Trust
Trust is an essential commodity in teaching and learning - and much more in the era of emergency e-learning where student performance (including tests and assignments) cannot be surveilled in the way they would typically be in the usual classroom scenario. In fostering trust as a pedagogical pillar, it behooves instructors to shift focus from the “policing” of students to re-imagining the learning environment as a site for trustworthy relationships between learners and teachers. It must be noted that these relationships can be established and effectively/positively reinforced, when other pillars such as community, collaboration, and co-creation of knowledge are factored into one’s pedagogical practices. The addition of these pillars presents trust-building as a two-way street involving teachers and learners alike. All teaching and learning experiences require an act of trust.
Inquiry
The following are questions for each of us to consider …
- Why is trust so important to teaching and learning and the quality of the learning experience especially in the time of COVID-19 and remote learning?
- What conditions must be in place for trustworthy relationships to form? What makes trust an asset in the teaching/learning process?
- Do trusting relationships make surveillance unnecessary?
- How do I design my assessments and assess student performance using trust as a central pillar?
“A statement regarding the use of online proctoring tools has been sent to the Chairs as a reminder that UNBC will not authorize the use of this kind of software but instead recommends the use of Honour Statements, adapted open textbook exams, or alternative assessment techniques to support the integrity of our academic practices. We again are thankful to all faculty and teaching assistants for their exceptional efforts to provide a high degree of academic continuity and integrity under these circumstances.” ~ Mark Dale, Interim Provost & Vice-President Academic, September 4, 2020
