions in recent months would be a feat for any organisation. But for practical courses such as visual arts degrees, it presented a unique set of challenges.
“Because I am teaching visual art it is much trickier because quite a lot of it is practical,” says Loughran.
“The real challenge is assessing work because in terms of art-making or creative work, you are used to being in front of it so we’ve had to be creative.”
The pandemic has caused huge disruption across the world and the education sector has been affected with the near-total closures of schools, universities and colleges.
Third-level institutions had to re-evaluate their teaching methods and for many courses this meant fundamental changes to how the curriculum was delivered and how students were assessed.
“A new way of assessing student projects was required as the lockdown meant students could not submit their work in the normal way,” says Loughran.
“How can you possibly assess something that you are not seeing physically?”
While not being able to physically examine the work might seem to be a major setback for some, for Loughran it simply meant adopting a different creative approach.
“Students were asked to create a video essay detailing the work they created in their own environment which allowed them to analyse and represent their work for assessment.”
The technology used on the course also affords instructors the ability to scrutinise the work closely – even if they are in a different geographic location.
Using an application called Padlet, which is a type of digital sketchbook, students can build up a store of ideas in various formats from images to video, pictures and text.
“You’ll never completely replicate the materiality of anything you make and reproduce. It will never be 100 per cent but you can come up with creative strategies that allow you to frame the work in an interpretive way,” says Loughran.
“I can zoom in to the drawings and the paintings. I can zoom in so close that I can see the texture, I can even see where the oil is seeping. You can do that.”
He has come up with other strategies to address the limitations presented by the pandemic by asking his students to film their work. They then analyse it before submitting it for review which brings another interpretive format for him to assess.
Creativity
From people singing from the balconies of locked-down Milan to the creation of innovative and comic internet memes, the coronavirus outbreak has highlighted just how important art is to our lives. Loughran is not surprised at this surge in creativity and sees it as a way of overcoming limitations.
“Creativity often comes from limitations. Students are very used to being given briefs that have limitations and then having to come up with a response to it,” he says.
“There is a creativity boom within this crisis because you have to do something with the situation, otherwise it brings you down. You need a lot of creative problem-solving as well. You are constantly faced with barriers and limitations, and I think that creativity is the way that you negotiate that.”
One example of this is the course’s end-of-year exhibition. Most fine art degree programmes hold an exhibition at the end of the course where students display their work publicly.
“On Sherkin Island this is a really big exhibition but because of coronavirus it is very tricky. One of the things that we are doing is that we are working with a dance choreographer to see if he can come up with strategies to choreograph the show and its relationship to the islanders and to the public.
“It is one really creative way to figure out how they can still have a show.”
Challenges of distance learning
One of the main challenges presented by distance learning, according to Loughran, is that when the teacher is taken out of the classroom, a particular type of technology is also removed.
“A teacher teaches with their hands and their eyes and they really embody their knowledge. One of the first things teachers notice whenever they are doing online teaching is how that goes.
“You can’t read your students. If we are in an online classroom and you have 20 students and you can’t really see their eyes, you don’t know if what you said went in or whether it didn’t or whether you should go back and try it again.
“I think teachers find that very challenging because the way they embody their knowledge is really what separates them from robots giving out information.
“They communicate that the work is valuable and important for the student and then the student is motivated by that. I’ve seen teachers working online and this has proven to be very challenging as they can’t communicate through the normal performance of teaching.”
Teaching, he says, is “a very complex activity and it gets flattened out through these kinds of processes”.
“There’s a big debate about automation coming into the classroom and people often feel very threatened by it. Sometimes some of the discussion around it is very technophobic but there are some real questions about it as well.
“One of the biggest issues is that it reduces all knowledge to information and it loses that other dimension which is the professional transmission of knowledge that gives it meaning.
“The other side of it is that often times we expect technology to solve all of the problems of teaching and it never will. We still have to rely on content and professionalism and practice and so on.”
Digital
“Because it is a long-distance course, the digital aspect is really important so you do play about with different possibilities. For example, the MA course we are setting up on art and the environment in September, a part of that is going to be taught using Oculus Rift [a virtual reality headset].
“Each student, at the beginning of the Master’s, will be given one of these VR headsets for the duration of the course. We will build a virtual learning environment in there for them all to join in. This is at the real edge of this now.
“Technically what will happen is that we will have 10 students in different parts of the country, on different islands, entering into a space where they engage together in these virtual environments. It is really exciting.”
While the technology is exciting and contributes to the creative process, Loughran sees it as a tool and not as an end in itself.
“I’m excited by the technologies but I don’t think they should ever stand alone, I don’t think they should ever replace a teacher or an environment but they can definitely help.
“It’s kind of like a dialogue and I think if you can keep the dialogue going between the actual and the virtual, then I think it can work. I think if it is too much of the virtual, then that can be a bit too alienating, especially in visual arts where there is a lot of hands-on making.”
Best tip
“Probably the best tip is to set up a peer study support group outside the class. My students all meet outside the course either to discuss the brief, what the classes were about or where things are going. It’s very informal, it’s whatever they want it to be but it is very important for peer support but also working through anything that might have been missed in communication. There can be a little bit of communication slippage online. They can work on that stuff and they’ll sometimes come back to me with questions. I think that’s a really good support for mental health and academic motivation.”


theirishtimes--2020-06-08--Extended school closures will hit most vulnerable hardest

As we emerge from lockdown and the immediate threat of the Covid-19 pandemic , we need to talk about the impact of school closure on the younger generation , in particular children and the burden of risk that is being borne by them in the health policy decisions that are taken .
I say this conscious of the balance of risks as we weave our way through this unprecedented crisis .
In our attempt to flatten the Covid-19 curve , we risk inflating an educational inequality curve to the detriment of those children and young people who are most vulnerable @ @ @ @ @ @ @ is the younger generation which was disproportionately affected by the last recession – more than any other generation , and the members of which typically remain voiceless in national policy decisions – is especially pertinent .
It is no coincidence that young people ’ s frustrations with the ambiguity around the Leaving Certificate came to a head with a poll that drew attention to their anxieties , concerns and frustrations that decisions about them were being made without them .
When schools are closed the impact across all sectors of society is felt @ @ @ @ @ @ @ fill not only an education need but also a care need , “ freeing ” parents to work .
Closure of schools creates a care gap as well as an education gap .
The two are intertwined both practically and philosophically .
Some parents have the resources – emotional , material , cultural and social – to support , nurture and educate their children at home .
Many do not .
Even where parents can support children ’ s home learning , many struggle with doing this while maintaining the “ day ” @ @ @ @ @ @ @ is disproportionately borne by women .
These issues are not a matter of individual want but collective need that comes sharply into focus when our care and education systems falter .
Children learn in windows of time , which influences their developmental trajectory .
Time for children is different to time for adults .
A four- to six-month gap in a child ’ s schooling is proportionately a substantive rupture in their childhood .
And where children already struggling to play catch-up remain out of school for a protracted period of time , @ @ @ @ @ @ @ .
Some will catch up quickly , and may even have benefitted from the extended time at home .
Others will struggle , become further disengaged and part of the “ Covid generation ” .
This will be reflected over time in graphs and curves showing poorer outcomes along a range of quality-of-life and well-being indicators .
How will extended school closure show in future OECD indicators of Ireland ’ s education performance ?
There is inspirational work taking place in schools as teachers make the shift to new ways of working in @ @ @ @ @ @ @ , many schools are at the front line in ensuring the continuation of food and school supplies to children most in need .
Yet there is variation in current provision and take-up .
It is not even .
Schools are an essential element of our public infrastructure in support of the common good .
They fulfill practical needs in the present ( a co-ordinated approach to the welfare and well-being of our children , freeing parents also to work ) as well as long-term gain ( an educated society ) .
Schools need @ @ @ @ @ @ @ fulfilling children ’ s rights as well as their needs .
When these are safeguarded , benefit accrues to all .
Our ageing population is dependent on having an educated , resourceful younger generation that will innovate and thrive in the underbelly of the economy .
While current efforts try to realise these rights through children ’ s continued access to ‘ home learning ’ supported by schools , it is a minefield to navigate in terms of the capacities , competencies and resourcefulness of all involved .
Virtual technology and distant learning @ @ @ @ @ @ @ , can not replace the everyday connectedness of the classroom or schoolyard .
The collective interests of society , especially in times of crisis , are served when we recognise the value of children and their education to the public good and the need to prioritise their needs and interests .
This is not only about their lived lives in the present but also their future and that of the society as a whole .
A society that views educational equality as an essential prerequisite is a healthy one .
Health and education @ @ @ @ @ @ @ long-term impact .
Let ’ s not forget this as we tentatively emerge from lockdown .
Dympna Devine is professor of education in UCD .
She leads the Children ’ s School Lives national longitudinal study with associate professor Jennifer Symonds and assistant professor Seaneen Sloan , UCD School of Education

