Online Teaching

The authors discuss the applicability of common assessment types used in online instruction to the context of emergency remote education. Written assignments, online discussions, fieldwork, tests and quizzes, presentations, and e-portfolios are specifically addressed. The discussion includes the concepts of synchronous versus asynchronous assessments and issues related to academic integrity. The authors conclude by noting that empathy and radical flexibility are integral to assessment in emergency remote education.

A Covid-19 azonnal és teljesen átalakította a magyar felsőoktatást és konferenciázást, általánossá téve a korábban alig használt online szinkron oktatást és tudásmegosztást. Nem reprezentatív rövid kérdőíves kutatásunkban a szinkron online felsőoktatás 150 résztvevőjének első tapasztalatait mértük fel, a metakommunikációs eszközök hiányának, részleges vagy megváltozott használatának a kommunikáció dinamikájára gyakorolt hatásáról kérdezve az adatközlőket.

The SUNY Learning Network (SLN) is the on-line instructional program created for the sixty-four colleges and nearly 400,000 students of the State University of New York. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SUNY Learning Network are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere and to be the best provider of asynchronous instruction for learners in New York State and beyond.

This paper discusses our attempt to reclaim the first-year design studio inside the parental home under COVID19 lockdown regulations. Studying design, needlessly to say, rarely go well with parents. When the lockdown measures were introduced and Universities closed doors, most of the students went back to their parental home. Though our brief for the duration was settled, Heterotopias – Alternative Imaginaries, we had to tweak the hands-on making for the online design studio. Therefore, we planned a design-making approach that responds to many odds of online design education. This making approach we presume called out bold and daring side of the first-year student and helped them to claim their designing realm in their parental house.
“The Loop of projecting: tracing: cutting: modeling: drawing” was the primary design-making approach that we tend to hold throughout the studio. The initial task was to prepare a more or less 180x140cm surface and cover it with a drawing-friendly material. We also asked them to collect objects with various materiality and texture. We started the loop by projecting shadows from the gathered objects; creating varieties by playing with the distance to the light source and projected surface. We asked them to trace the ephemerality of these projections by drawing, cutting, and modeling. There were several cycles of this kind of making. At some point, we announced that this was the Imaginary Topography of their heterotopic scenarios. So they began to explore their shadow tracings as a hybrid-topographical formation with clues to their heterotopic scenarios. 
The absence of an actual studio in online education has been immensely discussed however, the probability of its unfamiliar setting is usually disregarded. This paper follows our teaching experience within the focus of an overlooked social aspect of online design education. The loop of projections is a timely spatial design making; it would deploy its realm on surfaces as the projections last. This enchantment bends the reality of the parental house. And as tutors, we can talk through these projections as if spatially experiencing them. This is a witty threshold of making and speculating design; we are back inside Plato’s Cave, not interested in the reality behind the shadows but fascinated by the realm of anamorphic, distorted projections. Tracing out the ephemerality of shadows, getting lost at the conjunctions with each cycle of making extends the probabilities of online design education with a twist of hands-on making.