 negative reactions to recording so the session is being recorded. So we're going to start off with some news from research that's been happening at UCL. I don't know about you but certainly I have heard it more than once as I'm walking around the co-op. We're all in this together, well are we? So let's hear from Alison and her colleagues and perhaps they can give us an insight into the impact of Covid on some of our communities. Well thank you very much for the opportunity to thank you for the opportunity to work here at at the seminar and so we're going to give a brief presentation about our research on moving to teaching and homeworking and you can see there's a lot of people credited on this slide. A lot of people have given their their own personal research time to help with this work and I just want to thank everyone. My colleagues Eileen Kennedy and Jen Rhodes are here to help present. So what is this study about? When the campus closed at UCL we thought it would be really important to find out about what was happening, how people work from home, how they're teaching online and how they're researching online as well, because it wasn't just that people were going to teach online they were doing in a very difficult circumstances. So we started our survey on March 26 and we asked people if they would upload an image which depicted how they felt about teaching online, researching online and working from home and then write some narratives around it. Now we've followed up that survey twice during the lockdown and also we've had some follow-up interviews. We haven't had a chance yet to analyze all the data so we just want to give you some of the highlights today and the first thing I want to do is to let you know a little bit about the demographics. So we had responses from across all the faculty sorry this slide is a bit difficult to see but it's just to let you know who it is who responded to us. So we had academic colleagues and also professional services colleagues as well. You can see a little bit about the demographics. Most of the people who responded were female and white and we know that that means that our data is not entirely representative but nevertheless it gives us some insights. Here are the kinds of images that people uploaded. So there were generally about three different types of image. One was a lot of people took a photograph of the site that they created at home to work and you can see the one in the left is relatively organized apart someone's sitting room and on the right someone is having to work from their bed. A lot of colleagues are living in small accommodation. We'll say something about that later and how impacts the work and particularly their teaching. And one thing that I've realized in this study is that we have people on a spectrum for some people this is the best thing that's ever happened to them and for others it's the worst and everything in between. So people are experiencing this in a very human way and at a human level. We had a series of images which were quite positive. So the one on the left is the deck where somebody's doing some of their work and they're saying that they're enjoying being at home and and there are a lot of positives to working from home. And the one on the right is from a colleague who goes for a walk in the park every day and sees this heron. But we also have images like these ones. So top left moon base and the bottom left you can see collapsed by structural failure. So a lot of tensions and unknowns from some of these images and also the one on the right whole series of different emotions that someone feels they're experiencing at the same time. We also had a number of images that depict women. The bottom left one by the way is not photograph. It's from the web. But you can see that a lot of women are telling us they're juggling a lot of different tasks at the same time. Particularly emotional labor and Eileen is going to elaborate on that later. But the one on the right I had a discussion with the colleague who uploaded this image and what she said was she's holding the laptop up to make herself look like a shiny professional with everything under control. But the reality is what you see there where she's she's dealing with chaos. So the idea of work-life balance was another theme as well. And here are all the different on the right different emotions that people are feeling. So what I'm going to do is hand over to Eileen. He's going to talk about some of the experiences that people had when they were teaching online. So over to you Eileen. Thanks Ellison. So we invite participants to talk about both the challenges and opportunities in the move to teaching online. Lots of people saw home working as a positive. They appreciated not having to commute or to teach in open offices or feeling isolated at work. Even those who were skeptical often expressed surprise that's actually gone quite well. A number of participants often those with some experience of teaching online found student engagement had improved. Participants said this said it's time to take online teaching seriously and they wanted to take online pedagogy much further with a fundamental shift in the ways that they were supported to do so. But there were many challenges reported too. It became clear that trying to shift their face-to-face teaching to video conferencing was causing the most challenges. Technological involving their own or the students insufficient broadband widths or devices. But more importantly in terms of interaction with students. They missed the energy and social cues online and they found the experience difficult exhausting and stressful. So this all pointed to a need to depend less on synchronous teaching and use less stretch stressful more flexible and potentially more engaging synchronous teaching methods as well instead. Participants mostly women also discussed the explicit caring role they were adopting with students. When participants expressed anxieties it was