The second day began with a thought-provoking talk by Catherine Walker. She spoke about the recent changes in education, about inclusivity and how synchronous lessons by their very nature exclude people with special needs or lower income (no devices, low bandwidth.) Asynchronous learning is more inclusive and allows us to support these categories of learners a lot more, so perhaps this is the way to go. ‘We do not support technology, technology should support us’ – can’t agree more. It’s interesting how some of the presenters truly practised what they preached – for example, Catherine described every picture on her slides to support the visually impaired (incidentally, it also helped me because I was listening and cooking :)).
Then I watched Alex Warren’s webinar, or rather, workshop. It was so engaging that I dropped my spoon and started taking part in the polls 🙂 He spoke about using TED talks and offered a very workable model based on flipped learning. In short, after the learners have watched the talk at home, in the lesson the learners are asked to talk about what they remember, there is a quick comprehension check (Alex demonstrated how he uses Zoom tools for that), then there are critical thinking tasks, then creative assignments of various kinds (comment boxes on Padlet, ‘interview the speaker’, all kinds of written and spoken responses). One more important takeaway: if flipped learning doesn’t work very well for you because the learners don’t do their pre-lesson homework, stress the benefits of personalised learning they can get when they view the talk on their own. (They can slow down, use the subs, re-watch as many times as they like etc. )
Gareth Rees began his presentation with a photo of a urinal (!). The urinal was equipped with a video screen, so the idea was ATAW (viewing anytime, anywhere) – really memorable 🙂 There were lots of interesting examples from his own experience and materials, techniques that fit into a neat model (DARE: description, analysis, reflection, evaluation) and useful recommendations. Teacher’s video selfies, students making videos of the teacher demonstrating a pron task, students’ video responses – the idea was that videos work best if they become almost unnoticed everyday practice.
I had to skip Adrian Underhill’s talk and part of Laura Edward’s presentation – looking forward to the recordings. A few ideas gleaned from Laura’s talk: invite guest speakers to online lessons, use chat for more informal feedback and backchanneling, use rubrics for peer assessment that students can copypaste into the chat.
Then there was the panel about sustainable online teaching and learning with representatives of several sigs, including Andy Hockley, the Coordinator of my own LAMSIG. There were a lot of interesting thoughts about how we can move to real, not emergency, online learning, and I really liked how Sophia Mavridi expressed hers: ‘After the emergency, experts need to come to the fore’. I totally agree: eventually we need to stop focusing on the tech tools and start thinking about pedagogy, instructional design and materials.
Another panel I watched, Moving to Teaching Online, focused on the practical side of teaching in this new reality. I was happy to hear how optimistic the participants were: like Andy Johnson said, ‘You should never waste a crisis’ 🙂 Sandy Millin shared a lot of practical advice, especially useful for the teachers who are still learning to teach online; Joshua Underwood suggested that it would be useful to develop our (and our learners’) camera literacy: he recommended a webinar called ‘Own the screen’ or something like that, but I haven’t been able to find the link yet. In a nutshell, we need to learn how to be more comfortable standing up, moving around on Zoom, and teach our learners how to express themselves physically in the virtual environment. I also enjoyed the participants views of the future: Heike Philp suggested that one day, after we go back to our face-to–face teaching, we will start developing the online world again and create a rich online environment, maybe VR, 3D or something equally exciting. Sandy said that her school will probably move to a mix of online and f2f in September (this is what most of us expect, I think!); Andy expects a backlash with more physical teaching for some time, but then online teaching will be here to stay. Josh hopes that when we’ll go back to physical classrooms, we’ll improve them and make them more inclusive – and that generally things will get better. Hear, hear!
And then – too soon! — Gabriel Diaz Maggioli closed the event.
Now, I might be biased (and in case of IATEFL I most certainly am), but this was the greatest online event I’d ever watched. It was supposed to replace the physical conference, but it did a lot more: it engaged and supported a lot more teachers all over the world who had not been planning to come to Manchester. Don’t get me wrong, I’m still looking forward to Harrogate 2021, the organised chaos of the registration queue, lotteries, meetings, workshops and exhibitions, the friendly conversations with strangers and old friends at lunch or over a pint – but the Get-Together was totally worth it and I hope it will happen again, not to replace the conference, but to add to all the wonderful things that IATEFL does. Ahem, sorry 🙂 Time to stop singing praises and get back to work!