presentation to the University of Kent Digital Pedagogies Webinar Series (05.03.2021) https://www.kent.ac.uk/elearning/events/index.html In an institution where we place a huge value on our ‘campus premium’, over the last few years a huge investment has been made in new buildings, changing our teaching spaces and creating buzz and excitement. We didn't even get into our new building before pandemic significantly impacted on a team of Nursing Academics, who pride themselves on their face-to-face delivery. Taking their humanising curriculum (Todres et al 2009) and supporting the fast transition to online, we will share how our 'Corona Virus Teachinar' approach and resources offered that step-change at a time when our nursing students were required to support the NHS and go into practice.

1. Creating,
supporting and
sharing:
moving value
based learning
online
Debbie Holley
Prof of Learning Innovation, Dept of Nursing Sciences
dholley@bournemouth.ac.uk @debbieholley1
John Moran, Faculty Learning Technologist
Faculty of Health and Social Sciences,
Bournemouth University

2. We didn't even get into
our new building!
Before the pandemic
significantly impacted
on a team of Nursing
Academics...

3. who pride themselves on their face-to-face delivery, underpinned by a
humanising curriculum (Todres et al 2009)

4. Used a daily
radio 'chat
show' format
• Thinking familiarity with the style
and context
• Based on requirements of people
who came on the day (we did always
have one short 10 min example of a way of
teaching which was recorded)
• Conversational not 'lots of tech'
• Had a 'challenge slot' - almost like
the chat/ e-zine 'readers problems'
page
• Could see the influence of our work
as it flowed across the faculty!

5. Moving to hybrid
pedagogies..?
• Stommel (2012) suggests that a “hybridity
pedagogy” changes the notion of “place of learning”
and invites us to fundamentally rethinks our
conception of place.
• Indeed, Ellis and Goodyear (2016, p. 150) have
argued that the connections between “place and
learning” can be subtle and powerful and that to
• “to...understand them, one needs to understand
complex, shifting assemblages involving
human beings and things: material, digital and
hybrid”; they argue that the boundaries between
the physical/virtual are becoming increasingly
permeable.
• See also Cook et al (2020) Three cases of hybridity

6. Question:
In which ways can you see the physical/virtual are becoming increasingly permeable? (wordcloud)

8. And we are working towards
strategic lo-tec to hi-tech
solutions
Image Credit: University of Arizona Libraries

9. Student
feedback:
Initially I found it hard to adapt but
now I got used to it and I quite like
it ;) . Still missing the actual
physical connection
with the tutors I also miss the
fuss and crowds at the cafeteria
in the campus.
Image credit: Kingston Hospital Sunshine Ward

10. Resources
• Cook, J., Mor, Y. & Santos, P. (2020). Three cases of hybridity in learning spaces: Towards a
design for a Zone of Possibility. British Journal of Educational Technology, 51(4), 1155-1167.
Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12945
• Ellis, R. A. & Goodyear, P. (2016). Models of learning space: integrating research on space,
place and learning in higher education. Review of Education, 4(2), 149-191.
• Holley, D & Singleton, H (02.03.2021) Using googlecardboard (and other things!) to engage
students: presented at LD@3 webinar series for ALDinHE link to event resources
• Singleton, H blog post about the diabetes simulation
• Stommel, J. (2012, March 10). Hybridity, pt. 2: What is hybrid pedagogy? Hybrid Pedagogy.
• Waight, S. and Holley, D. (2020) 'Digital Competence Frameworks: their role in enhancing
digital wellbeing in Nursing Curricula' chapter in Humanising Higher Education: A positive
approach to enhancing wellbeing (Clarke, S and Devis-Rozental, C eds) Palgrave 2020