In cases where vulnerable children remain out of school for a protracted period, the impact will be long lasting and profound. Photograph: iStock
As we emerge from lockdown and the immediate threat of the Covid-19 pandemic, we need to talk about the impact of school closure on the younger generation, in particular children and the burden of risk that is being borne by them in the health policy decisions that are taken.
I say this conscious of the balance of risks as we weave our way through this unprecedented crisis. In our attempt to flatten the Covid-19 curve, we risk inflating an educational inequality curve to the detriment of those children and young people who are most vulnerable and most in need.
That it is the younger generation which was disproportionately affected by the last recession – more than any other generation, and the members of which typically remain voiceless in national policy decisions – is especially pertinent.
It is no coincidence that young people’s frustrations with the ambiguity around the Leaving Certificate came to a head with a poll that drew attention to their anxieties, concerns and frustrations that decisions about them were being made without them.
READ MORE
When schools are closed the impact across all sectors of society is felt. Schools (and early-years services) fill not only an education need but also a care need, “freeing” parents to work.
Care gap
Closure of schools creates a care gap as well as an education gap. The two are intertwined both practically and philosophically. Some parents have the resources – emotional, material, cultural and social – to support, nurture and educate their children at home. Many do not. Even where parents can support children’s home learning, many struggle with doing this while maintaining the “day” job. This is a pressure that is disproportionately borne by women.
These issues are not a matter of individual want but collective need that comes sharply into focus when our care and education systems falter. Children learn in windows of time, which influences their developmental trajectory. Time for children is different to time for adults. A four- to six-month gap in a child’s schooling is proportionately a substantive rupture in their childhood.
And where children already struggling to play catch-up remain out of school for a protracted period of time, the impact will be long-lasting and profound. Some will catch up quickly, and may even have benefitted from the extended time at home. Others will struggle, become further disengaged and part of the “Covid generation”. This will be reflected over time in graphs and curves showing poorer outcomes along a range of quality-of-life and well-being indicators. How will extended school closure show in future OECD indicators of Ireland’s education performance?
There is inspirational work taking place in schools as teachers make the shift to new ways of working in the digital and technological sphere. Equally, many schools are at the front line in ensuring the continuation of food and school supplies to children most in need. Yet there is variation in current provision and take-up. It is not even.
Schools are an essential element of our public infrastructure in support of the common good. They fulfill practical needs in the present (a co-ordinated approach to the welfare and well-being of our children, freeing parents also to work) as well as long-term gain (an educated society). Schools need to be considered as an essential service fulfilling children’s rights as well as their needs. When these are safeguarded, benefit accrues to all.
Our ageing population is dependent on having an educated, resourceful younger generation that will innovate and thrive in the underbelly of the economy. While current efforts try to realise these rights through children’s continued access to ‘home learning’ supported by schools, it is a minefield to navigate in terms of the capacities, competencies and resourcefulness of all involved. Virtual technology and distant learning, not to mention the digital divide, cannot replace the everyday connectedness of the classroom or schoolyard.
The collective interests of society, especially in times of crisis, are served when we recognise the value of children and their education to the public good and the need to prioritise their needs and interests. This is not only about their lived lives in the present but also their future and that of the society as a whole.
A society that views educational equality as an essential prerequisite is a healthy one. Health and education policy are closely interconnected in terms of long-term impact. Let’s not forget this as we tentatively emerge from lockdown.
Dympna Devine is professor of education in UCD. She leads the Children's School Lives national longitudinal study with associate professor Jennifer Symonds and assistant professor Seaneen Sloan, UCD School of Education


theirishtimes--2020-06-08--Can student life survive online?

Can student life survive online?

Studying and learning is moving online .
But third level is about so much more than academia : it ’ s about getting involved , joining clubs and societies , having new experiences , making new friends and making mistakes .
If the Covid-19 crisis continues well into the next academic year , will students - particularly incoming first years - miss out on that formative college experience ?
Across colleges and universities , student clubs and societies have been adjusting to an online life .
Cian McGrath , deputy editor of UCC ’ s University Express , says that @ @ @ @ @ @ @ societies such as NetSoc were the best part of his college experience .
“ NetSoc has moved a lot of our meetups online , and a lot of societies and clubs have done the same .
Hopefully all colleges will have consideration for how important it is for students to meet up and make friends.
” Peter Davis of Maynooth University ’ s sports services , says that student sports clubs and the associated professional bodies are working on ways in which sports or training can go ahead with social distancing .
“ @ @ @ @ @ @ @ where students do speed and agility training together .
Everyone needs to get out , get some air , exercise and social contact .
We will have to do things differently : it will be a challenge and will have to be thought our carefully , but there will be some sort of offering.
” At DCU , Dr Claire Bohan is director of student support and development .
“ How do we replicate the sense of being a student and the clear divide between school days and college ?
” she says @ @ @ @ @ @ @ have been through a tough few months .
We are workshopping scenarios whereby we will be primarily online but with some on-campus learning .
The campus will be open .
We will do what we can within social distancing guidelines .
Clubs and societies are student-led and they have been adapting fast .
The big challenge isn ’ t continuing a social life for returning students ; it ’ s for creating a college experience for the first years who don ’ t know what they don ’ t know , and we @ @ @ @ @ @ @ lost opportunity impact on student mental health ?
“ We ’ ve seen students who are struggling with additional stress in both their personal and family lives , while others are reporting significant improvements in their mental health , ” says Marianne Dunne , director of students services and mental health at Maynooth University .
“ We have been able to adapt our supports such as counselling , health , budgeting and chaplaincy , using phone and video consultations , while also introducing new initiatives such as a virtual cafe , online yoga @ @ @ @ @ @ @ .
Overall , the level of student engagement and participation with our services since March 13th has been really positive.
” Many students will be disappointed that they ’ re missing out on the full first year experience , but there are ways to engage now .
Getting involved in a new club or society can seem daunting but most are very welcoming .
All of those committee members or writers for the student paper were first years once , and because most college courses only last four years , clubs and societies @ @ @ @ @ @ @ keep going and to bring new ideas to life .
It ’ s also no harm , once students know where they ’ re going , to look at the clubs and societies that interest them and maybe even to contact them and let them know that , despite whatever social distancing restrictions are in place , they ’ re keen to get involved .
“ We ’ ll be encouraging online meetups , table quizzes - anything that can get people talking and communicating , ” says McGrath .
“ We know @ @ @ @ @ @ @ students to college .
”