often for others colleagues or students. They said tutorials took longer now because they were spending longer in the emotional labor of supporting students during this time making sure students were okay before moving to academic matters. The survey highlighted the very different experiences of staff as Alison said because of their different home environments. Those without adequate space in privacy had to the biggest problems as the next slide shows. We asked participants to tell us from their own perspective how many rooms they had at home that people can work in. Regarding the move to working from home there are fewer positive or very positive responses from participants who reported zero or one room available with more positive responses from those with more rooms. The qualitative data indicated that even when participants who had functional office space before the lockdown now found this inadequate because they were sharing the space with home working partners and some had no space at all because their only room was being used for caring for family members. Very difficult for teaching on Zoom. As for research there were staff members who reported increased productivity arising from fewer distractions. Some researchers reported better connection to others to the ease of attending seminars remotely as well as increased focus and productivity which made it easier to focus on tasks such as reading, writing, proposals and articles and analysis all tasks that require uninterrupted concentration. However these were researchers without caring responsibilities who were not likely to be women therefore so there is an indication that this lack of equivalence and experience has increased existing inequalities. Overall however we couldn't detect any clear patterns of experience in relation to job role and grade but it was evident that for many participants it wasn't it was just not possible to do their research because they needed access to labs, archives, libraries or specialist equipment including computer software that couldn't be accessed online. There were concerns about not being able to meet research deadlines and the subsequent impact on research outputs. This was felt particularly by researchers on fixed-term contracts whose careers were more precarious. The burden of extra work spent dealing with the logistics of research was also felt to impact the progress of research. While researchers were positive about keeping in touch through video meetings participants still missed face-to-face meetings a lot. These were particularly those ad hoc serendipitous meetings in the corridor after talks moments of inspiration. Nine percent of researchers were worried about the impact of the move online for their careers and those researchers expected the university to make adjustments to compensate. So over to Jen now. Jen. Hi Jen we might just yeah I got you that's great. So for some reason the audio is not working all of a sudden. Can you hear me? Yeah we can hear you that's fine. I apologize. So the data showed evidence of structural inequalities. Now remember we didn't ask specific questions about disability or mental health issues rather we asked general questions about teaching and learning practices and research practices in the home as well as basic demographic questions about gender and race. However some of these inequalities that were evidenced by the data were those with caring responsibilities at home or at work. So caring responsibilities for students or for other colleagues or your ones and children or family members perhaps elder care. These were of course disproportionately women but we also people who identify as female but you know they're also single men with children and other lesser represented minority groups. We saw a lot of difficulty for people with disabilities. This included people with who were perhaps shielding or with physical disabilities. They might be having issues with the software itself not being accessible perhaps their low vision hard of hearing or blind or or fully deaf. Beyond that though we also saw a 10% of our folks experience symptoms that could be described as repetitive stress injuries talking about their backs hurting their eyes hurting their hands hurting. So these are issues that might not be disabilities now but based on UK law if it's RSI sustains for six months or more it would become a legal disability. We also had about 20% of our participants report a mental health symptom. Now that doesn't mean that they have a diagnosable mental health issue we can't say that they meet the diagnostic criteria for something like depression but we were seeing 20% of our participants reporting something like being depressed being anxious being stressed having difficulty sleeping. Now and we finally we saw that anybody who had limited home space was experiencing profound stress. We don't have data on socioeconomic class but we are wondering if there's a correlation between people who are at lower pay grades who might be the ones that are in London you know working and living in a in a one room flat. We had a lot of data from people who were working you know sitting on their bed all day because they might even have a desk in their office which is to me heartbreaking. Finally with regards to our Asian black Asian and minority ethnic colleagues as reported 88% of our data set was unfortunately Caucasian. So we can't speak conclusively towards the needs and experiences of these individuals however I think it's very telling perhaps these individuals didn't even have the time to fill out our survey. We did reach out to the UCL race matters group and we worked with them to send out a specific call to their membership and we still only ended up with with 12% non-white members. Now we've been working with the UCL administration to take action on these factors. We have opened up our student centers such that people who can't work at home have the opportunity to come in and but this is again remediation