Transforming the Instructional Landscape: Supporting Teaching in Online Spaces
Due to the COVID-19 Pandemic, the integration of digital technology into teaching and learning was greatly accelerated. As a result, the TIL project accordingly shifted to focus on the emerging needs of students and instructors, and their experiences of these new and often uncomfortable instructional spaces. For the 2020-2021 year, TIL engaged stakeholders and community members in pilot initiatives which explored opportunities in remote learning, dual-delivery, and the multi-faceted challenges related to technology enhanced teaching and learning.
Fall/Winter 2020-2021
What are the needs of learners and educators in digital instructional spaces?
The COVID-19 pandemic accelerated the integration of digital technology, introducing discomfort into previously familiar spaces. The TIL project shifted to focus on the emerging needs of stakeholders and their experiences of these new instructional spaces. We drew on qualitative research collected over July and August 2020 to document adaptations made in response to evolving learning spaces during the pandemic. In Winter, we launched a pilot project to support instructors to adopt and experiment with new teaching technologies and modalities.
KEY FINDINGS
Wanting to consider not just pedagogy but the complete learning environment with a learner-centred lens, we drew inspiration from the principles of patient-centered care. In combination with TIL’s principles for classroom design, we developed 8 principles of learner-centered design:
- Personalized Approach
- Our data shows that this responsiveness comes in many forms, including ˜flexible course delivery and assessment methods, re-evaluation of accommodation needs to address the new forms of learning, and methods of engagement that reduce technical barriers and privacy concerns of online learning environments.
- Instructor and Student Empowerment
- Growth is possible in situations of uncertainty and distress but is contingent on individuals feeling supported holistically while being empowered to venture into uncertainty.
- Recognize Emotional Stakes
- Individuals experience learning spaces along continuums of comfort that range from feelings of empowerment to those of discomfort.
- Autonomy in Teaching & Learning
- Our data demonstrates that individual empowerment, gained through the freedom to make decisions regarding teaching or learning, is integral to successful outcomes.
- Transparent Communication
- Instructors and students rely on clear and open channels of communication in situations of uncertainty.
- Connections to U of T Supports
- The need for instructors to engage with community supports has been exacerbated by the forced discomfort of transitioning to remote teaching.
- Build Community by Learning Together
- A community-oriented approach, where instructors can share successes and learn from others’ failures, allows stakeholders to beneÿt from collective experience and networks of support.
- Education is Collaborative & Accessible
- Inconsistency across available communication channels contributes to heightened levels of stressamongst instructors and students.