Studying and learning is moving online. But third level is about so much more than academia: it’s about getting involved, joining clubs and societies, having new experiences, making new friends and making mistakes. If the Covid-19 crisis continues well into the next academic year, will students - particularly incoming first years - miss out on that formative college experience?
Across colleges and universities, student clubs and societies have been adjusting to an online life.
Cian McGrath, deputy editor of UCC's University Express, says that being involved in the college paper and societies such as NetSoc were the best part of his college experience. "NetSoc has moved a lot of our meetups online, and a lot of societies and clubs have done the same. Hopefully all colleges will have consideration for how important it is for students to meet up and make friends."
Paul Davis of Maynooth University’s sports services, says that student sports clubs and the associated professional bodies are working on ways in which sports or training can go ahead with social distancing. “We’ve been doing Zooms calls where students do speed and agility training together. Everyone needs to get out, get some air, exercise and social contact. We will have to do things differently: it will be a challenge and will have to be thought our carefully, but there will be some sort of offering.”
READ MORE
At DCU, Dr Claire Bohan is director of student support and development. "How do we replicate the sense of being a student and the clear divide between school days and college?" she says.
“Incoming first years will already have been through a tough few months. We are workshopping scenarios whereby we will be primarily online but with some on-campus learning. The campus will be open. We will do what we can within social distancing guidelines. Clubs and societies are student-led and they have been adapting fast. The big challenge isn’t continuing a social life for returning students; it’s for creating a college experience for the first years who don’t know what they don’t know, and we will support them.”
How might this lost opportunity impact on student mental health? "We've seen students who are struggling with additional stress in both their personal and family lives, while others are reporting significant improvements in their mental health," says Marianne Dunne, director of students services and mental health at Maynooth University.
“We have been able to adapt our supports such as counselling, health, budgeting and chaplaincy, using phone and video consultations, while also introducing new initiatives such as a virtual cafe, online yoga and meditation and an online book club. Overall, the level of student engagement and participation with our services since March 13th has been really positive.”
Many students will be disappointed that they’re missing out on the full first year experience, but there are ways to engage now. Getting involved in a new club or society can seem daunting but most are very welcoming. All of those committee members or writers for the student paper were first years once, and because most college courses only last four years, clubs and societies are absolutely dependent on new members to keep going and to bring new ideas to life.
It’s also no harm, once students know where they’re going, to look at the clubs and societies that interest them and maybe even to contact them and let them know that, despite whatever social distancing restrictions are in place, they’re keen to get involved.
“We’ll be encouraging online meetups, table quizzes - anything that can get people talking and communicating,” says McGrath. “We know how important it is to welcome new students to college.”


theirishtimes--2020-06-08--University moves online: Where planning for the unknown is the only certainty

As uncertainty surrounding the longevity of social distancing measures is likely to continue into the autumn at the very least , the rush to move third-level programmes online has sparked a debate over the quality of such courses and how they will compare with those delivered through the traditional means .
Students registering for college in September will expect more than the emergency remote teaching approach that was adopted in the closing weeks of the last academic year .
Most will accept that the college social experience will be limited to some degree this year but they will at the @ @ @ @ @ @ @ be on a par with what was on offer in previous years .
We spoke to a number of academics and asked them whether it is possible to improve learning outcomes through online and distance learning methodologies .
Prof Mark Brown is the Director of the National Institute for Digital Learning at DCU .
He says effective online education has very little to do with the “ delivery ” of content .
Online education becomes highly engaging and interactive where knowledge is built with students “ through socially interactive and critically reflective learning @ @ @ @ @ @ @ more than just posting lecture slides online and hosting video recordings of lectures on the virtual learning platform .
“ Well-designed asynchronous , self-directed and small group learning experiences can be far more engaging , interactive and challenging than sitting passively in front of a screen watching a live or recorded lecture , ” says Prof Brown .
“ Aside from successfully passing the course the real measure of our success is whether the learning experience was engaging , enjoyable and academically challenging where students develop important transversal skills , including learning how @ @ @ @ @ @ @ and imaginative ways for a rapidly changing future , ” he says .
One of the biggest obstacles to designing more impactful online learning experiences is the lack of professional development for educators – particularly for those who are new to teaching online .
“ We need to support our educators to develop the knowledge , skills and courage to be creative and imaginative in how they design new digital spaces for learning , ” says Prof Brown .
“ It also needs to be noted that in Ireland many online degree programmes @ @ @ @ @ @ @ a major barrier and disincentive to universities investing in the development of online education.
” Nuala McGuinn is the Director of NUI Galway ’ s Centre for Adult Learning and Professional Development and she believes the right approach to online learning can lead to improved learning outcomes .
“ Students have diverse learning needs , this was always the case whether they were taught in the traditional classroom mode or via online learning , ” she says .
“ One of the advantages of online learning is that it allows students to choose @ @ @ @ @ @ @ wish to learn .
So a well-designed online course will allow the student to engage with the course material through multiple means.
” For a course to transition from one method of delivery to another , it is important to understand that there is no one-size-fits-all strategy .
“ In an online course , the role of the instructor moves from delivering content and instruction to one of supporting and guiding the construction of knowledge through the facilitation of communication between course participants , ” says McGuinn .
The good news for colleges @ @ @ @ @ @ @ systems and a range of tools in place that can facilitate remote working and distance learning .
However , it is important that they are used in the right context and to the right degree .
“ While instructors have powerful tools available to them through the virtual learning environment , it is important to get the balance right , ” says McGuinn .
“ Each tool has its own purpose and a balance is required in the use of these tools so not to overwhelm the learner and also taking into consideration @ @ @ @ @ @ @ from home , ” she says .
Universal Design for Learning ( UDL ) is an educational framework designed to improve the learning experience for students .
The approach acknowledges that one size does not necessarily fit all and it offers flexible methods of teaching , assessment and engagement and , according to McGuinn , its principles can be applied to designing online courses without causing much additional work .
“ The best practice principles of UDL can also be applied in the design of assessments and provides students an opportunity to validate @ @ @ @ @ @ @ just end-of-term written assessments and proctored examinations.
” “ Online courses provide flexibility in the timing and type of assessments used and can lead to improved learning outcomes , ” she adds .
Students can be more prepared ahead of class which means they arrive with valuable background knowledge of the subject area which allows the instructor to focus in on other areas during the live class .
“ The purpose of these live interactions can focus on the real-world application of learning or an opportunity to consolidate the theory or concepts and @ @ @ @ @ @ @ participants , ” says McGuinn .
Dr Mary Fitzpatrick , is Head of the Centre for Teaching and Learning at UL .
She emphasises the time and effort it takes to design an online course “ While there are many benefits to online course delivery and assessment , it is critical that these are as a result of careful curriculum planning and design at programme team level which can take many months , ” she says .
“ Where this is the case , the benefits include greater flexibility on the part of @ @ @ @ @ @ @ , engaging with resources and setting their own pace of study .
It allows for the development of technical skills and critical problem solving in an alternative environment .
“ For lecturers , it can also generate similar benefits in terms of flexibility but also developing alternative means of engaging with the students in a more global platform .
“ Notwithstanding the incredible response to the emergency transition to online learning and assessment , there are also many challenges in the situation we find ourselves in .
“ Where we might think that @ @ @ @ @ @ @ is nothing normal about the way we are working , living and studying , as we continue to live through this pandemic and all the consequences that this brings at a personal , professional and social level .
The challenge for the sector is to ensure that we continue work in a collaborative way to support both teachers and students in the next phase of academic planning for the new academic year .
“ What often takes nine to 12 months to bring online was brought online in a matter of days .
@ @ @ @ @ @ @ in light of the emergency , yet there will be less tolerance and forgiveness for a less-than-planned approach in autumn 20/21 , ” she adds .
The challenge for the sector , she says , is to plan for the next academic year , “ in a way that meets the expectations of students and the capacity of staff and institutions , where planning for the unknown is the only constant.
” Of course , many courses which were forced online due to the spread of the Covid-19 virus would look very different @ @ @ @ @ @ @ in mind .
“ Adapting is not the same thing as programme design .
Don ’ t think that it is anything more than a response to challenges , ” says Kathleen Hughes who is a lecturer in marketing at TU Dublin ’ s College of Business .
Whereas students could usually ask questions during face-to-face lessons , or approach the instructor once the class or lecture ended , the loss of this key characteristic of college learning means measures need to be taken to compensate for the loss of person-to-person communication and @ @ @ @ @ @ @ when you talk through concepts whether two people have got it , 80 per cent have got it or if there ’ s a couple at the back not really paying attention .
That ’ s all gone , ” says Hughes .
Most new online learning platforms will offer workable solutions allowing instructors to address students individually or in groups during online sessions .
“ I can take each group into a private break-out room which is not recorded and have a personal meeting with them while the others are working on @ @ @ @ @ @ @ The pandemic has already changed how we think about higher education .
Universities and colleges across Ireland and further afield will spend the rest of the summer months working out how they will deliver their courses in a socially-distant context .
A lot has already been learned .
While the purely online model of distance education allows students the freedom to study at their own pace it is unlikely to be adopted in full in the short term especially while some chance still remains of a return to campus .
Instead , most @ @ @ @ @ @ @ hybrid models or a blend of online and traditional face-to-face instruction .
Rapidly developing online content will not always result in a best-practice high-quality online offering and the degree to which the blend is applied will most likely depend on the individual course and the resources available to the college .
While some courses were originally developed pre-Covid to incorporate some degree of online teaching not all will fit the online-only format .
Realising the goal of offering a high-quality online programme will require more funding and a good degree of organisational planning @ @ @ @ @ @ @ – not least because it will require more training and the development of a more sophisticated technological course infrastructure .
Now that programmes have started to move from the traditional face-to-face setting to the virtual learning environment are we likely to see an acceleration of “ the great onlining of Irish higher education ” as it was described by one academic ?
“ The pivot to rapidly teach online has forced us to think around corners and fast-track the future .
While history teaches us to be wary about making speculative claims about @ @ @ @ @ @ @ online education will never be the same again , ” says Prof Brown .