rather than a solution. We've provided guidance for managers on proper ergonomic home setups. We do to make sure that those RSI issues don't turn into disabilities. There's university and a new university policy on equipment collection or purchase of equipment for reasonable adjustments as well. However there is still a great amount to be done. We need to work out how we can support or recognize these caring responsibilities. Can we help provide child care? Can we provide funds with regards to caring for students? Does this carry the weight that it should in promotions? Are we making sure that staff members who have the time to support the students or do they have the time to support these students and finally looking into the differential impacts on research and what interventions are needed? So we've looked into for instance redressing some of these issues by providing additional research funding or even research leaves such that BAME individuals or people with caring responsibilities, people with disabilities might have more of an opportunity so that we don't have this discrepancy going forward. And with that I'd like to hand it back over to Allison. Thank you. Thank you colleagues. So to summarize the we see these structural inequalities it's very complex and layered. We're very much looking forward to feedback from others about this. We think there are key points that are likely to be relevant across the sector and even though we've focused our study on UCL. Thank you so much Allison and colleagues for participating and for sharing this with us. I think there's a lot of very important action of all points for learning technologies and for all levels of the sector really. Are we taking into account the very different impact that our colleagues may well be trying to continue with almost an as-normal scenario which is you know not terribly realistic given the conditions. And I suppose the most important and the most significant thing that we should be thinking about is informed by this research what are we going to do differently from here on in. And I have been checking the chat I haven't actually seen anybody who has raised a question as such. I think we're very much aware that in fact these sorts of issues are affecting people. But let's just you know offer the opportunity if anybody does want to switch their mic on and ask a question or to put a question to the team into the chat. I'm going to start off with one question that occurs to me straight away and that is how openly is the research and your sort of policy implications of the research available to the rest of the sector. Well that's a really important question. I mean we would like to share the data and particularly if there are other places where there's complementary data where we can we can have a look at what's happening across all different parts of the sector. The only issue that we have is anonymity. So for example we've just carried out interviews we're trying to make those as anonymous as possible. People have been very open with us. Some of the images that they've shared we do want to make them openly available but only if they don't identify the person. Yes and that's so important and I'm aware that even today you know even with us opening the mics now and saying does anybody want to contribute their insights puts people at risk of losing their anonymity. Certainly anecdotally there is an awareness across the sector that some people are really struggling and are finding things very very hard and it's so important that their voices are heard and I'm very grateful to you for sharing the empirical research so that we can speak truth to power. So let's hope that more and more of more policy makers and decision makers actually take your findings into account. Thank you so much Alison and team I'm going to just move on to Donna and ask you if you want to share your screen perhaps to to get ready for your session and we'll open the floor up a little bit more at the end of the session as well. So we've just stopped the sharing now. Okay here we are yes we can see you. Yay hello everybody so thanks again for having me so what I'm going to do is do what Teresa and I rehearsed earlier. So I'm sharing the oh before I do that sorry I'm going to actually give you all the link to my slides because they are wordy and and I want you all to be able to follow along the way that it works for you. Okay so now wonderful thank you for doing that Donna. Okay so I am sharing it okay you are yep if you just come back to present. Excellent okay I'm going to go to present and I need to go you're getting a preview. So just to let you all know what this is based on so Laurie Phipps who is in the call with me with us and I have been doing research over the last several months across several institutions and primarily in the UK although I've got some places in Ireland that I'm talking to as well and we are particularly interested in asking those general questions again about teaching and learning so it was really good to hear from the UCL team that they weren't asking specifically about inequalities and yet these are some of the things that came out so just in terms of the the methods that that we engaged in these these were interview based data collecting and so we had an instrument and we went in and asked everybody of the questions and then we went in and tagged them up and coded them and then we generated insights as a team working not just myself and Laurie but also with other people in JISC and this is what it looks like we're using a tool called Dovetail which for those of you who do qualitative research might not be familiar to you but it's been really great to do team-based stuff because it's easy to have a lot of people and it's not quite as steep learning curve let's say as in vivo or something like that so these are some of the tags that came up so people talking about collaboration communication field work was something that people talked about especially