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Online Learning:

My time at Exeter was defined by the pandemic and adapting to online learning.
I had the added circumstance of being a secondary carer to my Dad whilst balancing my online studies.
Although challenging, I found the resources provided by the Business School to be really helpful in making the transition to online learning.

My thoughts on online learning:

Online learning has impacted me greatly during my time at university. I found it extremely helpful having all the resources I needed in one place on ELE. I found having lecture videos to rewatch very helpful and having the ability to pause and go at my own pace was particularly useful.

The use of some websites such as 'ed' which allowed for discussion between students for a given module was crucial. If confused on a topic or particular question, the students could work together to help each other, which I found to be an effective way to learn a topic.

The use of Zoom and Microsoft Teams for lectures and Q and A's was a successful way to move the content online in a way that resembled pre-COVID lectures. I particularly enjoyed the use of breakout rooms by lecturers, so we could still partake in the small group work we were used to from in person classes.

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Team Work:

During my degree I've had opportunities to work in teams to complete assessed projects. This allowed me develop the skills needed to achieve a wider goal with like minded individuals, and I found that I really enjoy this way of working.

Innovation:

Many of my modules required us to discuss pressing issues relating to climate change. Through these modules I learned to apply my knowledge of Economics to solving some of the biggest challenges we face. I enjoyed these modules and feel that they encouraged me to think in an innovative way. I feel the Digital Learning Developer role would provide me with the chance to innovate how this important content is delivered online to students.

Communication:

In my Business and Climate Change module, we had to work in groups to simulate a debate that was compelling and well-researched on carbon trading and present it to the class. To achieve this aim, we decided to split into two groups representing each side of the debate. We researched in these smaller groups whilst coming together frequently to communicate our findings. This approach allowed us to focus on specific research tasks whilst keeping track of the wider progress of the debate. Our work resulted in a successful debate that received strong feedback from our class and tutor, achieving a first-class grade.

Resilience:

I found using R in my Machine Learning module challenging at first as my coding experience was limited, however with my own research by reading books and watching YouTube videos I began to get an understanding of R. I also prioritised my workload so that I would always have attempted assignments before my tutor’s office hours so I would be able to ask for guidance and improve my understanding. This hard work and enthusiasm resulted in achieving a first-class grade in this module.

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I worked as part of an international research team as a contributor to the Blavatnik School of Government's Coronavirus Government Response Tracker.

Using this tool I logged policy responses during the pandemic, which allowed other researchers to track policy changes over time.

I'm proud that our work has been featured in News reports!

Skills I developed:
- Time management
- Proof reading
- Fact checking
- Data collection
- Written communication

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About the project

The Oxford Covid-19 Government Response Tracker (OxCGRT) collects systematic information on policy measures that governments have taken to tackle COVID-19. The different policy responses are tracked since 1 January 2020, cover more than 180 countries and are coded into 23 indicators, such as school closures, travel restrictions, vaccination policy. These policies are recorded on a scale to reflect the extent of government action, and scores are aggregated into a suite of policy indices. The data can help decision-makers and citizens understand governmental responses in a consistent way, aiding efforts to fight the pandemic. Our core working paper (BSG-WP-2020/032) provides more information on methodology and data collection.

Latest insights

NEW: Australia and India subnational data now available in the main dataset. Read the Australia working paper (BSG-WP-2022/046).

What have we learned from two year of tracking every COVID-19 policy? Read our research note, watch the webinar and read about the impact of our first two years of Oxford COVID-19 Government Response Tracker.

Differentiated data tracking policies for vaccinate and non-vaccinated and vaccina mandates indicator. We will now report two policy values if there are different rules for vaccinated and non-vaccinated people - the data is currently available from 1 January 2022, but we are working to apply this change to the whole dataset. We have also added a new indicator (V4) which records mandatory, non-optional vaccination by category. See the latest version of our core working paper for details (BSG-WP-2020-032-v13) and read our latest blog which explains the changes.

Data on vaccination policies. Official vaccination prioritisation lists (V1), which population groups are receiving vaccines (V2), and the cost of vaccination to the individual (V3) have now been added to the main data. This was in partnership with Oxford Martin School. See the full vaccine dataset CSV (includes all 50 categories) and the main CSV (with nine summary indicators added).

Global Dashboard on Vaccine Equity. Data from the tracker is integral part of a new joint initiative from UNDP and WHO, which combines the latest COVID-19 vaccination information with the most recent socio-economic data to illustrate why vaccine equity is critical to saving lives and to driving a fairer recovery.

Credits

Credit for media use (CC BY License): Oxford COVID-19 Government Response Tracker, Blavatnik School of Government, University of Oxford.

Recommended reference for academic publications: Thomas Hale, Noam Angrist, Rafael Goldszmidt, Beatriz Kira, Anna Petherick, Toby Phillips, Samuel Webster, Emily Cameron-Blake, Laura Hallas, Saptarshi Majumdar, and Helen Tatlow. (2021). "A global panel database of pandemic policies (Oxford COVID-19 Government Response Tracker)." Nature Human Behaviour. https://doi.org/10.1038/s41562-021-01079-8

Data use policy: Creative Commons Attribution CC BY standard. This data is provided free of charge. However, please consider contributing to the COVID-19 Fund for the World Health Organization. You can also find out more about supporting the work of the Blavatnik School of Government.

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The Oxford Covid-19 Government Response Tracker (OxCGRT) collects systematic information on policy measures that governments have taken to tackle COVID-19. The different policy responses are tracked since 1 January 2020, cover more than 180 countries and are coded into 23 indicators, such as school closures, travel restrictions, vaccination policy.

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This summer, I have been completing a TEFL course online, which has prompted me to think deeper about my own experience learning online and about methods that aid students and teachers when teaching is online or hybrid.

The telephone teaching course provided infomation about how to use VoIP (Voice over Internet Protocol) to provide lessons, using Zoom or Skype for example.

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Machine Learning project using R to create graphs and code.

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final machine learning document to turn into pdf

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One of my projects completed at university on Microsoft Word. Graphs and tables were created and analysed in Microsoft Excel.

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R - I used RStudio in my Machine Learning for Economists module.

Microsoft Office - In almost all my modules at university I used Microsoft Office, including Microsoft Word, Microsoft Powerpoint and Microsoft Excel. I have analysed financial data in Excel in my Asset Pricing module. Powerpoint helped massively when it came to presentations, giving myself and the given group a visual aid when presenting.

Zoom and Microsoft Teams - Used for lectures and Q and A sessions during the pandemic.