The coronavirus pandemic has already changed how we think about higher education. Photograph: iStock
As uncertainty surrounding the longevity of social distancing measures is likely to continue into the autumn at the very least, the rush to move third-level programmes online has sparked a debate over the quality of such courses and how they will compare with those delivered through the traditional means.
Students registering for college in September will expect more than the emergency remote teaching approach that was adopted in the closing weeks of the last academic year. Most will accept that the college social experience will be limited to some degree this year but they will at the very least also expect learning outcomes to be on a par with what was on offer in previous years.
We spoke to a number of academics and asked them whether it is possible to improve learning outcomes through online and distance learning methodologies.
Prof Mark Brown of Dublin City University: ‘The pivot to rapidly teach online has forced us to think around corners and fast-track the future’
Nuala McGuinn of NUI Galway: ‘Online courses provide flexibility in the timing and type of assessments used and can lead to improved learning outcomes’
Prof Mark Brown is the Director of the National Institute for Digital Learning at DCU. He says effective online education has very little to do with the “delivery” of content. Online education becomes highly engaging and interactive where knowledge is built with students “through socially interactive and critically reflective learning experiences”.
READ MORE
The approach involves far more than just posting lecture slides online and hosting video recordings of lectures on the virtual learning platform.
“Well-designed asynchronous, self-directed and small group learning experiences can be far more engaging, interactive and challenging than sitting passively in front of a screen watching a live or recorded lecture,” says Prof Brown.
“Aside from successfully passing the course the real measure of our success is whether the learning experience was engaging, enjoyable and academically challenging where students develop important transversal skills, including learning how to learn in more critical, innovative and imaginative ways for a rapidly changing future,” he says.
One of the biggest obstacles to designing more impactful online learning experiences is the lack of professional development for educators – particularly for those who are new to teaching online.
“We need to support our educators to develop the knowledge, skills and courage to be creative and imaginative in how they design new digital spaces for learning,” says Prof Brown.
"It also needs to be noted that in Ireland many online degree programmes receive no Government funding. This is a major barrier and disincentive to universities investing in the development of online education."
Improved learning outcomes
Nuala McGuinn is the Director of NUI Galway’s Centre for Adult Learning and Professional Development and she believes the right approach to online learning can lead to improved learning outcomes.
“Students have diverse learning needs, this was always the case whether they were taught in the traditional classroom mode or via online learning,” she says.
“One of the advantages of online learning is that it allows students to choose where, when, and how they wish to learn. So a well-designed online course will allow the student to engage with the course material through multiple means.”
For a course to transition from one method of delivery to another, it is important to understand that there is no one-size-fits-all strategy.
“In an online course, the role of the instructor moves from delivering content and instruction to one of supporting and guiding the construction of knowledge through the facilitation of communication between course participants,” says McGuinn.
The good news for colleges is that most already have virtual learning systems and a range of tools in place that can facilitate remote working and distance learning. However, it is important that they are used in the right context and to the right degree.
“While instructors have powerful tools available to them through the virtual learning environment, it is important to get the balance right,” says McGuinn.
“Each tool has its own purpose and a balance is required in the use of these tools so not to overwhelm the learner and also taking into consideration their access to technology and internet connectivity from home,” she says.
Universal Design for Learning (UDL) is an educational framework designed to improve the learning experience for students. The approach acknowledges that one size does not necessarily fit all and it offers flexible methods of teaching, assessment and engagement and, according to McGuinn, its principles can be applied to designing online courses without causing much additional work.
“The best practice principles of UDL can also be applied in the design of assessments and provides students an opportunity to validate their learning in more creative ways than just end-of-term written assessments and proctored examinations.”
“Online courses provide flexibility in the timing and type of assessments used and can lead to improved learning outcomes,” she adds.
Students can be more prepared ahead of class which means they arrive with valuable background knowledge of the subject area which allows the instructor to focus in on other areas during the live class.
“The purpose of these live interactions can focus on the real-world application of learning or an opportunity to consolidate the theory or concepts and foster a community of learning amongst course participants,” says McGuinn.
Planning and design
Dr Mary Fitzpatrick, is Head of the Centre for Teaching and Learning at UL. She emphasises the time and effort it takes to design an online course
“While there are many benefits to online course delivery and assessment, it is critical that these are as a result of careful curriculum planning and design at programme team level which can take many months,” she says.
“Where this is the case, the benefits include greater flexibility on the part of the student in terms of accessing material, engaging with resources and setting their own pace of study. It allows for the development of technical skills and critical problem solving in an alternative environment.
“For lecturers, it can also generate similar benefits in terms of flexibility but also developing alternative means of engaging with the students in a more global platform.
“Notwithstanding the incredible response to the emergency transition to online learning and assessment, there are also many challenges in the situation we find ourselves in.
“Where we might think that this is the new normal, there is nothing normal about the way we are working, living and studying, as we continue to live through this pandemic and all the consequences that this brings at a personal, professional and social level. The challenge for the sector is to ensure that we continue work in a collaborative way to support both teachers and students in the next phase of academic planning for the new academic year.
“What often takes nine to 12 months to bring online was brought online in a matter of days. This was accepted by staff and students in light of the emergency, yet there will be less tolerance and forgiveness for a less-than-planned approach in autumn 20/21,” she adds.
The challenge for the sector, she says, is to plan for the next academic year, “in a way that meets the expectations of students and the capacity of staff and institutions, where planning for the unknown is the only constant.”
Challenges
Of course, many courses which were forced online due to the spread of the Covid-19 virus would look very different were they originally designed with online delivery in mind.
“Adapting is not the same thing as programme design. Don’t think that it is anything more than a response to challenges,” says Kathleen Hughes who is a lecturer in marketing at TU Dublin’s College of Business.
Whereas students could usually ask questions during face-to-face lessons, or approach the instructor once the class or lecture ended, the loss of this key characteristic of college learning means measures need to be taken to compensate for the loss of person-to-person communication and class participation.
“You can tell when you talk through concepts whether two people have got it, 80 per cent have got it or if there’s a couple at the back not really paying attention. That’s all gone,” says Hughes.
Most new online learning platforms will offer workable solutions allowing instructors to address students individually or in groups during online sessions.
“I can take each group into a private break-out room which is not recorded and have a personal meeting with them while the others are working on something else,” says Hughes.
What lies ahead?
The pandemic has already changed how we think about higher education.
Universities and colleges across Ireland and further afield will spend the rest of the summer months working out how they will deliver their courses in a socially-distant context.
A lot has already been learned.
While the purely online model of distance education allows students the freedom to study at their own pace it is unlikely to be adopted in full in the short term especially while some chance still remains of a return to campus.
Instead, most institutions have stated their intention to adopt hybrid models or a blend of online and traditional face-to-face instruction.
Rapidly developing online content will not always result in a best-practice high-quality online offering and the degree to which the blend is applied will most likely depend on the individual course and the resources available to the college.
While some courses were originally developed pre-Covid to incorporate some degree of online teaching not all will fit the online-only format.
Realising the goal of offering a high-quality online programme will require more funding and a good degree of organisational planning on the part of colleges and universities – not least because it will require more training and the development of a more sophisticated technological course infrastructure.
Now that programmes have started to move from the traditional face-to-face setting to the virtual learning environment are we likely to see an acceleration of “the great onlining of Irish higher education” as it was described by one academic?
“The pivot to rapidly teach online has forced us to think around corners and fast-track the future. While history teaches us to be wary about making speculative claims about the future it is highly probable that online education will never be the same again,” says Prof Brown.