because it was difficult to do in the emergency learning spaces engagement so I just want to talk about the insights that came out there are going to be things that dovetail nicely with what Eileen and Allison and Jen talked about I just want to make the obvious point that equipment in space and again nicely following on what you all talked about previously equipment in space was really high up in what people were thinking about people were worried about health and safety right so I've been sitting on a chair that is in an office chair and I can't feel my legs anymore having to use their own devices and also expressing concerns you know if I have trouble with this what is happening with my students so they were already reflecting not just on what their experiences were but what their students do and don't have access to and again worried about as with this second quote here students having to share devices people not having their own rooms it's difficult for people to do their academic work thinking about the contrast between what it looked like physically when people did go to campus you could have 20 people in a seminar room looking at what it looks like digitally and not being able to see who isn't isn't present in digital context can be a real problem concerned about students who are key workers and what sort of spaces and equipment they have to so this isn't surprising but I think in the spirit of what are the pre-existing structural inequalities and how are they being further revealed in the emergency and gets instructive to remind everyone that these tech deficiencies these lack of access problems were something that were already there and this is just a new way for them to be visible and this person points out you know that you've got international students disabled students who need disability services and may might not have the access that they used to the services that they needed to be able to do their academic work and students are saying well you know how can I get a refund because they've been told that they're paying for a service and so lack of care from the institution is then experienced by students in ways that make them want to disengage from the system all together so social connectivity is something that came up over and over again so people were not suggesting that they were necessarily having a hard time eventually getting tasks done or communicating with people although again the people we talked to were the ones who were connected enough to do the interviews with us so I'll come back around to that in a minute the people we talked to said I can I can take tasks off I can send emails but I'm really concerned about staying connected and socially engaged both with colleagues and students and again the UCL project talked about people missing sort of serendipity and hallway conversations and we found the same thing trying to get that socially connected feeling that people associate with being in the same physical spaces being able to visit in offices they talked about in the old world you could just knock on someone's door you could just chat there are things that you can do quite easily over a five minute conversation that's a lot to do with a series of emails going back and forth and again thinking about pastoral care which I'll talk about a little bit more soon the difference between being able to have a conversation that more than one student could hear that might serve as pastoral care as opposed to having to do a series of of one-on-one emails that takes a lot more time and a lot more effort and what emerges from the the interviews that we've done is is this idea that social connectivity maintaining it is a kind of work that being in in exclusively digital environments can be a real burden to people who weren't already engaged in that work to begin with so people are trying to do things like virtual coffees and trying to sort of find a way to do sort of everyday things in a more intuitive and less one-on-one way but people are are still struggling with the idea that if they're going to hear from their colleagues it's going to be a series of one-on-one emails instead of just sort of bumping into people in the staff room I think this last quote is significant because there were academics who talked to us and said there are people that I just haven't heard from so I think one of the lessons from the research that I that I think all of us are doing is to learn from the absences and to learn from the quiet spaces and to learn from the people that we don't see we're not we didn't interview anybody with young children and the reason for that is that none of the people with young children had time to talk to us we didn't interview anybody with activity issues because the people with activity issues didn't could speak to us so I think that learning from those absences and the data is is crucial and more stuff on social connectivity here some academics did say they felt more connected to their students and so this is again reflected in some of the positive stuff that the UCL project came out where people said I'm having an opportunity to hear from students in digital spaces who would not speak when we were physically face to face so there are aspects of that and there are opportunities there but again there's a real concern that if you're you're only hearing from the students you're only hearing from some of the students and you're only hearing from some of the colleagues and that invisibility makes it very very hard to see who does and doesn't need help and so so this this slide the no news is good news I think is particularly instructive for people who are in support academic positions so we interviewed not just academics but we also interviewed education technology and instructional design folks and some of the people we interviewed were saying things like well you know we haven't heard from anybody lately so we think it's probably going well but then when we interviewed academics they said