Like all intricate debates, this one must start with the acknowledgement that there are more substantial and in this case deadlier forces at play. We should, and likely will, spend some time in later issues reflecting on whether we handled COVID the right way as an institution. Whether the perceived good of online lectures and public safety was too high a cost for academic integrity. We will likely dissect whether the University completely fucked its messaging around online lectures. Perhaps a simple act of contrition and the phrase we have listened to your concerns and altered things may have been better than suggesting ‘you didn’t understand the email.’ All of these discussions are valid, but that isn’t the dumpster fire that is burning today. However, today we want to talk about online lectures. While lecturers have undoubted subject matter expertise and in large part are either good or great at delivering that content to an audience, the transition to online learning may not have been as smooth as anyone had hoped. Some excellent lecturers seemingly lack the charisma of even the most basic Youtuber or Twitch personality.
So we decided to show you the five ways we would “FIX” online lectures.