theirishtimes--2020-06-08--What's it all about? Online learning terms explained

The arrival of coronavirus to these shores prompted a swift pivot away from the traditional face-to-face style of teaching most students were familiar with since the first day they attended primary school .
Students nearing the end of their time in college had their finals to look forward to while others had essays , assignments and end-of-year exams to contend with .
That all changed with the lockdown .
“ The move to emergency remote teaching , learning and assessment was a huge challenge , but one which all academic staff engaged in overnight .
The response by both the @ @ @ @ @ @ @ dramatic transition to remote online space , was phenomenal , ” says Dr Mary Fitzpatrick , head of the Centre for Teaching and Learning at University of Limerick ( UL ) .
As colleges began moving their programmes online for the final semester , educational priorities quickly changed .
Gone , all of a sudden , were the classes , lectures , tutorials , trips to the library and group-work meetings .
In came video conferencing , online quizzes , virtual learning platforms , specialised simulations , asynchronous and synchronous teaching .
The @ @ @ @ @ @ @ .
“ Some of the benefits of course delivery online include flexibility : students can work at their own pace , supporting independent and self-directed learning , and allowing them to fit learning around the rest of their lives ; and unlimited access to practice and revision resources , ” says Dr Alison Hood , dean of teaching and learning at Maynooth University .
Many will be unfamiliar with some of the terms associated with distance learning , blended learning and remote learning but this is likely to change in the coming months @ @ @ @ @ @ @ in popularity .
Many of these concepts are interrelated – and they all involve learning – but what do they mean individually and how do they relate to each other ?
A 1960s Australian children ’ s television series might not be the first thing that springs to mind when we consider the merits of distance learning .
Yet for many , Skippy the Bush Kangaroo is where they first came across the practice .
The series told the story of a young boy called Sonny and his adventures with his pet kangaroo @ @ @ @ @ @ @ remote national park and had to use a two-way radio to connect with his teachers in order to receive his education .
Thanks to the development of internet technology , distance learning has advanced quite a bit since then .
The tools and methods traditionally associated with it such as correspondence courses , educational television and , in the case of Sonny , two-way radios , have now largely been replaced by online learning platforms .
In many cases , the interactive online learning environment used to deliver distance learning courses is now @ @ @ @ @ @ @ who attend the face-to-face courses traditionally associated with third-level education .
Colleges and universities have improved their ability to deliver distance learning programmes while at the same time offering comprehensive support for students .
In short , distance learning is when students don ’ t attend classroom lessons in person .
Instead , they receive instruction , and learn and study from home .
Classes are usually conducted over the internet and students can submit assignments remotely .
As distance learning offers students the flexibility and convenience of not having to be physically @ @ @ @ @ @ @ advantages are numerous .
Students can access class resources from a single location , they can save substantially on transport and fees as courses offered through distance learning are usually significantly cheaper than traditional classroom-based pedagogy .
Blended or hybrid learning This is where the traditional form of face-to-face learning converges with the newer methods of remote and online instruction .
Blended learning uses technology to improve the learning process and is the model most likely to be adopted by third-level institutions as ongoing social distancing requirements limit the possibility of traditional in-person @ @ @ @ @ @ @ .
Blended learning is customisable and , as a result , a wide range of approaches to the method means the balance between in-class teaching and the use of technology varies from programme to programme .
Advocates say it offers the best of both worlds .
The curriculum is usually delivered through a combination of classroom-based lectures , online lectures and the use of other online resources .
Ideally , these course components complement each other to strengthen the overall outcome .
Blended learning also offers students the benefits of in-class engagement with @ @ @ @ @ @ @ .
The degree to which the course is blended depends on the course programme and the institution in question .
Most Irish colleges and universities offer a suite of blended learning courses across undergraduate , graduate and professional level categories .
This is likely to continue even when social distancing measures are in place .
eLearning Short for electronic learning , eLearning is a term that essentially means learning with the aid of digital tools .
It has its roots in distance learning .
The internet has contributed greatly to a marked growth @ @ @ @ @ @ @ delivery of education over the past decade and has helped the development of new models of teaching , improved instruction methods and the possibility of better student outcomes .
Technology is at the centre of eLearning and without it the programme could not be delivered .
Students use computer and internet technology to access the curriculum from outside the traditional classroom .
It is widely seen as a flexible and efficient way of delivering the curriculum as most people with a stable internet connection can access these tools and participate in some form @ @ @ @ @ @ @ efficient .
Students no longer have to worry about attending a lecture or class at a set time , they can review lecture videos as often as they like , there is no commute time and it can help develop time-management skills .
Unsurprisingly , it is often the preferred option for students who are working or who have other constraints on their time .
This form of learning is also used in a wider context .
In recent years we have seen a sharp growth in demand for online digital courses .
@ @ @ @ @ @ @ Courses ) first appeared in the late 2000s and were seen as a disruptor which would widen access and lower the costs associated with traditional modes of learning .
Critics sometimes cite poor student engagement as one of the greatest drawbacks of eLearning .
In traditional classroom settings , students can raise their hand and engage in face-to-face interaction with their instructor but it is not as easy to raise the hand digitally in an eLearning environment .
The very nature of the approach means students will invariably spend a lot of time @ @ @ @ @ @ @ computer screen and the lack of social interaction can lead to a sense of isolation .
Tools do exist to facilitate better communication however and the development of video software now means students can interact directly with instructors through video-link .
Depending on the type of course undertaken , practical assessments can be difficult to cater for well .
Not to be confused with distance learning or online learning , emergency remote teaching is a measure that is adopted in response to a crisis where the curriculum has to be rapidly moved to @ @ @ @ @ @ @ consequences of emergency remote teaching can include a failure to meet the expectations that students had at the outset of the course .
Simply broadcasting a lecture with the aid of a video conferencing tool or uploading a presentation to a virtual learning environment is not the same as presenting course content that has been planned , developed and designed for delivery via a framework that best enables learning to take place .
The sudden change in delivery model can mean a change to how course material is absorbed by students and it @ @ @ @ @ @ @ assessment model which can be disruptive for those students who had prepared for another format entirely over a lengthy period of time .
The needs of all students might not be met by sudden change , and unexpected barriers such as the digital divide and other inequities can arise .
There is also the danger that in the absence of a coherent emergency plan that teaching objectives can shift from the achievement of pre-defined learning goals to enacting a crisis management approach instead .
While the process of moving from an established teaching @ @ @ @ @ @ @ be difficult , emergency remote teaching can be a useful learning experience as instructors quickly learn to apply what works and discard what doesn ’ t .
Synchronous learning is a term used to describe a method where students engage in learning at the same time but not in the same place .
Synchronous learning usually involves the use of online tools such as chat and videoconferencing where students and teachers can interact in real-time during class .
Class activities typically take place through the use of dedicated virtual learning environments ( also @ @ @ @ @ @ @ as Brightspace , Moodle or Canvas .
Asynchronous learning is a term used to describe a method where students engage in learning at different times and locations .
Asynchronous learning often utilises elements such as email , pre-recorded video and other tools such as online discussion forums that facilitate the sharing of information .
Sometimes referred to as virtual learning environment or virtual learning platforms , learning management systems are web-based software platforms which facilitate the delivery of course content .
Platforms provide teaching tools and supports but also allow course instructors to @ @ @ @ @ @ @ formats such as video , audio and text are catered for and students can be assessed through tools such as online quizzes and questionnaires .
They are in widespread use at third level and can be used to deliver asynchronous or synchronous-based courses .
Systems such as Brightspace , Canvas , Moodle and Blackboard have built-in tools that allow instructors to deliver lectures by video or audio , facilitate discussions and even track student performance .
A virtual classroom is an online learning environment where students interact in real time with the instructor @ @ @ @ @ @ @ via videoconferencing tools , virtual classrooms are also a feature of learning management systems .
Students can also usually interact and ask or answer questions by using a chat window .
Presentation tools such as PowerPoint or whiteboard tools can usually be utilised by the teacher during class .
It is also possible during a class or lecture to operate break-out rooms where students can work together or where the instructor can interact directly with an individual student .
A webinar is a class in which participants view the same screen at the @ @ @ @ @ @ @ classroom setting , the instructor controls proceedings and participants can communicate through the use of interactive features such as chatrooms , polls and quizzes .
This is usually a reference to materials such as PDFs , slideshow , spreadsheets , presentations , images or text documents .
These tools are usually found as a feature within the learning management systems .
A feature of some blended learning approaches where lectures are replaced by classes or tutorial-type settings .
Students consume content – perhaps by viewing a lecture video or completing an assignment – @ @ @ @ @ @ @ discussion in the live class setting .
The practice results in more face-to-face time and affords the instructor greater flexibility in being able to engage directly with students during class , and it can help increase student engagement as they are required to prepare material ahead of the class .

