 education was hit by an earthquake that moved fast and broke things. We have combined forces today with how I got tell for you to share you some perspectives from a life in educational technology in 2020. We heard in the last programme about the scenes from before the quake. This issues the rise of accessibility considerations, the ongoing dominance of big VLEs, learning analytics and questions around degree apprenticeships. We're going to go now to some of the impressions that you've given us about life as a learning technology just sells and within the sector. Let's see if we can get the right screen share. What have your experiences been like in the last three months which we could talk about as the quake itself. We can see that it's been exhilarating, tiring, exhausting, challenging. In many ways it's been frustrating and demanding, it's been a roller coaster but it's also been collaborative, it's been productive, it's been character building, it's had things to do with leggings and dogs as well. So they're all manner of different ways that you might have experienced the quake itself during the dramatic moments that hit higher education beginning in March of 2020. We're going to go next to higher education though has been disrupted before. This is not the first time that higher education has been disrupted. If we look at a period of the bubonic plague during the Middle Ages, we can see that although there were obviously wider population declines at the time, higher education did see longer term enrollment increases. So Oxford for example set up new college. Cambridge established four new colleges during this period. We also found a shift from the more theological worldview of universities at the time to a more science-based one which led somewhat towards the Enlightenment at the time. During World War One of course we also had a further period of disruption to higher education. Before the war we found that universities were largely private institutions that were somewhat dependent on fee income and philanthropy. University contributions to war efforts such as staff and students signing up to fight and war-related research did lead to financial crises and ultimately these led to universities and governments being drawn into closer relationships with each other. World War One also saw an increase in female teachers and things like changes in courses offered such as modern languages like French or Russian. So we can see that while higher education has been profoundly disrupted in the past, it has also tended to evolve and change. So we talked a little bit about before the quake and these were the known knowns of what the landscape was like before the quake hit. Let's go over to you now to talk about the current situation as well. We also heard from the panel about their experiences of lockdown itself in the summer of the last few months. So we're going to go over to you now and this is a time for a little bit of audience input here. I have a question for each of you and we'll give you a little bit of time to think about that and add your questions. You'll see them coming through live as well. And a question for you all is what one thing we're thinking of the coming academic year that was due to start shortly. What one thing are you or your institution putting in place to effectively support teaching, learning or assessment for the coming year? Take a minute to get some responses in there as they come in and it is something that you're also able to as you can see add full sentences as well. Welcome to add more than one comment if you feel the urge and do note the effectively support part of the question. Panic is natural for each and everyone. Riding the winds of chaos that's a beautiful embracing of the pending academic year. Somebody is enabling hybrid seminars that's a bold move. We have a new framework for teaching and learning that is focusing on synchronous over synchronous over asynchronous over synchronous. We'll keep that open for the time being anyway. So somebody's going for a Seamalt as well. So I'd like to introduce an idea that I brought to the ALT 2019 conference at Edinburgh. The idea of speculative design may be familiar to some of you. I introduced this at Edinburgh last year as we call speculative learning design. Speculative design takes the notion of possible futures, uses ideas generated to better understand the present and to discuss the kinds of ideas that people actually want or not in the future. Usually this takes the form of scenarios and often it starts with a what if question. You'll see some of these in a moment. Essentially this is using design as a critical tool. It's not about predicting the future but it's about imagining what possible futures there might be. Now speculative design comes from a tune London based artist called Dunn and Rabi. They wrote a great book called Speculative Everything published in 2013. They've found in their research this potential futures because of frame or the motif of thinking about speculative design and developed themselves to suit their own purposes. If you look at the different components of this, you can see that it starts out with the present on the left hand side and stretches out to the probable which is what is likely to happen, the plausible which is what could happen, the possible which is what might happen, and somewhere in there as well we have the preferable which is what we want to happen. So bear these different options and possibilities in mind. Obviously speculative learning design simply would apply these principles and these design objectives ideas to possible educational futures. Now one of the ways that helps us to think about these sort of speculative design ideas is taking a look at the state of the art or some current social trends. So I've re-showing a slide that we used again at Edinburgh last year that shows some technical, some social, some positive, some negative social trends or technical trends in some cases. Interestingly after revisiting this slide I noticed that global pandemics are all in there as well. So I'm not sure that any of us in Edinburgh in September last year when we were talking about holographic academics would have quite expected this degree of change that's been visited upon us. So that's it from me. I'm going to hand over to you and Judy's going to be helping me with the breakout room ideas as well. So we talked about Before the Quake which was the tell landscape before the lockdowns and coronavirus hit global higher education. We talked about During the Quake and you've contributed to that yourselves which are your ideas and perspectives for the challenges that you have had. Now Keeneid amongst you will notice a third Rumsfeldism coming here as well. We're also going to think about the unknown unknowns here as well. The unknown unknowns and this is thinking somewhat into the future. This is thinking about a post-COVID world. What does higher education look like in a post-COVID world? Now I'm not going to specify a timeframe there which it could be five years, it could be 10, it could be 20 but we're going to put you into small groups and you will have a single prompt in that group which is at the top of the page and I'd like you to use that prompt open up a discussion between yourselves in the group and use that prompt to generate ideas for higher education institutions in the post-COVID era. So it's a sort of ideation board or thought showering I think is the current appropriate expression. Aim for positive ideas if you can but obviously we're talking big themes, big topics here. Might have all sorts of difficult questions to throw in there as well. Now to keep it narrow you could think about teaching learning and assessment in a post-COVID environment but welcome to also include any other ideas around higher education as well. And just to give everybody a give you spare you some time on deciding who does what, the person in your breakout group whose name comes first in the alphabet according to the blackboard listing will be typing up the ideas from the discussion in the padlock board and Julie has shared the padlock link into the chat you can see it there padlock.com slash dompate slash after the quake. So I hope that the instructions are clear Julie would you like to send our participants into their breakout rooms please? Okay you should be going to the rooms now. Okay Dom it's just you me and Maureen in the main room now. How are you doing so far? That's too bad I think some of the the groups are now a lot lower than they were when I set them up but I thought did they go in automatically? Yeah they've all gone in. Call let me know I'm here let me know if you need anything. Is my mic coming out all right? Yep. I'll go and I'll go and join group four because there are quite a few of them are down to like two participants now. So I'll go and join group four. Feel free to join the group if you wish Maureen. Thank you will do. I'll also keep an eye on the chat in case anybody has any technical questions. I should wander into some of these rooms as well. The biggest thing oh we return to the main room. Okay I think we are back into the main room again here. I'm hoping that that's all right are we all back? Okay so let's go for a final share of some of what we've seen. We've got a few panelist responses coming in. So plenty of stuff from group one. The problem of universally good internet access would need to be solved for people working from home. It certainly wouldn't be as much fun. What if the pandemic kills off in-person exams? The idea of trusting our adult learners is an idea. What if hybrid teaching becomes a third operating model for most universities and colleges? No we certainly need to overcome some of the challenges. Let's take one more as well. What if global heating continues to rise? This is group six. We certainly need more flexible systems regardless of the pandemic. So I think this is working. I think this is sharing on. So I'm going to stop sharing that one. I'd like to thank you all very very much for your participation in this today. I know it took a very different turn from have I got tell for you but we've given you very different perspectives on the year today. Now the Padlet link itself will will remain open and the intention is that we'll follow up on this with a blog post to aggregate your respective responses on our Learning at City blog at City University and if Alts would like a version of the blog post as well then we could get the conversation started there.