Forget lone lecturers – pandemic shows teaching must be a team sport

Uneasy bonds between lecturers and education specialists must be strengthened to deliver post-pandemic learning, says Neil Mosley

Published on
January 6, 2021
Last updated
January 6, 2021
Neil Mosley
Source: Getty (edited)
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Covid-19
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Reader's comments (5)

#1 Submitted by leonard_houx_cass_city_ac_uk on February 5, 2021 - 2:52pm
"Regardless of their view on education development, why would academics not want to work as a part of a team with a range of specialisms, pulling together to share the load and craft the best teaching and learning experience possible?" Why indeed. Yet so many do. A very provocative piece. Great stuff.
#2 Submitted by inuk on February 6, 2021 - 9:56am
The issue I think is with metrics that still assess someone's performance as an individual. Then, for example, one can contribute greatly to one or more modules, without being module leader. In terms of workload, one might even work as much as someone who is module leader of just one module and has perhaps only 1-2 lectures on it (the rest is done by the team of colleagues). The contribution as module leader will still be valued more. The same goes for research, bidding etc... In the end, it's all down to metrics. Regardless of how many employers tell us to be team players, we are assessed individually.
#3 Submitted by inuk on February 6, 2021 - 9:58am
Edit: ...how many times employers...
#4 Submitted by Colin Simpson on September 4, 2021 - 8:31am
It was only yesterday that I read the most sloppily written and ill informed screed from a couple of academics arguing the exact opposite - that teaching and learning support should be treated as a scholarly practice and handed over exclusively to academics. Thanks for being a voice of wisdom with a grasp on reality.
#5 Submitted by paul.... on February 28, 2023 - 5:30pm
A great piece clearly articulating the way forward to improve the learning experience for students in HE. However……..I’m not convinced it’s the right model for the later years of a degree, where learning meets cutting edge research, sometimes hot off the bench! Having the freedom and autonomy to update and edit learning materials and activities is an essential part of integrating research and teaching. Scheduling meetings and seeking approvals for changes at this level inhibit the direct free flow of knowledge from the research bench to the classroom, and that’s what makes university education so exciting for both staff and students. So I’d advocate yet another form of hybrid learning - a continuum from team-designed and created through to autonomous and spontaneous.

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