well we're not reaching out anymore because we have to do the things that we have to do we have to put our head down and and get things done so we want to out of this project problematize the idea that no news is good news if you're not hearing from people people have disappeared it is dangerous particularly in this time to the reason you haven't heard from them is because everything is fine because everything is not fine and we need to have that be our starting point everything is not fine what do people need and we did speak to staff who were worried that there was this large group of students that they're not hearing from to some extent that was because of what they were and asking from students so all of the second year students at one institution were told that they would be going on to third year regardless of what happened with exams or anything so all of those students disappeared in part because they didn't need anything from anybody they heard a lot more from students who were in their final year or from international students who needed help with logistics and so was the students who had immediate needs that they were hearing more from now that doesn't mean that all second year students were fine it just meant that they didn't have urgent enough needs that it would sort of bubble up and again thinking about student invisibility there was this constant I wanted to say low level but that's not even a low level a constant awareness that there were people out there that they did not see and that they did not know how they were doing and the final point that I want to come around is this idea of gender bias in pastoral care and I think this is a bit too simple of framing right need to think about what kind of biases are present in pastoral care in our data we definitely saw it was the case that women were doing the heavy lifting in pastoral care and that is to some extent a hangover from pre-emergency where women said you know because I am a woman I get approached by other women who are students when they need something that isn't just classroom related they might have a supervisor or an advisor who is a man but they won't go to that person to talk to about their issues because they assume that they won't understand and so even if women don't have official relationships with particular students once they're in their classroom once they're in their module or their program they disproportionately hear from students who have non-academic needs that need to be taken care of and the flip side of that was that men in academia will either say things to their women colleagues about well you should just compartmentalize you need to not do that work or they sit there and say the students that I speak to seem to be doing well I don't have a problem with that so there's an invisibility there that is generated by the tendency of students going disproportionately to women for pastoral care I think that we need to and in particular because again our data set had very very few academics who were not white in our sample size because to some extent that is the nature of of UK academia we need to engage in the act of interpretation that says that in the same way that students who are women tend to go disproportionately to academics who are women for pastoral care black students brown students indigenous students queer students are going to disproportionately go to people who they proceed to be like them for the pastoral care that they need so the the burden is going to be even more heavy on black women on brown women on indus women on queer scholars because there are so few of them in the system and because there is such an acute need for students to be comfortable people that they're asking for help from so just to connect very specifically a couple of things the burden of pastoral care is not just about the students going to the people that they're comfortable with but also what that pastoral care has to look like now in the emergency and in remote care it is very difficult to hear out a way to have it be a one-to-many situation which is occasionally possible in face-to-face and physical context so it ends up being a lot of one-off conversations and a lot of one-off emails so the actual time that it takes to do something is exponentially more now with a primarily digital interface and i think that the fact that these things come out even when you don't ask questions about it is again evidence that it's something that we need to be and it's really gratifying to hear the ucl team talking about they're already working on doing things so i'm going to stop sharing my screen and i want to um i want to share this publication which i'm sure many of you are already familiar with inside the ivory tower and there is a follow-on volume called transforming the ivory tower that's a 2020 uh piece and i think that looking at things that have already been written about the structural inequalities that are the problem and the ways that people working in this space have already said solutions need to come to pass we don't need to do additional research to identify that this is these things are problems we don't need to prove that structural inequalities are the case we need to go ahead and start fixing things so that uh it doesn't get worse because i think one of the things that we're looking at in our research is ways that some institutions uh might be making things worse by seeing that things weren't a complete disaster over the emergency um and uh just sort of saying well that was fine you guys can carry on doing doing what you need to do y'all can can just do that thing and i think there needs to be very careful attention to what this looks like going forward um so thank you thank you so much donna i think it's so important and especially for me as a as a viewer there's so many things that you've said that resonate with me uh and my experience with my own students in a pastoral context and in a teaching context um so important as you say