In his sharing session, Dr. Benjamin Moorhouse, Lecturer at Faculty of Education, The University of Hong Kong, offers a comprehensive overview of how teachers shifted from face-to-face teaching and adapted to  the ‘new normal’ of online teaching. If you’re interested in know what others are doing, or you’d like to know what realistic online teaching options are out there, Ben will address your questions. In this ‘big picture’ overview of how teachers responded, he considers:

  • What digital technologies and instructional approaches have teachers in Hong Kong adopted during the emergency remote teaching?
  • How have teachers leveraged digital technologies to enhance student engagement and learning?
  • What factors influence teachers’ use of technologies?
  • What might be considered ‘best practice’ in emergency remote teaching?

Catch Ben’s own introduction/overview in his 4 minute intro on the right. Or head straight to Ben’s entire sharing session talk below. 

Ben’s Micro-Introduction

(length: 04:01)

View his presentation slides here: https://bit.ly/benslides

(length: 01:26:41)

Outline of Ben’s Sharing Session “How English Language Teachers Adapted to Teaching Online during COVID-19: Reconceptualizing Face-to-face Teaching for the Digital Space”

Introduction 06:27 – 09:10 Context Covid-19; remote teaching and learning
Terms asynchronous; asynchronous; blended
What digital technologies and instructional approaches have teachers in Hong Kong adopted during emergency remote teaching? / How have teachers leveraged digital technologies to enhance student engagement and learning? 09:15 – 22:40 Asynchronous Instruction
  • Technologies adopted
  • Benefits of asynchronous instruction
  • Teaching flow of asynchronous instruction
  • Successful asynchronous instruction
22:40 – 32:36 Synchronous Instruction
  • Technologies adopted
  • Benefits of synchronous instruction
  • Synchronous teaching practices
  • Successful synchronous instruction
  • Possible lesson sequence for synchronous instruction
32:36 – 34:17 Blended Instruction
  • Benefits of blended instruction
  • Flipped learning model
What factors influence teachers’ use of technologies? 34:17 – 39:15 school factors; teacher factors; learner factors; technological factors; privacy/safety/security factors
What might be considered ‘best practice’ in emergency remote teaching? 39:15 – 40:50
Q&A Session 41:31 – 48:45 how to help students’ decreased engagement in eLearning
48.45 – 50.00 reference for the presentation
50:00 – 54:24 how to help students understand teaching content/materials
54:24 – 01:01:11 how to help students catch up after class suspension
01:03:15 – 01:06:02 how to encourage co-workers to continue flipped classroom
01:06:02 – 01:06:58 what is eTraining – Entry Level Training Course
01:06:58 – 01:25:33 how to solve issues related to flipped lessons/demotivated students/tight class schedule/limited teacher autonomy/different school cultures/language accuracy and fluency/stressful dictation
01:25:33 – 01:26:16 what is the ideal feedback given by teachers