Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach
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Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach Kadir Karakaya1 Accepted: 7 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the article entitled “The process of designing for learning: understanding university teachers’ design work” (Bennett et al., Educ Tech Res Dev 65:125–145, 2017). Bennett et al. (Educ Tech Res Dev 65:125–145) present a descriptive model of the design process that reports findings from a qualitative study investigating the design processes of 30 instructors from 16 Australian universities through semi-structured interviews. This exploratory study provides rich, contextualized descriptions about university teachers’ design process and pinpoints key design characteristics as top-down, breadthfirst, iterative, responsive, and reflective. These key design characteristics revealed by the rich contextual descriptions could provide applicable insights into the design process especially for new instructors. The findings of the study could inform how learning design could be adapted during an emergency remote teaching (ERT) as it is dynamic and open to revision. A noteworthy limitation of the study is that complementary data such as design artifacts could be utilized to ensure data triangulation in addition to self-reported data obtained via interviews. The study found that university instructors’ design process did not appear to draw on instructional design models. Therefore, future studies could focus on to what extent and how such models could be used by university instructors. Lastly, future studies may explore how technology is used in ERT design to support their needs. In this article, I share how design can be informed by humanizing pedagogy and pedagogy of care during ERT. Keywords Design · Emergency remote teaching · ERT · Design process · Studentcentered · Humanizing pedagogy · Pedagogy of care In the midst of the COVID-19 outbreak, many higher education institutions around the world had to make a sudden shift to online instruction. The abrupt transition to online instruction was named as “emergency remote teaching” (ERT) due to the challenges caused by the outbreak (Hodges et al. 2020, para. 5; Milman 2020, para. 3). It is known Notes: “University teacher” and “university instructor” are used interchangeably in the paper. * Kadir Karakaya [email protected] 1
Iowa State University, Ames, IA, USA
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that effective online learning is the result of a meticulous planning and instructional design. However, ERT is viewed as a temporary solution to an immediate problem. In this respect, the widespread school closures due to the COVID-19 outbreak has led many university instructors shift their pedagogy to ERT (Trust and Whalen 2020). The shift to ERT requires university instructors to “take more control of course design and development, and implementation process” (Hodges et al., para. 15). Considering this pivotal need for instru
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