Evans, David Thomas ORCID: https://orcid.org/0000-0001-6874-3845 (2021) “The trouble with normal …” Covid-19’s legacy and the multipotentiality for co-creating teaching, learning and assessing. In: Turner, Denise and Fanner, Michael, (eds.) Creative Learning and Practice in the Social Work and Health Professions: Lessons from Covid 19. Critical Publishing, St Albans, Herts, UK. (Submitted)

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Abstract

Although “The trouble with normal” is a title taken from a Queer Theory textbook (Warner, 2000), COVID-19 has actually queered higher education in ways unimaginable before the pandemic. The pandemic queers and challenges many traditional ways we looked at, and provided, teaching, learning and assessing (TLA), especially with specific difficulties faced by health and social care educational providers. Those difficulties have included, but not limited to, innovative ways of trying to make up for the ‘real’ human-to-human contact – in class and in professional or clinical practice settings - with a mixed effort and outcome of alternatives. The alternatives have included increased on-line learning opportunities; greater or lesser blended learning provision; synchronous and asynchronous video and virtual classroom engagement; augmented Virtual Reality (VR) and Artificial Intelligence (AI) resources; simulated practice; the gymnastics of flipped classroom pedagogies and techniques (Blázquez et al., 2019), and of course, the “workload realism” for the extra hours teachers have put in striving to make all TLA meaningful and rewarding for their students (Arnold, 2021).

Item Type:	Book Section
Uncontrolled Keywords:	Social work; Health professions; Higher Education; TLA; Teaching, Learning and Assessment; Covid-19
Subjects:	L Education > L Education (General) Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Health Sciences (HEA)
Last Modified:	08 Oct 2021 00:23
URI:	http://gala.gre.ac.uk/id/eprint/33622

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