From emergency to emergent practice: What we’ve learned about interaction and engagement


Two main questions to focus upon:

  1. What have we learnt from our Semester1 experiences of online learning in regards to the design and experience of interactions and engagement (Teacher-Student, Student-Student, and Student-Content) (Shea & Bidjerano, 2009; Smith, 2020) and the impact of online assessment (JISC, 2016; 2020)?
  2. What lessons have we learnt regarding teaching presence (Garrison, 2007) and facilitating effective communication online (Laurillard, 2001, 2008)?

The impact of COVID19 – where are we at?


  • What issues have we identified from Semester1 around online assessment?
  • What models can inform redesign for Semester2?
  • Support strategies for online learning redesign

Some References: https://tinyurl.com/TheNewNormal-MCSHE

Cronin, C., Cochrane, T., & Gordon, A. (2016). Nurturing global collaboration and networked learning in higher education. Research in Learning Technology, 24. doi: https://doi.org/10.3402/rlt.v24.26497

Garrison, D. R. (2007). Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Retrieved from https://eric.ed.gov/?id=EJ842688

JISC. (2020, 10 February 2020). The future of assessment: five principles, five targets for 2025. JISC. Retrieved 28 July from https://www.jisc.ac.uk/reports/the-future-of-assessment#

JISC. (2016, 20 January 2016). Online assessment. JISC Guides. Retrieved from https://www.jisc.ac.uk/guides/technology-and-tools-for-online-learning/online-assessment-technologies

Laurillard, D. (2001). Rethinking University Teaching: a framework for the effective use of educational technology (Second ed.). London: Routledge.

Laurillard, D. (2008). Technology Enhanced Learning as a Tool for Pedagogical Innovation. Journal of Philosophy of Education, 42(3-4), 521-533. doi: https://doi.org/10.1111/j.1467-9752.2008.00658.x

Park, S. K. (2020). Learning Together: Confucius and Freire Collaborate to Redefine a Community of Learning. In Enriching Collaboration and Communication in Online Learning Communities (pp. 240-257): IGI Global.

Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543-553. doi: https://doi.org/10.1016/j.compedu.2008.10.007

Smith, E. (2020). 3 Things to Consider When Designing Remote Teaching. Retrieved from https://dx.doi.org/10.6084/m9.figshare.12125688.v1

Stuart, H., Haskins, M., & Adelino, L. (2020). Do Students Use Their ePortfolios After Graduation? A Pilot Study of Undergraduate and Graduate Students. AAEEBL ePortfolio Review (AePR).

Created By
Thomas Cochrane