Emergency responses to teaching, assessment and student support during the COVID-19 pandemic

Alison Kay Reedy; Kalie  Carmichael; Oriel Kelly

Emergency responses to teaching, assessment and student support during the COVID-19 pandemic

Alison Kay Reedy, Kalie Carmichael, Oriel Kelly

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings › peer-review

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Abstract

Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction with students. Using critical reflection as a research method, this paper captures the experiences of three educational developers from different institutions to business as usual in the context of emergency remote teaching. The authors utilize the Substitution, Augmentation, Modification, and Redefinition (SAMR) model of technology integration as a conceptual frame to compare their institutions’ approaches to educational delivery during the pandemic. Additionally, the authors reflect on student diversity, inclusion and equity during the period of emergency remote teaching.

Original language	English
Title of host publication	Proceedings: ASCILITE 2020
Subtitle of host publication	ASCILITE’S FIRST VIRTUAL CONFERENCE
Editors	Sue Gregory, Steve Warburton, Mitchell Parkes
Place of Publication	Armidale
Publisher	ASCILITE
Pages	246-251
Number of pages	6
Publication status	Published - 2020
Event	Australasian Society for Computers in Learning in Tertiary Education, : Armidale University of New England Virtual Conference 30 November – 1 December 2020 - UNE, Armidale, Australia Duration: 30 Nov 2020 → 1 Dec 2020 Conference number: 37th https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Conference-Proceedings.pdf

Conference

Conference	Australasian Society for Computers in Learning in Tertiary Education,
Country/Territory	Australia
City	Armidale
Period	30/11/20 → 1/12/20
Internet address	https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Conference-Proceedings.pdf

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Cite this

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title = "Emergency responses to teaching, assessment and student support during the COVID-19 pandemic",

abstract = "Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction with students. Using critical reflection as a research method, this paper captures the experiences of three educational developers from different institutions to business as usual in the context of emergency remote teaching. The authors utilize the Substitution, Augmentation, Modification, and Redefinition (SAMR) model of technology integration as a conceptual frame to compare their institutions{\textquoteright} approaches to educational delivery during the pandemic. Additionally, the authors reflect on student diversity, inclusion and equity during the period of emergency remote teaching.",

keywords = "Emergency remote teaching, equity, educational design, education developers, student support, SAMR Framework",

author = "Reedy, {Alison Kay} and Kalie Carmichael and Oriel Kelly",

year = "2020",

language = "English",

pages = "246--251",

editor = "Sue Gregory and Warburton, {Steve } and Mitchell Parkes",

booktitle = "Proceedings: ASCILITE 2020",

publisher = "ASCILITE",

note = "Australasian Society for Computers in Learning in Tertiary<br/>Education, <br/> : Armidale University of New England Virtual Conference 30 November – 1 December 2020 ; Conference date: 30-11-2020 Through 01-12-2020",

url = "https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Conference-Proceedings.pdf",

}

Reedy, AK, Carmichael, K & Kelly, O 2020, Emergency responses to teaching, assessment and student support during the COVID-19 pandemic. in S Gregory, S Warburton & M Parkes (eds), Proceedings: ASCILITE 2020: ASCILITE’S FIRST VIRTUAL CONFERENCE. ASCILITE, Armidale, pp. 246-251, Australasian Society for Computers in Learning in Tertiary
Education,
, Armidale, Australia, 30/11/20.

Emergency responses to teaching, assessment and student support during the COVID-19 pandemic. / Reedy, Alison Kay; Carmichael, Kalie ; Kelly, Oriel.

Proceedings: ASCILITE 2020: ASCILITE’S FIRST VIRTUAL CONFERENCE. ed. / Sue Gregory; Steve Warburton; Mitchell Parkes. Armidale : ASCILITE, 2020. p. 246-251.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings › peer-review

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T1 - Emergency responses to teaching, assessment and student support during the COVID-19 pandemic

AU - Reedy, Alison Kay

AU - Carmichael, Kalie

AU - Kelly, Oriel

N1 - Conference code: 37th

PY - 2020

Y1 - 2020

N2 - Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction with students. Using critical reflection as a research method, this paper captures the experiences of three educational developers from different institutions to business as usual in the context of emergency remote teaching. The authors utilize the Substitution, Augmentation, Modification, and Redefinition (SAMR) model of technology integration as a conceptual frame to compare their institutions’ approaches to educational delivery during the pandemic. Additionally, the authors reflect on student diversity, inclusion and equity during the period of emergency remote teaching.

AB - Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction with students. Using critical reflection as a research method, this paper captures the experiences of three educational developers from different institutions to business as usual in the context of emergency remote teaching. The authors utilize the Substitution, Augmentation, Modification, and Redefinition (SAMR) model of technology integration as a conceptual frame to compare their institutions’ approaches to educational delivery during the pandemic. Additionally, the authors reflect on student diversity, inclusion and equity during the period of emergency remote teaching.

KW - Emergency remote teaching, equity, educational design, education developers, student support, SAMR Framework

UR - https://2020conference.ascilite.org/

M3 - Conference Paper published in Proceedings

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EP - 251

BT - Proceedings: ASCILITE 2020

A2 - Gregory, Sue

A2 - Warburton, Steve

A2 - Parkes, Mitchell

PB - ASCILITE

CY - Armidale

T2 - Australasian Society for Computers in Learning in Tertiary<br/>Education, <br/>

Y2 - 30 November 2020 through 1 December 2020

ER -

Emergency responses to teaching, assessment and student support during the COVID-19 pandemic

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