The SASASA project has become such a valuable resource that we would like to keep the conversation going. We invite you to submit more short and sharp pieces reflecting on teaching and Covid-19 in 2021. Are things any easier now that we have been teaching online for a year? What issues persist? What innovations have occurred?
This time, however, we would like to take a slightly different approach and ask that in addition to written submissions, you submit a piece in different formats including a poem, illustration, video essay or podcast. If you need a bit of inspiration, have a look at the WhatDoWeDoNow project, the Academic Minute podcast or University of Oxford’s Covid Conversations.
On ‘leaving no one behind’: students on a PGDip/ Master’s course in Higher Education Studies reflect on dimensions of difference for socially aware teaching in remote emergency teaching (RET) modeOn ‘leaving no one behind’: students on a PGDip/ Master’s course in Higher Education Studies reflect on dimensions of difference for socially aware teaching in remote emergency teaching (RET) mode
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On ‘leaving no one behind’: students on a PGDip/ Master’s course in Higher Education Studies reflect on dimensions of difference for socially aware teaching in remote emergency teaching (RET) mode
The devastating impact of the COVID-19 pandemic has had substantial effects on all sectors in society including Higher Education (HE). In South Africa and beyond, HE has had to re-invent itself in a matter of weeks, even days to migrate the academic project to an online remote emergency teaching (RET) mode, to complete the year.
Teaching kindly in Aotearoa under COVID-19
Somehow we were to become a kinder nation. So said our newly elected Prime Minister when she came into power in Aotearoa New Zealand in October, 2017. She was talking to a society that had allowed its base of relative equality to be transformed by a raft of rapid and brutal politico-economic changes from the early 1980s on.
Inclusivity and fairness in teaching and assessment during COVID-19: An ongoing conversation
It is not an easy task to consider anything else at this moment of crisis but the pressure to convert relevant parts of the standard curriculum for online learning. This context cannot be ignored and may be an all-consuming task for many educators at traditional face to face universities.
Managing COVID-19, managing ourselves?
My experience of COVID-19 began in late January just after the Lunar New Year celebrations, also the last time my extended family gathered for a meal. I am part of my university’s crisis response team - I focus on curricular and student matters. Through these three long months, it is somewhat of an understatement to say nothing has been certain.
Ready for remote learning? Orienting students to a new way of learning
In this piece, I would like to focus on supporting students to prepare for remote learning
Alone together? Digital inequalities and the 2020 student experience of higher education
Alone Together was written by Sherry Turkle (2011), a digital ethnographer, and explores how technology is helping to shape what it means to be human. It makes a rather one-sided claim that technology is replacing social interaction and human contact. Writing in the midst of an unprecedented world pandemic, nothing seems further from the truth. The need for social interaction is increasing and many of us are seeking ways to exploit technology to achieve this.
