Last week we had a discussion about teaching practical physiotherapy techniques remotely and one of our participants asked (in the text chat) if anyone had any plans to teach fewer techniques. Unfortunately we didn’t get to the question because the conversation moved on quickly to explore other lines of inquiry, which is a pity because I think it was touching on an important point; are we recalibrating our expectations of the work we’re expecting students to do?
Our students are trying to work from home, in unusual sitations and enviroments, probably surrounded by family members who also have claims on their time (or who may be separated from family), who may be sick, cut off from friends, cut off from employment, don’t have internet access, don’t have laptops (have you tried typing an essay on a phone?) and a host of other problems that are normally an inconvenience but that are now fundamental to their learning.
You probably don’t have time to change your learning outcomes (since these usually need to be approved at higher faculty levels at least, and can’t be applied to the cohorts that they affect) but you almost certainly have some wiggle room when it comes to the content you expect students to learn. Review your regulatory body’s minimum standards to see what content has crept into the curriculum that doesn’t need to be there. You can probably even take a second look at the content that should be included and ask how much of that is essential?
How many assessment tasks do you usually include? You could probably half those. Tests of recall could be replaced by projects that can unfold over time and that demonstrate more authentic understanding. A few high stakes assessments (i.e. exams) could be replaced by more low-stakes assessments. How many readings do you usually ask students to complete? How many of those are essential? In short, there are almost certainly quite a few changes you could make to your programme that would decrease the pressure that students are currently experiencing, give them more time to think, and make this all slightly less stressful.
To be clear, I’m not talking about lowering standards (although I’m also not saying that we shouldn’t consider lowering standards). I’m just wondering if anyone is rethinking what work would adequately demonstrate the achievement of those standards? What does your programme look like when it’s pared down to it’s essentials? Now may be a good time to tidy the curriculum and get rid of the bloat that’s been creeping in over the past few years.
And then, when this is all over, you may need to think about why you’d choose to go back to what you were doing before.