Abstract
How can faculty successfully shift from a physical classroom environment to creating meaningful online learning experiences in the midst of a pandemic? Using a “kitchen pantry” metaphor, this essay suggests faculty use a “what’s in my pantry?” approach, rather than trying to replicate the in-class experience and following a previously identified “recipe.” Some faculty embrace new technology options with great gusto. Others are resistant; and still others wait until they’ve seen others use it first to consider incorporating it. This model allows for different entry points of interaction, and for different levels of experimentation, reflecting individual faculty’s strengths and capabilities. How can faculty use the ingredients they already have at hand, and thoughtfully expand their kitchen tools and ingredients to plan a successful online experience? While these efforts may result in a completely different pedagogical experience than they planned pre-pandemic; engagement, collaboration, and interaction are achievable. We propose not tackling an entire newly-stocked pedagogical kitchen and pantry inventory, but instead carefully considering new options, and adding in a select few to start. This may help transform the online learning space to include fully engaged, interactive, and collaborative course components.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.
Publication Date
7-20-2021
Document Type
Article
Department, Program, or Center
Master of Science in Secondary Education (NTID)
Recommended Citation
Schley, S., & Marchetti, C. E. (2021). Pandemic Transformation of Teaching and Learning: Designing Pedagogy Using the Contents of Instructors’ “Pedagogical Pantry,” Rather than “Established Recipes.” Journal of Transformative Learning, 8(1), Article 1. https://jotl.uco.edu/index.php/jotl/article/view/427
Campus
RIT – Main Campus
