Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education
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Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education Jennifer K. Green 1
& Marla
S. Burrow 2
& Lucila
Carvalho 3
# Springer Nature Switzerland AG 2020
Abstract The global pandemic reached New Zealand in the middle of a teaching semester, calling educators to rapidly transition into a fully online teaching mode. Covid-19 brought fears for the unknown and required an abrupt shift, creating anxiety for academic staff, students and parents. Amidst this transition, educators had to quickly reconfigure their designs, as specific pedagogical strategies set for in-class arrangements would no longer be appropriate for the new scenario. A whiplash redirect to the online mode introduced new tools and added uncertainties about Internet access and connectivity. People had to deal with remoteness and isolation and with changes to virtual learning. This paper theorizes about what it means to design for transition during an emergency. Drawing on the Activity-Centred Analysis and Design (ACAD) framework, we discuss implications for educational design, detailing how tools, social arrangements and tasks can be carefully orchestrated to support learning activity in emergency remote education. We situate the discussion within the transitioning experiences of students and staff at a Bachelor of Nursing programme, within a three-phased educational design which involved Virtual Happy Hours (VHH). The VHH sessions were run with two cohort groups of first- and second-year students in the Bachelor programme— and included their teaching staff. The intent of the VHH was to allow participants to familiarize themselves with tools, tasks and social elements that could be (re)used to facilitate engagement in a new online space—in preparation to the upcoming course sessions in the lockdown period. Keywords Design for learning . Covid-19 . Hybrid learning . Postdigital . Nursing
education . Undergraduate
* Jennifer K. Green [email protected] Marla S. Burrow [email protected] Lucila Carvalho [email protected] Extended author information available on the last page of the article
Postdigital Science and Education
Introduction The Covid-19 outbreak emerged in New Zealand in early 2020, its arrival coinciding with the middle of a teaching semester. Like elsewhere across the globe, universities and schools had to rapidly transition to online and digital education formats, adopting remote modes of teaching and learning, whilst impending closures of all schools and universities were being announced. The event brought anxiety for many teaching staff and students, in a mix that included health and economic concerns for the unknown circumstances of the future ahead, and also elevated education to an ‘emergency matter’ category, with remote learning and educational technologies repositioned as essential services—as a frontline emergency service (Williamson et al. 2020). The embedding of digital technologies as part of education practices are not new nor unique to the global pandemic—distance
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