that we don't start reinventing the wheel there are so many things that we've learned already that we need to build upon and we need to make sure that structural inequalities aren't further rigidified if you like by the digital um so important thank you very much i'm seeing lots of thanks coming in um and yeah and you're so right Ellison they think they they can avoid changing policy and practice but we really can't let them get away with it it's so important sorry excuse me um our final contribution comes from someone who's um i i would certainly turn to as um somebody who really really understands the impacts of some of the many frameworks that we have to work within in hei's data particularly and the systems uh management which she has a lot of experience of um so i'm going to turn to um francis and i know she's juggling multiple things there's uh many of us are at the moment and i'm just going to share your your first slide francis so it's your um ready sorry clicked on the wrong one there that's not very helpful here we go i was going to have a go at doing it myself but i like it when people other people do things for me well i think it's only fair um and i have some links that i know francis has put together a lot of resources for us and i'm going to be sharing them in the chat so i hope i share the right ones at the right time um but well i know there's a whole collection of resources that francis has prepared for us um that we will also share on the website so you know do come back to this webinar um link on the open ed sig community space where you'll find not only the recording but also these additional resources so thank you francis i'm going to clear the floor and uh leave it to you now to move us forward well hi it's great to be here and um it's nice that you put me at the end because uh it was lovely to hear the actual real research going on my talk today isn't presenting some research that i've done or even other with other people it's talking about some examples on femed tech of research related um activities and then i've got a really lovely example to give you at the end that was so beautiful that i just wanted to share it with you so um what i called the talk is feminist inspired research taking action and learning from others during a pandemic and uh the little byline that i've got into that pause came the storm was written in one of the things that we published from fermed tech that i'll be talking about later so you'll you'll realize the significance of that so i thought i better tell you who i am i'm francis bell a retired academic who works with other volunteers at fermed tech so i'm volunteering here but so are the other people at fermed tech it's not part of their jobs uh we describe at our website fermed tech as a reflexive emergent network of people learning practicing and researching in education technology we're an informal organization with no funding our resources are our passion kindness knowledge enthusiasm and volunteer time so that's from the about page at our website in this webinar tereza has invited us to think about how universal otherwise experiences have been during covid 19 the question that tereza poses are we really all in this race any questions for me during the pandemic including and protected who is suffering more in health and economic who is profiting from the can we do to alleviate distress and address oppression i'd like to start with you start by sharing with you some relevant developments associated with fermed tech and then offer you some work from elsewhere so over the last six months the two activities at fermed tech relevant to tereza's question and to mine and one of these activities are spawned a third in early february ben williamson invited me to put together call for papers for a special issue of learning media and technology perspectives on learning media and education technology this had the enticing feature of 30 days free access online once once the the issue is published once i pick myself up off the floor i started to think about how this opportunity could bring the most good the most people i consulted some femur tech folk and then looked more broadly we assembled a great team of editors to work together habiado tainus helen betham kathryn cronin hello kathryn you're here jade view henry succane a while g and me just as we were about to release the call for papers in mid-march one of the team encouraged us to look ahead to where we and the authors would be in the weeks leading up to abstract submission in mid-april and we paused how could we ask authors to be writing at that time the complete call for papers was filed in the draw during march and april the pandemic gathered pace across the world impacting countries and groups of people differently these differences were global and local as they emerged in different political contexts embedded in existing structural inequalities at femur tech and within our editorial team we became alert to the experiences of many in education during the pandemic as schools and universities closed and the pivot online happened we were noticing the impact on precarious staff many becoming more precarious overstretched academics learning technologies and others bearing the brunt of pivot online it was becoming clear that some researchers particularly women were starting to see their research dented by increased work additional caring responsibilities and general anxiety about those they loved and the world in general we want to just take actions so began work on the fem ed tech open letter to journal editors and editorial boards to urge them to take any actions that they could to alleviate women researchers losing the ground that had been gained but we were also alert to the fact that although it was the impact on women's careers that first came to the fore there is a similar impact on the publication record and career progression of BAME colleagues differently abled academics and other minorities we published the