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Introduction

We know that technology does not have all the answers. We are working together on establishing a set of norms where receiving support is welcome and ongoing. We think that technology offers the means toproactively consider the needs of all students and offer necessary support to accomplish academic goals.

We have noted that students are not equally prepared for tertiary studies. We recognise the diversity of student experiences within our classes and accept the argument that “access without support is not opportunity ”.

We celebrate the considered use, adoption and application of technologies by lecturers in their curriculum.

We’re not advocating for the use of “nannyware” or labelling (and thereby demotivating students). We are asking how can an institution set up systems to monitor risk, deploy nudges or offer differentiated support and then make it possible for lecturers and students to work in conjunction with systems to address vexing support challenges

If we want to promote inclusive student support to off campus students, then we need to go beyond making sure that students have access to the online components of a hybrid class. We need to enquire how data, information and machine learning might be leveraged to offer sustained advice and support.

If this data is used ethically and with consent, then this information can pro-actively contribute towards the intellectual, social and emotional support services that is available to students on and off campus. And ensure that an appropriate and ongoing set of academic and non academic support services are available to all.

We support critical questions, we welcome those who trouble technology narratives and avoid easy answers. We have seen the many unintended consequences that result from a “one size fits all” approach to teaching.

Beyond access

We can be slow to appreciate the differences between the virtual student experience and on campus life. To recognise how our academic and non academic support strategies favour face to face encounters.

• On campus students can enter a learning environment immediately after passing through the security gate. They access the help desk during office hours, they visit the drop-in centre in person (instead of online) and sign up for a workshop on the notice board located outside the seminar room.
• Off campus students are expected to remember multiple passwords, change proxy settings or install a VPN, request specific permissions from administrators of IT services. When they are out of sight, they are often out of mind. They have to work far harder to scale the high virtual campus walls to locate support.

I worry aboout my data, unintelligible instructions, tech failures, a feeling of inadequacy and a lack of technology skills.

Sindi

I'm stressed. Nothing works. This is too much.

Let's offer connections and create a sense of belonging in a class, no matter where students are located. Within a hybrid course it is possible to hear (anonymous) student feedback, identify problems earlier, and offer remediation. We need to find ways to use technologies to break down the one size fits all approach to education that engenders a sense of isolation or marginalisation.

To Begin: Getting Technical

• Minimum levels: Technologies have always promised quicker routes to access education. Navigating these roads, for some, is easy. The pathways are familiar and well worn. For others, the technology is daunting and students feel inadequate for the journey. Still for others, technology is the only viable trail available.
• BYOD (Bring Your Own Devices): Widespread ownership of mobile devices among students means that many students will use them to connect, read, access and locate more data and information, complete tasks and support other personal learning needs. Their own (or perhaps shared) devices are a central pivot around which they organize their lives.
• Getting started on the LMS: To access the LMS you will need to be registered as a student and know your student number (preferably memorised). The look around for "Student Orientation" courses. You will find information about password, help desk, basic settings etc that will help you get started.

To try: Technical instructions

• Technical Guidelines can just be a list of minimum specifications. But they can also be practical and require a student to apply themselves to following a set of instructions. This is a useful skill to practice, especially at the beginning of a course.

To Consider: Digital Nudges

• Data informed advice and Support: Giving students access to information about their own engagement and performance is a useful way to “nudge” them to increase their time on task. Digital nudges are not instructions. They are subtle reminders to help students who might be at risk.

To Do: Support Checklist

• Support Checklist: All students should be able to rely on support being available to accomplish their academic goals. By using Universal Instructional Design (UID) principles to anticipate and plan for the diverse needs of students, inclusive access that addresses accessibility challenges and contributes towards a sense of belonging is created.