The suggestion online learning means lower quality teaching from lecturers like me just isn’t true

Coronavirus has gone to university. Like thousands of undergraduates, it has moved into the halls of residence and is now hanging around lecture theatres and uni bars, worrying parents.

This was inevitable but it was not unavoidable. I have been a university lecturer for over 10 years and the one constant in all that time has been the dreaded ‘Freshers’ Flu’ that is unleashed every September when students from all over the country are thrown together and encouraged to enjoy themselves.

By October, students and staff are dropping like flies as every strain of the sniffles swirls about campus in a bacterial ballet of infection. Throw Covid-19 into the mix and you don’t need to have a degree in virology to see the risks involved. But the Government said “Press on.” “It’ll be fine.” “Over the top, lads!” “Don’t forget your masks.”


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Fixing education during the pandemic means fixing an uneasy relationship with ed tech

The relationship between education and technology has never been an easy one. The role of technology in the classroom has been subject to all sorts of scrutiny over the years, much of it justified, some not. 

Worries have included the effects of screen time on young minds, along with questions about whether robots will replace teachers.

Ed tech consists of thousands of tools. As with any other tools, some are better than others, and not every tool is right for every job.

Before the Covid-19 pandemic, it was clear that technology was going to be part of education now and for the future. More than $13 billion is spent on technology “solutions” annually.

One prevailing narrative before the pandemic was Silicon Valley’s purported desire to take over our schools. It was at the heart of stories about an anti-technology rebellion in Kansas schools, the implications of big data for student

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What The Work From Home Revolution Means For Higher Education

It’s been six months since lockdown and domestic harmony is hanging by a thread because my kids can no longer agree on a movie. Six months ago, the list seemed endless. But after exhausting the Monty Python canon, Airplane, and Fletch, I led them astray with films they found too slow (Rushmore) or obscure (The Coca-Cola Kid) and lost all cinematic credibility. Now Leo and Zev want action movies or comedies while 11-year-old Hal insists on Muppets or anime. So our pandemic film festival is approaching a shabby final gala.

When he’s not reading comics or cracking corny jokes, Hal tends to focus on food. One boring Covid day he passed me a post-it note that read: “Brazil nuts bug me.” Why was he was thinking about Brazil nuts? His response: “Why are you not thinking about Brazil nuts?” Then there was the time we miraculously agreed to watch Top

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