How do you handwrite maths during a video teaching session? How do students submit handwritten work electronically? Are cats allowed to attend tutorials?
These are the kinds of questions that many mathematicians in universities around the world are suddenly grappling with, as we shift our teaching and learning, and our assessment, online. We in Oxford Mathematics together with colleagues across the University have had to move very quickly to find new ways to teach and assess to the standards which we and our students expect; just as importantly, we need to support and keep in touch with our students who are now separated from us and each other in many countries across the world.
So what have we done?
In line with University guidance, we have made modifications to plans for exams for our third-year, fourth-year and MSc students, so that they can still complete their courses and (where relevant) graduate this summer. They will sit their exams remotely, as open book exams. And yes, importantly, they can write their solutions by hand as usual, and then submit them as a pdf. Our second-year students will sit their exams in the next academic year instead, while our first years will progress to next year automatically, but still have the opportunity to demonstrate and receive feedback on their progress and achievement at the end of this academic year.
Many of our undergraduate students have returned home, although some remain in Oxford and are being supported by colleges. Consequently we have been considering students' differing circumstances when planning our teaching and learning activities for the term: students will have a variety of devices and levels of internet access, and are in time zones right round the world. Our lectures for first-year and second-year students will be delivered by prerecorded videos, available for students to watch at any time. Gone are the days of 9 o'clock lectures (or 9.05am lectures if we are honest)! Colleges are making provision for online tutorials and classes. We will support third-year, fourth-year and MSc students through a mix of written content, prerecorded video, and live, interactive sessions.
This all sounds fine, but of course all involved need to feel comfortable to the point where they can concentrate on the mathematics and not worry about the technology. We have created advice for staff and students on teaching online, and many have already attended online practice sessions to connect and to explore the different solutions available. For example, one good tool for many will be the smartphone-as-visualiser, with the key step being to get the pile of books just the right height before the phone is balanced on top of it. Who says smartphones have taken over our lives (see photo)?
We recognise the demands that these changes are placing on students and staff, and we are aware that we will only know how well they are working once they start - they can't replace face-to-face engagement but equally they might broaden our thinking about how we do things in future, especially as we turn our thoughts to the next academic year. However, there is a distinct and heartening community spirit as we come together to face these challenges. All this alongside caring responsibilities for many, and ongoing research in all aspects of mathematics, including those relevant to COVID-19. Teaching might not look quite the same this term, but the mathematics will be as good as ever. And yes, cats are welcome at tutorials. As are dogs, rabbits...