Development of three Higher Education Professional Learning Networks in response to COVID-19: A case study

Abstract

The COVID 19 (SARS-CoV-2) pandemic brought in-person teaching to an abrupt halt in early 2020, leaving educators with the problem of how to continue to deliver Higher Education laboratory courses remotely. Three new Professional Learning Networks (PLNs) formed to address this critical need in Biosciences and Chemistry in the UK and Australia. The findings show that the PLNs provided an essential space for knowledge development, collaboration and innovation, with COVID 19 creating a common focus for the networks.Findings also highlighted a lack of empowerment for highly experienced teaching-focused staff to lead change within their departments. The authors recommend significant consideration be given to this issue as well as ensuring suitable resourcing for teaching-focussed staff to engage with opportunities for professional growth.

Engaging chemistry educators through virtual roundtables: how the COVID-19 pandemic led to a community-wide initiative

“…To date, fifty-eight "Supporting Learning with Interactive Teaching: A Hosted, Engaging Roundtables" have been held on a range of relevant and timely topics, both in light of the need for remote learning pedagogies during the pandemic and now addressing the broader needs of the IONiC community. Where there have been reports from many communities that have grown in the midst of the pandemic, many with specific goals pertaining to virtual labwork [27] and interrogating existing social structures [28], our approach was focused on engagement of our existing community and maintaining the support of our network in the isolation of the Pandemic. Evaluation of SLiThEr's gave opportunity to consider the impact of the professional development activities, chart the next phase of SLiThEr's, and reflect on how SLiThEr's emerged within, fit within, and further the mission of IONiC to improve inorganic chemistry education.…”

Practical approaches to delivering pandemic impacted laboratory teaching

“…This ethos has helped break down siloed teaching and resource development approaches, resulting in a more engaging learning experience for students and enhancing the pedagogic approaches to practical delivery. Over 90% of participants highlighted that attendance at network events had allowed them to influence their departmental policy to dry lab provision (Cramman et al, 2021). Resources developed by the network are collated on lecturemotely.com and YouTube, allowing access to materials beyond the original presentations and reaching the broadest possible audience.…”