Conference Paper/Proceeding/Abstract 722 views
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19
Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education, Pages: 1 - 25
Swansea University Author: Tom Crick
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DOI (Published version): 10.1145/3502870.3506565
Abstract
The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing educa...
Published in: | Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education |
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ISBN: | 978-1-4503-9202-0 |
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New York, NY, USA
ACM
2021
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URI: | https://cronfa.swan.ac.uk/Record/cronfa59038 |
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2021-12-22T14:49:48Z |
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last_indexed |
2022-01-08T04:28:00Z |
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cronfa59038 |
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2022-01-07T17:06:04.6959379 v2 59038 2021-12-22 Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-12-22 SOSS The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID- 19 educational landscape will look like for computing education. Conference Paper/Proceeding/Abstract Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education 1 25 ACM New York, NY, USA 978-1-4503-9202-0 computing education, recovery, online education, resilience, coronavirus, teaching, pandemic, computer science, COVID-19 30 12 2021 2021-12-30 10.1145/3502870.3506565 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required 2022-01-07T17:06:04.6959379 2021-12-22T14:44:26.5852311 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Angela A. Siegel 1 Mark Zarb 2 Bedour Alshaigy 3 Jeremiah Blanchard 4 Tom Crick 0000-0001-5196-9389 5 Richard Glassey 6 John R. Hott 7 Celine Latulipe 8 Charles Riedesel 9 Mali Senapathi 10 Simon 11 David Williams 12 |
title |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 |
spellingShingle |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 Tom Crick |
title_short |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 |
title_full |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 |
title_fullStr |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 |
title_full_unstemmed |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 |
title_sort |
Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 |
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200c66ef0fc55391f736f6e926fb4b99 |
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200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick |
author |
Tom Crick |
author2 |
Angela A. Siegel Mark Zarb Bedour Alshaigy Jeremiah Blanchard Tom Crick Richard Glassey John R. Hott Celine Latulipe Charles Riedesel Mali Senapathi Simon David Williams |
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Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education |
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Swansea University |
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10.1145/3502870.3506565 |
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ACM |
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description |
The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID- 19 educational landscape will look like for computing education. |
published_date |
2021-12-30T08:12:59Z |
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1822117204201570304 |
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11.048453 |