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Generally it can be hard to beat f2f. From a teacher's POV being able to read the room and feeding off the students can be so valuable. The ability to have more participation and socialise during online sessions does help. However, being online does give far more flexibility for both student and teacher.

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I was under the impression that OSCAR was a workflow process like ADDIE - not a learning design framework like the CF

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I was under the impression that OSCAR was a workflow process like ADDIE - not a learning design framework like the CF

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Not always for faculty as it's hard to redesign without dedicated resources/time

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Not always for faculty as it's hard to redesign without dedicated resources/time

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I think it does to a certain extent. Students can access learning from anywhere in the world, flexibility, connections etc

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They may struggle with the lack of flexibility and interaction with students

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My heart does grow fonder for good online - more opportunities to participate, share, and make your voice heard. However, it can be probably worse than bad f2f teaching

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I think I intuitively follow this process but it does depend on the starting point... sometimes there is nothing to organise in the first place so you're starting from a different point

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It has many positives! It opens opportunities to many people who may not have access to learning otherwise.

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I think for some people, moving to remove/distance learning as opposed to f2f brings a level of hesitation, not knowing if you will have the same support, or having the ability to know what's happening in your community and engage int he same ways.
On the plus side it opens a whole new world of possibility, flexibility and accessibility to more people.

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It gives me practical steps to remind myself how to proceed in the best scenario but it isn't a framework or design model so it doesn't inform my design approach

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I use it to inform the process of how I approach the design workflow. But this doesn't always go to plan esp the O. You sometimes have to adapt the steps to what you have and just make sure you don't miss the key crucial elements of reflection and review.

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I think with online you do miss out on the informal collaboration which often makes the heart grow fonder. It is also quite hard to continue the momentum and therefore to stay motivated online I think. But that said and done online and flexible learning can open up PG study to those who may not be able to access it otherwise

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I think with online you do miss out on the informal collaboration which often makes the heart grow fonder. It is also quite hard to continue the momentum and therefore to stay motivated online I think. But that said and done online and flexible learning can open up PG study to those who may not be able to access it otherwise

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I use it as a guide, but try to stay flexible and adapt to the situation, as every faculty I've had has been different!

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Didn't want to be fixed in the template

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I considered blended learning pre-pandemic to be work done both online and face to face and ideally set up in such a way that they 'blend' into and complement each other

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Post-pandemic I still think of blended this way, but it can involve virtual classes instead of f2f, and then it is now sometimes including hybrid/multimodal when there is the f2f option. So you can end up with a blended virtual multi-modal programme

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I think the platform pre pandemic, was used more as a separate place to put the information or preparation materials for on campus learning. Rather than a place to learn...

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Blended pre and post pandemic hasn't changed for me. It id a combination of asynchronous work done online prior to the f2f session and that needs to be designed to be strictly connected to what happens in the f2f. If that connection is missing then the blend isn't there

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I agree with Tarek in terms of 'blended learning' has been misunderstood. I can't speak for the business school, but I have seen it done well in two previous institutions. The key in both of those was that the onus was not placed on individual lecturers who were told to 'blend' rather it was a strategic decision from the curriculum design and was part of the validation process. I can't really comment on blended post pandemic I'm afraid. The course I am talking about stayed the same with the F2F element being translated online

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I agree with Tarek in terms of 'blended learning' has been misunderstood. I can't speak for the business school, but I have seen it done well in two previous institutions. The key in both of those was that the onus was not placed on individual lecturers who were told to 'blend' rather it was a strategic decision from the curriculum design and was part of the validation process. I can't really comment on blended post pandemic I'm afraid. The course I am talking about stayed the same with the F2F element being translated online

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Post pandemic, I see it more as a place to extend or even enhance the learning journey - as a more active place to learn, as well as adding preparation sequences, rather than static exercises.

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Not sure how many people considered this as their preferred way to learn pre-pandemic, but now it seems like a very strong option, it seems to have grown in acceptance. It can take advantage of the benefits of face-to-face, whilst still allowing flexibility to students / faculty.

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Like Jamina said earlier being constrained by a template and published materials that become difficult to move away from depending on need. I experienced this when I joined and there was an odd compromise.

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They loved having the team to help them. They were enthusiastic about having the content taken out the session and put online.

Didnt like the rigidity, pace, how students received it.

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Weird timetables, using the same template for all cohorts- was messy. Struggle for faculty, Lds, and program team.

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Dan- liked releasing these week by week

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Might have struggled to get on board with structure but then later they enjoyed the rollover process.

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Wanted to deliver pieces of content not the whole picture

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Liked that all students on zoom was equal. Shy students could rather type then speak up

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How do we foster this - remote learning

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How can we find that 'informal learning' online?

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Depends on faculty. Boundaries? Understanding how to interact in online classes.

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I have worked with academics (not in the business school) who found the sea of turned off cameras very disconcerting because they felt they were talking into a void.

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I have worked with academics (not in the business school) who found the sea of turned off cameras very disconcerting because they felt they were talking into a void.

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Exercises that were built in established engagement - needs a TA to help monitor that. More engaged in the hub then in the live classes - how do you scaffold across and build these activities.

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Being able to get involved in chat, allowed people to engage without being judged. Asynchronous- able to ask questions, share opinions etc.

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Able to prep before, also have a record of the class?

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- Inclusivity
- Exclusivity
- Not just about creating a community online
- They may have had a perception of having interaction but there may have been very little.

- Exercises that allow student to interact asynchronously

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Came across as expert in pedegody/ consultant

Ask our oppinion and thinking about teaching from a different perspective

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Approached remote learning as online- that didnt originally work. Was easy for us to adopt but did not relate to on campus.

Social aspect was not that developed - they missed this a lot when moved to remote. This may be something missing from the platform. Couldn't fill this 'social learning' aspect.

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LD as product owners can cause upset

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Modules over engineered and faculty struggled to 'fit into' this template.

We come with a vision of a product (product background) but academics come with an academic background.

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Enthusiastic/angry/ or resigned

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don't underestimate the time it takes students to complete activity pages

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My faculty was fond (eventually) of being able to break up her lectures into small videos. She was fond of being able to have contact with the students during live classes.

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bring in external speakers, being online is a great opportunity to do it

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Need to pay close attention to the amount of work happening across the modules... for SMO especially they are doing a lot of modules at once

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Being able to encourage faculty that feel out of their depth to get the best learning journey as possible

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not sure I've figured this out, but move on to development as quickly as possible as that's where faculty feel the pressure more

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I found that it's important to brief both faculty and TAs on the importance of being present and interacting with students on the platform and the expectations of this. Sometimes they think the design delivers itself, but this really isn't always the case. Just prompting them to post interesting and relevant things, monitor discussions on the forum to add to the learning, seemed to be well received and also made a bigger impact and gave students a sense of being supported along the way.

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opening a forum or other exercise and feeling like there's life there!

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Designing more ways to connect and engage with peers within the learning journey online, giving students the autonomy to drive their learning, lead on discussions and social learning opportunities (peer review/feedback and collaboration).

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Opportunities and impact in people's lives!

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Opportunities and impact in people's lives!

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It feels great to know, as designers, we're enabling people to learn and educate themselves (who otherwise may not have had a chance).

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opportunity to create courses that are accessible to those who may not have otherwise have been able to do post-graduate study

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Excited about the future opportunities for personalisation, and to find out how to use automation to create tailored itineraries for students.

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- How does this fit in?
- Flow - how do we move from ideas.
- What do we want to focus on?
- Narrow it down

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Share experiences- student feedback/ ML feedback