The arrival of coronavirus to these shores prompted a swift pivot away from the traditional face-to-face style of teaching most students were familiar with since the first day they attended primary school.
Students nearing the end of their time in college had their finals to look forward to while others had essays, assignments and end-of-year exams to contend with. That all changed with the lockdown.
"The move to emergency remote teaching, learning and assessment was a huge challenge, but one which all academic staff engaged in overnight. The response by both the staff and students, to such a dramatic transition to remote online space, was phenomenal," says Dr Mary Fitzpatrick, head of the Centre for Teaching and Learning at University of Limerick (UL).
As colleges began moving their programmes online for the final semester, educational priorities quickly changed. Gone, all of a sudden, were the classes, lectures, tutorials, trips to the library and group-work meetings.
READ MORE
In came video conferencing, online quizzes, virtual learning platforms, specialised simulations, asynchronous and synchronous teaching.
The shift to online does have its benefits.
"Some of the benefits of course delivery online include flexibility: students can work at their own pace, supporting independent and self-directed learning, and allowing them to fit learning around the rest of their lives; and unlimited access to practice and revision resources," says Dr Alison Hood, dean of teaching and learning at Maynooth University.
Many will be unfamiliar with some of the terms associated with distance learning, blended learning and remote learning but this is likely to change in the coming months and years as these learning strategies grow in popularity. Many of these concepts are interrelated – and they all involve learning – but what do they mean individually and how do they relate to each other?
Distance learning
A 1960s Australian children’s television series might not be the first thing that springs to mind when we consider the merits of distance learning. Yet for many, Skippy the Bush Kangaroo is where they first came across the practice.
The series told the story of a young boy called Sonny and his adventures with his pet kangaroo friend Skippy. Sonny lived in a remote national park and had to use a two-way radio to connect with his teachers in order to receive his education. Thanks to the development of internet technology, distance learning has advanced quite a bit since then. The tools and methods traditionally associated with it such as correspondence courses, educational television and, in the case of Sonny, two-way radios, have now largely been replaced by online learning platforms. In many cases, the interactive online learning environment used to deliver distance learning courses is now the very same platform used by students who attend the face-to-face courses traditionally associated with third-level education.
Colleges and universities have improved their ability to deliver distance learning programmes while at the same time offering comprehensive support for students. In short, distance learning is when students don’t attend classroom lessons in person. Instead, they receive instruction, and learn and study from home.
Classes are usually conducted over the internet and students can submit assignments remotely. As distance learning offers students the flexibility and convenience of not having to be physically present in the learning institution, the advantages are numerous. Students can access class resources from a single location, they can save substantially on transport and fees as courses offered through distance learning are usually significantly cheaper than traditional classroom-based pedagogy.
Blended or hybrid learning
This is where the traditional form of face-to-face learning converges with the newer methods of remote and online instruction. Blended learning uses technology to improve the learning process and is the model most likely to be adopted by third-level institutions as ongoing social distancing requirements limit the possibility of traditional in-person lectures taking place in the medium term.
Blended learning is customisable and, as a result, a wide range of approaches to the method means the balance between in-class teaching and the use of technology varies from programme to programme. Advocates say it offers the best of both worlds. The curriculum is usually delivered through a combination of classroom-based lectures, online lectures and the use of other online resources. Ideally, these course components complement each other to strengthen the overall outcome.
Blended learning also offers students the benefits of in-class engagement with instructors with the flexibility of online learning. The degree to which the course is blended depends on the course programme and the institution in question. Most Irish colleges and universities offer a suite of blended learning courses across undergraduate, graduate and professional level categories. This is likely to continue even when social distancing measures are in place.
eLearning
Short for electronic learning, eLearning is a term that essentially means learning with the aid of digital tools. It has its roots in distance learning. The internet has contributed greatly to a marked growth in the use of technology for the delivery of education over the past decade and has helped the development of new models of teaching, improved instruction methods and the possibility of better student outcomes.
As colleges and universities shut their doors, in came video conferencing, online quizzes, virtual learning platforms, specialised simulations, asynchronous and synchronous teaching. Photograph: iStock
Technology is at the centre of eLearning and without it the programme could not be delivered. Students use computer and internet technology to access the curriculum from outside the traditional classroom.
It is widely seen as a flexible and efficient way of delivering the curriculum as most people with a stable internet connection can access these tools and participate in some form of online learning.
It is also efficient. Students no longer have to worry about attending a lecture or class at a set time, they can review lecture videos as often as they like, there is no commute time and it can help develop time-management skills. Unsurprisingly, it is often the preferred option for students who are working or who have other constraints on their time.
This form of learning is also used in a wider context. In recent years we have seen a sharp growth in demand for online digital courses. Courses called Moocs (Massive Open Online Courses) first appeared in the late 2000s and were seen as a disruptor which would widen access and lower the costs associated with traditional modes of learning.
Critics sometimes cite poor student engagement as one of the greatest drawbacks of eLearning. In traditional classroom settings, students can raise their hand and engage in face-to-face interaction with their instructor but it is not as easy to raise the hand digitally in an eLearning environment.
The very nature of the approach means students will invariably spend a lot of time on their own in front of the computer screen and the lack of social interaction can lead to a sense of isolation.
Tools do exist to facilitate better communication however and the development of video software now means students can interact directly with instructors through video-link. Depending on the type of course undertaken, practical assessments can be difficult to cater for well.
Emergency remote teaching
Not to be confused with distance learning or online learning, emergency remote teaching is a measure that is adopted in response to a crisis where the curriculum has to be rapidly moved to a virtual online setting.
The unintended consequences of emergency remote teaching can include a failure to meet the expectations that students had at the outset of the course. Simply broadcasting a lecture with the aid of a video conferencing tool or uploading a presentation to a virtual learning environment is not the same as presenting course content that has been planned, developed and designed for delivery via a framework that best enables learning to take place.
The sudden change in delivery model can mean a change to how course material is absorbed by students and it can also mean a change to the assessment model which can be disruptive for those students who had prepared for another format entirely over a lengthy period of time.
The needs of all students might not be met by sudden change, and unexpected barriers such as the digital divide and other inequities can arise. There is also the danger that in the absence of a coherent emergency plan that teaching objectives can shift from the achievement of pre-defined learning goals to enacting a crisis management approach instead.
While the process of moving from an established teaching method to an unfamiliar new platform can be difficult, emergency remote teaching can be a useful learning experience as instructors quickly learn to apply what works and discard what doesn’t.
Synchronous learning
Synchronous learning is a term used to describe a method where students engage in learning at the same time but not in the same place. Synchronous learning usually involves the use of online tools such as chat and videoconferencing where students and teachers can interact in real-time during class. Class activities typically take place through the use of dedicated virtual learning environments (also known as learning management systems) such as Brightspace, Moodle or Canvas.
Asynchronous learning
Asynchronous learning is a term used to describe a method where students engage in learning at different times and locations. Asynchronous learning often utilises elements such as email, pre-recorded video and other tools such as online discussion forums that facilitate the sharing of information.
Learning management system
Sometimes referred to as virtual learning environment or virtual learning platforms, learning management systems are web-based software platforms which facilitate the delivery of course content. Platforms provide teaching tools and supports but also allow course instructors to track student performance over time.
Multiple formats such as video, audio and text are catered for and students can be assessed through tools such as online quizzes and questionnaires.
They are in widespread use at third level and can be used to deliver asynchronous or synchronous-based courses. Systems such as Brightspace, Canvas, Moodle and Blackboard have built-in tools that allow instructors to deliver lectures by video or audio, facilitate discussions and even track student performance.
Virtual classroom
A virtual classroom is an online learning environment where students interact in real time with the instructor and with each other. Usually delivered via videoconferencing tools, virtual classrooms are also a feature of learning management systems. Students can also usually interact and ask or answer questions by using a chat window. Presentation tools such as PowerPoint or whiteboard tools can usually be utilised by the teacher during class. It is also possible during a class or lecture to operate break-out rooms where students can work together or where the instructor can interact directly with an individual student.
Webinar
A webinar is a class in which participants view the same screen at the same time. Very useful in a classroom setting, the instructor controls proceedings and participants can communicate through the use of interactive features such as chatrooms, polls and quizzes.
Collaborative tools
This is usually a reference to materials such as PDFs, slideshow, spreadsheets, presentations, images or text documents. These tools are usually found as a feature within the learning management systems.
Flipped classes
A feature of some blended learning approaches where lectures are replaced by classes or tutorial-type settings. Students consume content – perhaps by viewing a lecture video or completing an assignment – at home before engaging in analysis and discussion in the live class setting. The practice results in more face-to-face time and affords the instructor greater flexibility in being able to engage directly with students during class, and it can help increase student engagement as they are required to prepare material ahead of the class.


