Disruption in and by Centres for Teaching and Learning During the Covid-19 Pandemic Leading the Future of Higher Ed

                                                        

Rapports

Contributors: 
Naffi, Nadia (Auteur)
Snyder, D. M. (Auteur)
Kaufman, R. (Auteur)
Clark, R. E. (Auteur)
Gbetoglo, E. (Auteur)
Duponsel, N. (Auteur)
Savoie, C. (Auteur)
Beatty, B. (Auteur)
Wallace, G. (Auteur)
Fournel, I. (Auteur)
Ruby, I. (Auteur)
Publication status: 
2020, août
Report type: 
Research report
Institution: 
International Observatory on the Societal Impacts of AI and Digital TEchnology (OBVIA) / Observatoire international sur les impacts sociétaux de l'IA et du numérique
Number of pages: 
182
Abstract: 
This white paper illuminates how Centres for Teaching and Learning,and equivalent entities addressed and plan to address trends and issues in digital learning in the context of educationaldisruption caused by COVID-19. We begin bypresenting an overview of the traditional role the CTLsand equivalent entities have played since their inception in educational institutions. We then describe how this role evolved into academic first responders in the context of the COVID-19 pandemic. The paper continues with a thorough discussion about the challenges the centresfaced since the eruption of the pandemic in March 2020 and the ones they anticipate in the coming semesters. It also lists concrete examples of actions they took to face these challenges. In addition, we provide detailed information on one major action taken by all; that is, publiclysharing an abundance of resources to support faculty and students during the online transition. This discussion spotlights resources relevant to equity. The last section of this paper shares lessons learned and recommendations from the centresto the centresin addition to commentaries by experts and researchers from the field with ideas and approaches geared to the current mandate of the centrestohelp them better face what is coming.
Exercice annuel: 
2020-2021
Étudiant impliqué: 
(*)
Collaboration chercheurs: 
(**)