27.05.2020 • 4 minutes
Rob Howe (R.H.): The University of Northampton already had a model based around Active Blended Learning which had led the move away from large face-to-face lecture delivery, and towards smaller group engagement. Howe describes active blended learning as “a pedagogical approach that combines sense-making activities with focused student interactions (with content, peers and tutors) in appropriate learning settings – in and outside the classroom. ABL focuses on engaging students in knowledge construction, reflection and critique, on the development of learner autonomy and of course, on the achievement of learning outcomes.”
This pedagogy was behind the move to a purpose-built £330m Campus in the centre of the town, which has involved a significant number of partners and attracted international attention. The new campus ethos predicated that the space in the new campus must be:
All of the work involved in the transition – including issuing mobile staff with laptops along with an increasing focus on digital capability support - meant that the move to Emergency Remote Teaching (ERT) was made with fewer issues than those faced at comparable institutions. That is not to say that the move was at all easy (there were significant challenges) but we had some sensible foundations in place. These included:
As the University moved from critical response to business recovery, there were highly regular focused group meetings with key staff to coordinate the responses at each stage. Communication to staff and students rapidly improved during this period. Issues moved from focusing on macro items down to more personalised support from the initiation of the physical campus shutdown.
Several documents were rapidly created and approved, including:
Naturally, there were challenges for both staff and students – particularly around the range of digital skills, personal issues / disabilities and technical issues with personal devices and with home networks / wifi. Emotional support was picked up as a key area that needed focus and additional information has also been sent regarding this.
There was a rapid increase in online conferencing for staff and students which has enabled new affordances.
(R.H.): In the early stages, there was an immediate extension to existing activities to allow for time to consider options. Following this there was then a move to convert existing exams into time constrained assignments where possible. There was a focus on assessments which could be done offline and then submitted electronically to minimise technical issues.
(R.H.): There are a few experiences that may be retained:
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