theirishtimes--2020-06-08--Tough decisions ahead over college options in coronavirus era

Getting this year ’ s 60,000-plus Leaving Cert students through an assessment process , which will enable them to progress into the promised land of further and higher education , seems now to be but stage one of a still very uncertain process .
I am not calling into question in any way the capacity of our second-level teachers to accurately assess their final-year students , and for the Department of Education and Skills ( DES ) to turn these percentages into the grades required to apply for further educational and third-level places .
What I am alluding to is @ @ @ @ @ @ @ to this year ’ s college applicants .
Until we are declared totally free of the coronavirus , or until a vaccine becomes universally available , college life as we in Europe have known it since students gathered in Bologna in Italy in 1088 AD and in Paris “ la Sorbonne ” 1160 AD , will not return .
Europeans did not create the university model , the oldest existing , and continually operating educational institution in the world is in the Islamic world in the University of Karueein , founded in 859 @ @ @ @ @ @ @ is hard to get our minds around the fact that this rite of passage , leaving home , securing accommodation , grappling with self-directed learning , mastering a discipline , forming life-long friendships and intimate relationships , which will shape and mould who you become , is incompatible with a coronavirus world , in which the virus is still present .
Universities in Ireland and elsewhere are scrambling to put in place structures which can operate safely in the autumn .
Large numbers of students in lecture theatres are absolutely out , even @ @ @ @ @ @ @ one metre .
Thousands of students mixing freely around the campus are also out , as are the face-to-face reality of most clubs and societies .
The core of student ’ s university life , the lecture , will for the foreseeable future be delivered online , as will many of the tutorials which enable students to reflect upon and deepen their understanding of their new knowledge .
Where a physical presence is an integral requirement of a course in disciplines such as the physical sciences , medicine , paramedical programmes , nursing @ @ @ @ @ @ @ may end up attending college in rotation , in small groups or pods , to limit the transmission of infection and facilitate contact tracing where a virus case is identified .
Given this reality , it is inconceivable that many students will want to incur the costs of on campus accommodation , when physical attendance will only be required sporadically .
Commuting to your college , or overnighting occasionally when required , may become the norm for most third-level students .
Whatever this new normal is , it is not the university experience @ @ @ @ @ @ @ thousand years .
It is more akin to the online models offered by organisations such as the Open University and MOOC ’ s such as Alison , an Irish world leader in online learning .
If the agenda for those hoping to secure a place at a preferred university was simply to master a body of knowledge , then signing up for an online course would win every time .
But as outlined above , the learning bit is but a small element of what drives most students to universities all over the @ @ @ @ @ @ @ through Erasmus programmes during their studies .
So , where does that leave the 70,000-plus applicants who initially applied for a college place in the pre-coronavirus world of the dying days of 2019 as they reflect on the choices facing them as the finalise their choices in June 2020 ?
They can still proceed with their initial plan to secure a place on their preferred CAO course in their preferred college , as originally indicated in their initial course choice list .
Due to the uncertainty over what the coming 2020 academic year @ @ @ @ @ @ @ decide to defer attending college next year , out of a desire for a return to a more pre-coronavirus experience .
If this happens , competition for places this year will diminish , and the CAO points required may plummet , resulting in applicants securing places on programmes they would not normally aspire too .
Furthermore , in that scenario , the applicants who hold back in 2020 , will when they apply for their desired course once the crisis is over , hugely inflate the numbers seeking to secure places , driving @ @ @ @ @ @ @ that year .
Applicants may attempt to have it both ways , securing a place in 2020 , but seeking a deferment from the college until 2021 .
Colleges traditionally offer deferments to all applicants , but this won ’ t happen in 2020 if numbers seeking deferments escalate .
The totality of Irish third-level colleges want and can accommodate approximately 46,000 new first years each year .
Ending up with 36,000 first-year students in 2020 , and 56,000 in 2021 can not be accommodated .
Colleges are not of course entirely in @ @ @ @ @ @ @ choose to restrict the number of deferred places offered , but applicants can simply walk away from their offer in September and apply anew to the CAO in 2021 instead .
Many students who have a specific area of knowledge or study in mind , but who would benefit hugely from a preparatory pre-university year , both in terms of their knowledge of their subject matter , and their level of maturity and capacity to engage successfully in self-directed learning , may decide to consider a one-year QQI level 5 or two year @ @ @ @ @ @ @ local or regional Further Education colleges .
Following completion of their programme they can proceed to third-level study with a far lower possibility of college drop-out , according to data published by the Higher Education Authority , than those who proceed directly to college from school .
Many aspiring students may alternatively opt for an online course , over the more traditional university , which is scrambling to move their programmes online , on the basis that the quality of course delivery is proven and that the programmes were designed for online delivery @ @ @ @ @ @ @ , support , and assessments , are of the highest quality , as providers such as Open University or Alison have been in the business of delivering learning through this model for many years .
Another option for aspiring college applicants would be to focus your third-level course choices on institutions which have a pre-coronavirus culture of delivering a significant proportion of their content online .
The National Institute for Digital Learning in DCU is a world leader at the forefront of designing , implementing and researching new blended , online and digital @ @ @ @ @ @ @ ” , their online platform , offers a series of humanity and IT programmes originally designed for online delivery .
All Irish third-level colleges have elements of online programmes , but not to date as part of the delivery of their core functions .
Alternatively , many of the European universities , teaching programmes through English , which growing numbers of Irish students have been attending in the past six-eight years , have for many years built online delivery into their programmes .
Details on eunicas.ie .
Overshadowing all of this uncertainty is @ @ @ @ @ @ @ for college will be very hard to secure this year .
Furthermore , if aspiring students decide to put off attending college in 2020 , in the hope of finding a job for the year , the opportunities to secure employment in the present environment may be very poor .
Having come through the past three stressful months , the aspiring first year undergraduates of 2020 , now have a few short weeks to consider all of the options outlined above before they finalise their course choices in the weeks ahead .
Whatever @ @ @ @ @ @ @ their CAO course choice deadline on July 1st , they can reconsider their options in August/September when the choices become real .
Hopefully , by then we will be far clearer as to what life will be like for all of us in the autumn .