open letter to editors and editorial boards which we licensed as cc by and and it was translated into at least one other language we published that on the 1st of May in the letter we observed that data on impacts is scarce the studies of impacts on women tended to infer gender from first author first name the thought about scarcity scarcity of data has been playing on my mind since then the open letter had a range of encouraging responses reported in a blog post on the fem ed tech website in late May we took the call for papers for the special issue out of the draw revising it slightly in the light of COVID-19 we published it on the 10th of June and we received 60 abstracts by the closing date of the 22nd of July it does make me wonder how many we might have received if we hadn't had COVID-19 and we are currently engaged in deciding which abstracts to invite for full papers for submission by the 1st of March 2021 as editors we're touched and excited by the range of topics and approaches proposed by an estimated 100 authors from around the world please wish us luck in choosing abstracts and supporting authors so it's to the question of data that I turn now with a sense of inquiry rather than from a position of expertise I've just thinking such a lot about this recently because of because of COVID-19 but also because of the special issue that we are engaged in at present there's a report that was funded and published by in 2019 called staying power that reported on Dr. Nicola Rollock's qualitative research that interviewed 20 of the only 25 black female professors in the UK that's 0.1% of all professors I'll just pause for a minute there for you to think about that for those of you from other countries a full professor in the UK is not quite the same category as in other countries there tend to be fewer of them but the fact that black women are only 0.1% of those is utterly shocking in my opinion so in that report Nicola said institutional statements expressing commitment to equality and diversity lacks sincerity in the context of the findings that these black female academics have achieved professorship despite their experiences of racism bullying and lack of support reflects their talent and sheer determination to succeed ambition should not be thwarted by discrimination so this is what Nicola found and put in her in her report it seems that as well as good science pseudo science is rife during COVID-19 and in a recent interview at Prospect magazine Angela Saini who's coming to the ALT event in August expressed regret that even some of the respectable scientific community have fallen for it decades after race science had been discredited a recently published book Data and Feminism is informed by intersectional feminist thought the book goes beyond power to question who has power and who has not and I'm going to share with you in the resources a recent paper by Dignacio Incline which specifically addresses COVID-19 so I want to leave you with these questions about data from COVID-19 research a research collected by whom for whom which data what questions are being asked and why and I'm hoping to leave you for the sake of hope an example that asks all of these questions in one way or another the South Asia Health Trust have published a report with the intention stated as we have developed new recommendations to protect BME communities from the disproportionate impact of COVID-19 being issued to they've been issued to help close the gap in health inequality the recommendations are based on the most updated evidence please read the recommendations by clicking below and I'd just like to say that this report is in part a response to an unsatisfactory report from Public Health England in June 2020 first with missing and then later with inadequate recommendations and I really encourage you to explore this work further and I'll just finish by saying that something that Angela Saini said recently we're edging closer to a vaccine for COVID-19 finding a cure for society's complex webs of disadvantage will take longer okay that's me fished thank you so much Francis and I'm so grateful to all of our presenters for being very open in sharing both their resources their research and their hearts with us because I I can't I'm sure nobody else can fail to be touched by the things that we've heard and seen today and I would I would count myself as someone who looks out for the disadvantages of disability and structural inequalities but it's still very difficult in the mainstream media to hear anything of some of the very traumatic events that that people are having to live through at the moment that are really taking us back in time you know to times that we thought were long gone in developed societies and I think it's just so important that these voices and these issues are raised again and that we push back and say no we don't go backwards we only go forwards so important and I really thank all three of you or three of you or three presenters groups of presenters today for the very important and very insightful data that they've shared with us and challenge us all to to take it further to think further and go beyond where we are at the moment and make sure that whatever influence we have we use it to make sure that things improve I'm scanning just scanning the the chat to see if there's anything anybody wants to do I really hope Francis I did just is to sharing your links as you went through but very grateful for you putting those all in a document as well and I've seen lots of people going to that document and picking up the information that you've put there for us it's it is so important that we seriously engage on an international level with these with with these realities before they become so set and normalized that it becomes very difficult to push them back I think it's very very important that we have these discussions now before we get into September and October and things become rigidified and normalized in some way I