Pedagogy in the Time of Pandemic
Notice bibliographique
Résumé
Pandemic—the global spread of an initially local disease like COVID-19—bluntly forces us to stop. How do we respond in higher education to such stopping? Whether at the government level, for our universities, or in our classrooms, no existing playbook prescribes the pathway for dealing with a global pandemic of this magnitude, even now as we emerge from total lockdown to the potential for a new tomorrow. What we have done at this juncture is to capture anecdotal responses within and across countries that may highlight trends for later consideration. Unlike a globalised response that would adopt one approach internationally, our study considers adaptations for local differences in a glocalised set of responses in an attempt to identify new paradigms that reconceptualise not only teaching and learning, but also assessment. Our responses to the pandemic require leadership—from all of us—to leverage a firm and steady presence, care and compassion for each other, and prudent decision-making. Moreover, identified issues indicate shared threads across the seven institutions of higher education in this research. From a localised perspective emerge responses at the curricular, institutional, and technological levels. First, changes to courses and curricula must respond to emotional needs of students when transitioning from face-to-face (or hybrid) to online delivery; nevertheless, faculty must ensure that academic rigour is not sacrificed in the process. Second, the mission and value of higher education must indicate that institutions will recommit to faculty support beyond emergency remote teaching; furthermore, a sense of campus community needs to be nurtured. Third, the needs of students and faculty must drive the choices of technology—not the reverse—when determining how to transition to online deliveries; in short, administrators must reprioritise factors used in decision-making. Moreover, a glocalised synthesis of responses across all institutions and levels identifies four clustered themes. First, the disruption of the pandemic may lead to innovations in higher education. Second, the role of faculty is becoming redefined beyond content-specific disciplines. Third, educational models must expand to include individuals other than traditional students. Fourth, rigorous pedagogical scholarship, including leadership, will point to new educational insights. Overall, we stand at the crossroads. Rather than being defined by the pandemic, let us seize the opportunity to transform higher education from a paradigm that has been to the paradigm of what might be.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».