A couple of years ago the university I currently teach for told me I had to start running on-line tutorials. I am a political philosophy lecturer. I think of myself as a descendant of Plato and Aristotle. I sit with my students and question, tease, and prod until I see a flash of lighting cross their eyes. I was more than sceptical when they asked me to translate this to a virtual environment. How can I translate the magic of watching students ponder, reading their faces and body language, into an sterile electrical interaction… Two years later I am a convert.
There are a few things needed to create an excellent on-line class, however when a ‘virtual class’ is properly set up, it can be as rich and nuanced as any live interaction between learners. First, and this is particularly important for young learners, you need a good visual set up. Teaching, I strongly believe, is in great part acting. I draw my students in with stories to help them imagine, to help them feel and enter into different spaces, to imagine different outcomes, to embody other possibilities… I support their exploration by reflecting doubt, by allowing surprise on my face…and, again specially with younger ones, I use physical humour to break the ice and encourage involvement. For all these reasons, I need my learners to see me. Being seen through a screen seems to amplify, rather than reduce, the impression of teaching-acting on students.
Second, one must create a safe and kind space where sharing and vulnerability are possible. These are the necessities for true, deep learning. Again, I have found virtual learning does not impede this in the least. Clear instructions are needed at the beginning of class to set expectations