Just reading this summary of lessons learned during the pandemic:
And reflecting on it from my own particular position in terms of digital space and place. The reason the experiences have been different – and often better – are all down to the way that space has been experienced, and in particular how the unique properties of the digital space have allowed different experiences. Take these examples:
“Laboratory demonstrations were found to be vastly improved by all institutions. They can now be video streamed giving all students a space ‘at the front of the class’ so they no longer face a restricted view during an in-person experience.”
In a digital place you don’t need to order people in rows, with some behind others. You can, but the default is equal. You have to build back in inequality.
“All the institutions reported that students have been able to participate in lectures that used to be one-sided by using chat box functions or discussion boards, making it easier to ask questions, get clarification, and share views with other students.”
Again, a real place can actually harm debate and discussion, not only simply because an individual is further away or more hidden than others, but also because humans are biased, and will pick popular or good looking people to contribute, or potentially even favour a certain class or colour of person (even if unconsciously).
“Access to academic and student support services has actually expanded through using digital platforms. By providing access online, study skills or wellbeing sessions no longer need to limit numbers because of room capacity. Hesitancy or stigma attached to going to these types of sessions is also reported to have decreased because students can join anonymously.”
Similarly, the digital place can accommodate many more than the physical, and you can present yourself within it in any way that you wish.
“At the Royal College of Music we made full use of live streaming, enabling students to perform to a global audience. Engaging with digital technologies in this way is vital to raise our students’ artistic profiles, develop their digital performance skills, and improve their employability.”
I love this particular twist, as this maps back in with some of my previous work on Authentic Assessment. I argued that a key dimension of an authentic assessment is a ‘real’ audiences; digital tools provide a way to connect to these real audiences and challenge students in an authentic way.
