Data Visualisation #9
This week I tracked how many different digital tools I use in an ‘average’ online lesson, and how many times I use each tool. In the diagram above you can see a very basic visualisation, where the number of uses is marked in green. In this diagram I forgot to add the use of an iPad for teaching, as a whiteboard or presentation screen or just as a secondary device.
Overall, I think I use a lot of tools in one lesson! I think I do this effectively, however, after seeing the data on paper it is making reconsider my online lesson structure. Often depending on the need of a particular student when we have individual calls, I would switch to another Digital tools that I know the student will find more interesting or easier to understand. Often students don’t feel comfortable asking question in the group call, and ask if I can call them individually, which often is followed by ‘tailored’ tasks or assignments and more feedback by individual messages. I tried to include short breaks during the lesson in the form of ‘games’ I know the students enjoy. This also gives me a few minutes to prepare for the next part of the lesson.
Overall, I would say this is an ‘average’ lesson for me, where I work hard to make the lessons interesting for the students, who are often tired of just listening to the teacher talk through the screen. Will this become the ‘normal’ of teaching in the future? This is very different from what I would do in a classroom with face-to-face teaching!
Wow, that representation is quite compelling. You can see why the commercial sector is keen to get into education more–there are market openings for them to provide products and services for so much of a teacher’s daily work. And, of course, having a well-equipped classroom also opens up opportunities for an ever-increasing array of data collection practices. Maybe you could consider what kinds and quantities of data are already generated through your daily pedagogic routines. It would be fascinating to be able to do that systematically, and to be able to measure the actual quantity of quantification in contemporary education.