Universities in Ireland and elsewhere are scrambling to put in place structures which can operate safely in the autumn. Online courses may appeal to some students. Photograph: iStock
Getting this year’s 60,000-plus Leaving Cert students through an assessment process, which will enable them to progress into the promised land of further and higher education, seems now to be but stage one of a still very uncertain process.
I am not calling into question in any way the capacity of our second-level teachers to accurately assess their final-year students, and for the Department of Education and Skills (DES) to turn these percentages into the grades required to apply for further educational and third-level places. What I am alluding to is the transformed nature of the options available to this year's college applicants.
Until we are declared totally free of the coronavirus, or until a vaccine becomes universally available, college life as we in Europe have known it since students gathered in Bologna in Italy in 1088 AD and in Paris "la Sorbonne" 1160 AD, will not return.
Europeans did not create the university model, the oldest existing, and continually operating educational institution in the world is in the Islamic world in the University of Karueein, founded in 859 AD in Fez, Morocco.
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It is hard to get our minds around the fact that this rite of passage, leaving home, securing accommodation, grappling with self-directed learning, mastering a discipline, forming life-long friendships and intimate relationships, which will shape and mould who you become, is incompatible with a coronavirus world, in which the virus is still present.
Universities in Ireland and elsewhere are scrambling to put in place structures which can operate safely in the autumn. Large numbers of students in lecture theatres are absolutely out, even if social distancing measures are reduced to one metre. Thousands of students mixing freely around the campus are also out, as are the face-to-face reality of most clubs and societies.
The core of student’s university life, the lecture, will for the foreseeable future be delivered online, as will many of the tutorials which enable students to reflect upon and deepen their understanding of their new knowledge.
Where a physical presence is an integral requirement of a course in disciplines such as the physical sciences, medicine, paramedical programmes, nursing, engineering, architecture etc, students may end up attending college in rotation, in small groups or pods, to limit the transmission of infection and facilitate contact tracing where a virus case is identified.
Given this reality, it is inconceivable that many students will want to incur the costs of on campus accommodation, when physical attendance will only be required sporadically. Commuting to your college, or overnighting occasionally when required, may become the norm for most third-level students.
Whatever this new normal is, it is not the university experience that students have enjoyed for over a thousand years. It is more akin to the online models offered by organisations such as the Open University and MOOC's such as Alison, an Irish world leader in online learning.
If the agenda for those hoping to secure a place at a preferred university was simply to master a body of knowledge, then signing up for an online course would win every time. But as outlined above, the learning bit is but a small element of what drives most students to universities all over the world, and to move between them through Erasmus programmes during their studies.
So, where does that leave the 70,000-plus applicants who initially applied for a college place in the pre-coronavirus world of the dying days of 2019 as they reflect on the choices facing them as the finalise their choices in June 2020?
They can still proceed with their initial plan to secure a place on their preferred CAO course in their preferred college, as originally indicated in their initial course choice list.
Due to the uncertainty over what the coming 2020 academic year will bring, many applicants may alternatively decide to defer attending college next year, out of a desire for a return to a more pre-coronavirus experience.
If this happens, competition for places this year will diminish, and the CAO points required may plummet, resulting in applicants securing places on programmes they would not normally aspire too.
Furthermore, in that scenario, the applicants who hold back in 2020, will when they apply for their desired course once the crisis is over, hugely inflate the numbers seeking to secure places, driving CAO points requirements through the roof in that year.
Deferment
Applicants may attempt to have it both ways, securing a place in 2020, but seeking a deferment from the college until 2021.
Colleges traditionally offer deferments to all applicants, but this won’t happen in 2020 if numbers seeking deferments escalate. The totality of Irish third-level colleges want and can accommodate approximately 46,000 new first years each year. Ending up with 36,000 first-year students in 2020, and 56,000 in 2021 cannot be accommodated.
Colleges are not of course entirely in control of this process. They may choose to restrict the number of deferred places offered, but applicants can simply walk away from their offer in September and apply anew to the CAO in 2021 instead.
Many students who have a specific area of knowledge or study in mind, but who would benefit hugely from a preparatory pre-university year, both in terms of their knowledge of their subject matter, and their level of maturity and capacity to engage successfully in self-directed learning, may decide to consider a one-year QQI level 5 or two year level 6 award, offered in their local or regional Further Education colleges.
Following completion of their programme they can proceed to third-level study with a far lower possibility of college drop-out, according to data published by the Higher Education Authority, than those who proceed directly to college from school.
Many aspiring students may alternatively opt for an online course, over the more traditional university, which is scrambling to move their programmes online, on the basis that the quality of course delivery is proven and that the programmes were designed for online delivery from inception.
The methodology of delivery, support, and assessments, are of the highest quality, as providers such as Open University or Alison have been in the business of delivering learning through this model for many years.
Another option for aspiring college applicants would be to focus your third-level course choices on institutions which have a pre-coronavirus culture of delivering a significant proportion of their content online.
The National Institute for Digital Learning in DCU is a world leader at the forefront of designing, implementing and researching new blended, online and digital models of education.
“DCU Connect”, their online platform, offers a series of humanity and IT programmes originally designed for online delivery. All Irish third-level colleges have elements of online programmes, but not to date as part of the delivery of their core functions.
Alternatively, many of the European universities, teaching programmes through English, which growing numbers of Irish students have been attending in the past six-eight years, have for many years built online delivery into their programmes. Details on eunicas.ie.
Overshadowing all of this uncertainty is the reality that jobs to raise money for college will be very hard to secure this year. Furthermore, if aspiring students decide to put off attending college in 2020, in the hope of finding a job for the year, the opportunities to secure employment in the present environment may be very poor.
Having come through the past three stressful months, the aspiring first year undergraduates of 2020, now have a few short weeks to consider all of the options outlined above before they finalise their course choices in the weeks ahead.
Whatever choices they now make, prior to their CAO course choice deadline on July 1st, they can reconsider their options in August/September when the choices become real. Hopefully, by then we will be far clearer as to what life will be like for all of us in the autumn.