The Bloomsbury Learning Exchange (BLE) joined forces again with the Centre for Online and Distance Education (CODE) and the London International Development Centre (LIDC) to extend the conversation around the decolonisation of digital education, which started last year with our first joint webinar. On 17th April, our follow-up webinar, Decolonising Digital Education – Lessons from Distance Learners, focused on distance and online education, and specifically on the experiences of remote learners. We were delighted to convene a panel comprising three students who had recently completed or were currently pursuing online courses offered by the University of London. What followed was a lively and engaging panel discussion, chaired by CODE Fellow and vice-principal for Equality, Diversity and Inclusion (EDI) at the Royal Veterinary College, Dr Christine Thuranira-McKeever, with thought-provoking questions posed by the audience.
Our student panelists each introduced
themselves and presented the ways in which they have experienced decolonisation
in respect to technologies used to deliver online courses. Conrad Francis is an
Australian Sri-Lankan dual Olympian (Sydney 2000, Athens 2004) who has coached across
the world, working in schools and universities in countries including China,
Indonesia, Japan and South Korea. Conrad completed a PGCE in International
Sports Management at the University of London in 2022 and provided a truly
international perspective.
Dr Swati Aggarwal holds a doctorate in
AI and has extensive experience in research and teaching in India. Moving to a
teaching position in Norway in 2023, she completed the online Postgraduate
Certificate Learning and Teaching in Higher Education provided by the
University of London. As an educator herself, Swati drew on her experiences of decolonisation
both in delivering and being a recipient of learning. She
Finally, Sanjeeva Singh, an Olympian
Archer, shared his experiences of working towards a Post Graduate Certificate
in International Sports Management at the University of London whilst studying
at a distance in India.
The audience posed many interesting questions regarding access to digital technology, differences in cultures, and how institutions can ensure inclusivity and promote diversity to prevent prejudice and bias towards Western approaches to learning and teaching.
Dr Linda Amrane-Cooper (Director of the University’s Postgraduate Certificate Learning and Teaching in Higher Education) responded to the need to acknowledge sensitivities and apply feedback from learners in order to ‘decolonise’ the professional framework in which educational providers must work. Taking on board these lived experiences can only improve the quality of the courses that are delivered. As Elizabeth Charles (Assistant Director of Library Services at Birkbeck) reported, the panelists’ “different perspectives were a wonderful cross-section of learning from theory and applying to their individual loci and how enriched they felt as a result of this. Linda’s contribution was also very welcome; that level of engagement of acknowledging where the programme or institution is located and starting from, given the validation requirements, yet not shying away from the need to turn that critical lens on the epistemological pillars that support the programme”.
You can watch a recording of the event here:
Report on the BLE webinar held on 16th April 2024
I opened the session with a personal explanation of why I had organised the event. And here it is again in a nutshell: Upon returning from parental leave at the start of February 2024, the emergence (or crash-landing) of GenAI was being discussed everywhere – e.g. the impact it was having on learning, teaching and particularly assessment. There was a constant stream of events being organised, courses to take, articles to read, policies to develop - I felt I was very far behind everyone else and I panicked that I had too much catching up to do. Being out of my depth in the world of technology was something I hadn’t experienced before – I was drowning in a sea of information and discourse, and I didn’t know where to start. I was overwhelmed. But the more I spoke to learned colleagues, the more I realised that everyone was feeling the same. I hadn’t really fallen behind – the development and pace of AI is so fast-changing, it is hard to keep up - and many people still haven’t had the chance fully engaged with it at all. I wanted to connect with others feeling the same as me and to start to investigate how the BLE could support them (us).
In conclusion, like the web browser, which changed the face of education forever, GenAI is already doing the same - and it is here to stay (well, evolve), We can’t avoid it – we have to embrace it, or at least acknowledge and work with it.
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* Birkbeck, LSHTM, RVC, SOAS, UCL and the University of London
Is a PhD Right for Me?
The BLE's new three-week course on FutureLearn offers a comprehensive approach to considering, applying for, and beginning doctoral study in the UK. The course dispels misconceptions, examines real-life concerns and speaks to a wide range of groups and individuals traditionally under-represented in doctoral study.
Throughout the course, learners discover strategies to help them work effectively, manage their wellbeing, maintain good working relationships with supervisors and clarify potential career paths after the PhD.
Week 1 helps the learner decide whether to pursue doctoral study. We provide an overview of fundamental personal, practical, and financial aspects of the decision.
Week 2 provides guidance on making a PhD application, such as how to search out opportunities, put together a research proposal, find the right supervisor and apply to an institution or research project.
Week 3 focuses on managing day-to-day life as a doctoral student.
Learners take an active role in their learning, completing reflective and practical tasks and taking part in conversations with each other. Highlights include interviews with current doctoral students, supervisors and staff who share their experiences, expectations and advice. Learners also follow four diverse student characters in their journey to decide whether or not doctoral study is the right path for them.
Really amazing! [This course] opened my mind to the ''secrets'' of PhD study and had so many tips to follow. (Learner feedback).
Course introductory video
The Association for Learning Technology (ALT) and ITN Business have co-produced a news-style programme, launched this week at the ALT Annual Conference.
With 66% of ALT members now using blended and hybrid models in the classroom, it is now more important than ever to be tech-savvy in the educational landscape.
“Digital Transformation” highlights the importance of investment in both the right infrastructure and the people behind the technology, delving into the latest learning technologies and strategies enabling change.
The full programme aims to encourage new strategies to further the offering to educational institutions, while raising awareness, champion partnerships and support the next stage of digital learning. You can watch the showcase with all the highlights here.
Anchored by ITN Business presenter Michael Underwood, the film consists of interviews with industry thought leaders discussing the positives of the new direction of learning following the pandemic, the importance of the staff behind the technology and the key issues the sector is looking to address.
Michael was joined in the ITN London studios by the BLE's own Director, Sarah Sherman and Carol Worsfold, Learning Technologist at UCL who discuss ALT's accreditation scheme, CMALT. The BLE has been running an annual CMALT scheme for seven years - more information about that is available here.
