Implementation

When a practical activity is transferred to distance learning, it is worth considering, among other things:

What is the purpose of the module? Is it developing a craftsmanship or some other type of skill? Is it to practice in a way of working, such as a project methodology, a conversation technique or a scientific approach? Is it to gain a concrete experience and understanding of abstract theories? What’s the point?

What circumstances and conditions do you need to take into account? What is the situation of students, with, for example, stable broadband connections and the ability to work undisturbed and without endangering anyone? What is the situation of teachers, with, for example, time set aside for the planning, implementation and evaluation of the module?

Here are some examples of questions that teachers at Mid Sweden University have asked about the choice of method for carrying out a practical step remotely:

• Is it a computer lab? If so, are there student versions of current software or can campus versions run remotely using a virtual platform?
• Can the module be replaced by a computer simulation and thus be perform as a computer laboration?
• Can students complete the module using equipment available in their own homes or that can be sent home to them?
• Is it enough for students to see a recording of when someone else completes the module? Is it sufficient for them to receive data or experience from someone who has carried out the operation?
• If it is not possible to complete the whole operation remotely, what parts can be carried out remotely? 
• There are examples where teachers have designed practical activities remotely by combining several of the approaches mentioned above.