just want to open the floor in case anybody feels moved to share their thoughts with us or to ask any further queries or questions there was something that came up in the chat that I'll quickly come back if I can locate it and that was that the something to do really with the data that was shared in the second in Donna's presentation that was around how people frame their reflections and there it was very much about them not being framed in terms of emotional labor or feminized labor I wonder if anybody would like to come back on on that I'm just trying to scan back and find that particular question I know some of Alison's team actually did contribute to answering that Eileen would you like to yeah emotional labor I used that in the in the presentation and the question I think was about whether people explicitly use that when they're describing but I mean I don't I mean you've got a few different responses from the team but people were aware that they were working you know when they were having to ask about students checking that they're all right I mean they certainly saw that as being work that took a lot of time and you know most of the people that were responding to us about the challenges seem to be saying the biggest problem is everything takes so much time and so much longer do you know so it seems to me that there there is a kind of a link there and but but then at the same time of course this is really important labor isn't it it's really important work and it's critical for teachers to to engage with students on an emotional level because otherwise how can they learn so you know it's not like something that it's just a burden yeah I wanted to add that at least one of our participants did explicitly use the the phrase emotional labor and I think I was struck again by how women spoke much more explicitly about the extra work that they knew they were doing for each other and for students and the the men that we spoke to were much more categorical and contained about talking about what they didn't didn't do and again a lot of it was a lot of that extra labor was not visible to them in in ways that it was to women yeah may I speak to that as well please do um one of the things that I noticed with regards to people who identified as disabled in our data set and admittedly there were only about 10 of them um was the amount of additional work to make the tools that were supposedly accessible for everyone else accessible um and and well you know I I it's sort of tangential to emotional labor but it I think it's an important uh concept because so many of these tools aren't accessible and you have individuals who are shielding or which is a British term for people that aren't allowed to leave the house at all due to the virus who become completely invisible going back to I think it was Lana's point yes totally and and often the accessibility seems to be because accessibility appears in policy statements um there's an assumption that accessibility is ticked it's a box that's ticked because we have a tool and it fills that box um but but in fact it's nobody digs very far underneath that how accessible is it if you cannot forward broadband how accessible is it if your laptop is um on its last legs um how accessible is it if you literally cannot find a space and your children have to be online as well as you uh you know there are so many big um issues here sorry I didn't mean to interrupt I'm very bad at this I miss the social I wasn't using accessibility in in that way although that's certainly a valid use I was I meant like if you are blind or deaf or low vision I'm a disability researcher so the the tools that you know assuming you had internet access um an able-bodied researcher might be able to use collaborate where I as a low individual low vision person can either present or um use the chat but for instance I can't do both at the same time because the the tool itself is constructed with values of ableness around it such that if you if you have it in a low vision mode it becomes wholly um unusable and and so my concern is to the um ability of of disabled students and academics to even get on the phone calls or is the zoom calls or whatnot that's that's a really important insight to have so thank you for sharing that with us and I think you know people from collaborate for example will say oh well this ticks the whack formula and therefore it is accessible but of course every disability is not the same and it's very individual and it's very complex and as practitioners we have to engage with the conversations and the challenges of our students um so thank you and thank you Laurie and Donna as well for contributing in the chat there our time is pretty much up and I'm kind of aware that we've had a very very rich conversation um so I'm looking forward to sharing the recording um so that people can come back and think about this and and you've really challenged us with some interesting provocations too to think about and to raise with uh those people who make decisions around what HE looks like as we move forward but what I'm going to finish with just finally as well as a big thank you to all of our presenters um is just a final message of thanks as well um to alt who provide this um platform for us without which we wouldn't be able to have these conversations so it's actually very important to us that we uh that we do have these conversations um but we'll just see my slides disappear there let's just put the final one up on the main board again um so alt is the social learning technology and the open ed um special interest group is supported by them thank you all very very much for coming and thank you thank you presenters in particular for the richness of your contributions and uh keep that pressure up folks let's uh let's really make it count thanks all very much and I just invite you if you're using your uh motor cons to give everybody a big clap thanks all very much thank you to us thanks for your feedback as well