Extensive need for support

Extensive need for support during digital transition

Over a very short period, the University of Gothenburg’s lecturers have had to change their way of lecturing.

PIL, the Unit for Pedagogical Development and Interactive Learning is providing support in this adjustment Even though the technology works well, there are several challenges, such as how to vary the lecturing digitally, particularly for large student groups.

EVER SINCE MARCH 17, when the Vice-Chancellor made the decision to switch to online teaching and remote working, it has been a hectic time for the PIL employees. The first thing they did was to send those who worked on Canvas support home, in order to reduce the risk of them having to go on sick leave in these challenging times. Subsequently, instructions were drafted, the website updated and daily web cafés are being organised. There have been many questions,” says Maria Sunnerstam, Assistant Manager in charge of e-learning and pedagogical developer at the PIL unit.

But the lecturers are experiencing the greatest change.

“The need for help and support is considerable now. There are many skilled lecturers at the institutions who have extensive expertise and know-how about remote teaching, but many find it difficult, as they have been forced to restructure their lecturing at very short notice. Many of them had to start by learning Zoom very quickly and then lecture using the tool. The next step is to work more in Canvas, which offers even more possibilities. I recommend keeping it simple, at least in the beginning.”

You can achieve quite a lot using both Canvas and Zoom, Maria Sunnerstam stresses.

“There is a lot you can do in both of them; for example, Zoom has capacity for up to 300 users. Canvas offers good opportunities for working in groups through a chat forum, but you can also create quizzes, as well as conduct co-writing assignments and examinations in the tool.”

Initially, the pressure on Zoom was so great that it collapsed, but the capacity has been expanded and that is no longer an issue.

“IT IS GREAT TO see the use of Zoom spiking. It amounts to thousands of new users in just a week. Conducting meetings in Zoom works remarkably well, good audio and video, even though it can become a little tiring in the long run.”

The next step, according to Maria Sunnerstam, is to create an exchange of experience that is more

Go to: https://pil.gu. se/distans

The PIL unit’s website has everything gathered in the one place, such as instructions for various tools that are useful for remote teaching, such Zoom and Canvas. A Zoom café is held from 09:00–15:00 each weekday, where you can drop in and ask questions. From 12:00 special webinars are held several times a week, such as Pitfalls and Challenges in Online Teaching, Zoom Training, Information on Digital Home Examinations and Document. The programme is being continuously updated.

educational and to discuss how to achieve high quality lectures using digital tools. Another issue is how to conduct examinations when you cannot use physical examination rooms.

“IT IS DIFFICULT TO come up with any general advice on the matter. It depends entirely on the subject and the size of the groups. Each lecturer needs to design their own set up and, as part of that process, we try to highlight our amazing lecturers at the university that can act as role models for others. Each faculty and the University Library also have a representative in the DigiKomp project, Digital Competence in Teaching and Examination at the University of Gothenburg. At several faculties, these individuals have now been given a coordinating role in providing support before transitioning to remote teaching.”

Maria Sunnerstam also tells us that there are recording studios at the faculties, opportunities to record through PowerPoint, Zoom or GU Play/Kaltura, and that Media Technology also offers help recording lectures that can then be posted on GU Play.

Even though there is good technology and plenty of advice, the transition to online teaching will not be entirely painless.

“The major challenge lies in varying the

”The major challenge lie in varying the lecturing”, says Maria Sunnerstam.

lecturing, and using only digital options may not work in the long term. It is even more important now to provide the students with clear instructions. Many people feel that they do not know what is expected of them. Nor is there a help desk for students, but the Service Centre helps resolve many issues. Another effect is that you become socially isolated, which in the long term can be a strain psychologically for both lecturers and students.”

SINCE THE SWEDISH Higher Education Authority (UKÄ) eased the regulations, lecturers have been given a little more freedom to deviate from the curricula and restructure their lectures, Maria Sunnerstam points out.

“Online forums, where teachers can ask questions and exchange experience, have mushroomed. There is an incredible wealth of material and guidance out there, about both Zoom and Canvas. I think it is wonderful that so many people are sharing their best suggestions and advice.”

Text: Allan Eriksson Photo: Johan Wingborg

General advice on remote teaching:

• It is important to create structure and a sense of security for students in their learning, making it clear what they are expected to do throughout the course. • Be clear about how lecturers and students should communicate during the course, for example through which channels can students contact their lecturer and how quickly can they expect an answer. • Try to create room for, and encourage social contact and interaction between students, being “part of the gang” makes it more difficult to drop out. • Post clear links and instructions about the student support that is available at the department, such as student healthcare, study counsellors, course administrators, etc. • The course coordinator should be actively involved in the course and be visible to the students on a regular basis, through notices and discussion forums. Providing feedback on what the students are working on at the various stages is also important. Not to the extent that it stifles the students’ own initiative, but not so little that the students feel abandoned. • Try to lead by example by setting the tone in your communication with students. For example, is it acceptable to write in a colloquial style in a discussion forum used for literature analysis, etc., or are the students expected to use a certain academic tone? • Try to keep an eye on the students and follow up with the ones who turn up online less frequently and perhaps do not keep up with the tasks that need to be completed. The course coordinator should try to contact those students since they may be at risk of dropping out. By showing an interest in and supporting those students, they are encouraged to stay and complete the course. • Lecturers who have worked extensively with remote teaching often develop an instinct regarding their visibility on the course and may have extensive tacit knowledge that is difficult to share. Sharing your experience with others contributes to increasing the expertise of the entire faculty.

Research-based support for managing online teaching in light of the coronavirus pandemic https://cdn1. skolahemma.se/wp-content/uploads/2020/03/20151616/Artikel_Forskningsbaseratstod.pdf

Tony Bates on the transition to online teaching https://www.tonybates. ca/2020/03/09/advice-to-thoseabout-to-teach-online-because-ofthe-corona-virus/

The Network for IT in Higher Education (ITHU) has created a Facebook page for exchanging experience: Digital Transition in Higher Education NOW. https://www.facebook.com/ groups/135905507861742/