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Educational Landscapes During and After COVID-19 / Angela A. Siegel, Mark Zarb, Bedour Alshaigy, Jeremiah Blanchard, Tom Crick, Richard Glassey, John R. Hott, Celine Latulipe, Charles Riedesel, Mali Senapathi, Simon, David Williams

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2, Pages: 597 - 598

Swansea University Author: Tom Crick

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DOI (Published version): 10.1145/3456565.3461439

Abstract

The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing educ...

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Published in: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2
ISBN: 978-1-4503-8397-4/21/06
Published: New York, NY, USA ACM 2021
URI: https://cronfa.swan.ac.uk/Record/cronfa56742
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first_indexed 2021-04-27T08:45:47Z
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spelling 2021-08-09T15:38:46.4556520 v2 56742 2021-04-27 Educational Landscapes During and After COVID-19 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-04-27 EDUC The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-COVID- 19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education. Conference Paper/Proceeding/Abstract Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 597 598 ACM New York, NY, USA 978-1-4503-8397-4/21/06 26 6 2021 2021-06-26 10.1145/3456565.3461439 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University Not Required 2021-08-09T15:38:46.4556520 2021-04-27T09:42:03.1859492 College of Arts and Humanities School of Education Angela A. Siegel 1 Mark Zarb 2 Bedour Alshaigy 3 Jeremiah Blanchard 4 Tom Crick 0000-0001-5196-9389 5 Richard Glassey 6 John R. Hott 7 Celine Latulipe 8 Charles Riedesel 9 Mali Senapathi 10 Simon 11 David Williams 12
title Educational Landscapes During and After COVID-19
spellingShingle Educational Landscapes During and After COVID-19
Tom, Crick
title_short Educational Landscapes During and After COVID-19
title_full Educational Landscapes During and After COVID-19
title_fullStr Educational Landscapes During and After COVID-19
title_full_unstemmed Educational Landscapes During and After COVID-19
title_sort Educational Landscapes During and After COVID-19
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Tom, Crick
author2 Angela A. Siegel
Mark Zarb
Bedour Alshaigy
Jeremiah Blanchard
Tom Crick
Richard Glassey
John R. Hott
Celine Latulipe
Charles Riedesel
Mali Senapathi
Simon
David Williams
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description The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-COVID- 19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.
published_date 2021-06-26T04:21:21Z
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