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Exploring the BC, DC to inform A.C. Pedagogy
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- 2. ResearchPresentationPolicyEngagement SupportingSchoolsEducatorsPreparation Dr. Maina WaGioko Head Professional Development Center Aga Khan Academy, Mombasa
- 4. PRESENTATION • Pre-Pandemic Pedagogy • Pandemic Pedagogy • Lesson Learnt • Post Pandemic Pedagogy
- 5. Face to Face Classroom • Physical Classroom • Field Trip • Lab Live Online • Virtual • Classroom • Webinar Coaching • Coaching • Mentoring Collaboration & Community • Portal • Blog • Wiki • Chat • IM • Threaded Discussion • VoIP Multimedia • Video Streaming • Podcast • Distance • Learning • CD- ROM/DVD Web-Based Learning • Internet/I ntranet • Self-Paced • Tutorials • Simulation • Games Performance Support • Knowledge Management • Workflow • Automation • Performance Support • Mobile & Wireless
- 6. Which Education ICT-Tool are you looking for? START DO YOU WANT TO TEST KNOWLEDGE?YES DO YOU WANT TO KEEP TRACK OF STUDENTS SCORE? YES Would Multiple Choice Suffice? YES Gimkit Quiziz z No Formative Google Forms Microsoft Forms Socrative No Do you want a competitive game on the projector? YES Kaho ot No Do you want to test with games? YES Would the material fit on flashcard ? YES Quizl et No Educapl ay No DO YOU WANT TO BRAINSTORM WITH STUDENTS? YES Do you want your students to collaborate? YES Would short texts ands media such as images suffice ? YES Padlet Mindmeis ter No Google Docs Office 365 No Canva Piktochart Thinglink No Do you want to give your students input? YES Do you want to make an interactive presentation? YES Nearpod Lesson Mentimet er No Do you want to make an an animation video? YES Animake r PowToon No Do you want to make Videos interactive by adding questions? YES EDPuzzle Playposit Vizia H5P No Do you want to help students plan? YES MeisterTa sk No Do you want to facilitate online collaboration? YES Asana Microsoft Teams Trello No Do you want to to do an online quest? YES Goosechas e
- 7. 5/9/2020 9:00 AM Contextually Viable Platforms Delivery
- 8. Face to Face Classroom • Physical Classroom • Field Trip • Lab Live Online • Virtual • Classroom • Webinar Coaching • Coaching • Mentoring Collaboration & Community • Portal • Blog • Wiki • Chat • IM • Threaded Discussion • VoIP Multimedia • Video Streaming • Podcast • Distance • Learning • CD- ROM/DVD Web-Based Learning • Internet/I ntranet • Self-Paced • Tutorials • Simulation • Games Performance Support • Knowledge Management • Workflow • Automation • Performance Support • Mobile & Wireless
- 9. 5/9/2020 9:00 AM What platform are available in our contexts? (Learning, Communicating, Discussing, Submission, Collaborating) How can the we deliver our session in this time of COVID 19 (Structure, Engagement, Time, Support, Assessment)
- 10. DURING CORONA • COVID has forced parents to be teachers and forcing everyone— students, parents, and teachers—to adapt to online learning tools. • Families are now stressed out trying to educate their children, they are also experiencing educational methods and tools that they’ve never seen before. They are getting more accustomed to them.
- 11. DURING CORONA • #1: Distance learning is reinforcing teaching and learning approaches that we know do not work well. • #2: Educators are overwhelmed and unsupported to do their jobs well. • #3: The protection and safety of children has been harder to safeguard. • #4: School closures have widened the equity gaps. • #5: Poor experiences with ed-tech during the pandemic will make it harder to get buy-in later for good use of ed-tech.
- 12. FACE TO FACE VS REMOTE LEARNING
- 14. DISTANCE LEARNING SOLUTIONS • Resources to provide psychosocial support • Digital learning management systems • Systems built for use on basic mobile phones • Systems with strong offline functionality • Massive Open Online Course (MOOC) Platforms • Self-directed learning content • Mobile reading applications • Collaboration platforms that support live-video communication • Tools for teachers to create of digital learning content • External repositories of distance learning solutions
- 15. DURING CORONA • 10 Days of Extra Schools Raised scores on tests of the use of knowledge (Crystalized intelligence ) by 1% of standard deviation • Problem solving skills (Fluid Intelligence) is not affected. (Carlson et al 2015) • One more hour per week over the school year in the main subjects increases test scores by around 6% of a standard deviation. (Lavy 2015)
- 17. NEW NORMAL Personalization Differentiation Individualization Multiple Modes VIRTUAL LEARNING PLATFORM MOBILE BASED LEARNING POSTAL Workbooks NEWPAPER BASED RADIO TV
- 18. EMERGING ISSUES • Coronavirus-related disruption can give educators time to rethink the sector. • Technology has stepped into the breach and will continue to play a key role in educating future generations. • In a world where knowledge is a mouse-click away, the role of the educator must change too.
- 19. REBUILDING THE LOSS • Resources • Utility • Targeting Hard hit Learners • Assessment for learning (Postponing vs skipping)
- 22. #1: UNLOCKING TECHNOLOGY TO DELIVER EDUCATION • Blended learning will dramatically increase • Digital tools as compliments not substitutes • Asynchronous • Synchronous • Blended learning approaches will be tried, tested, and increasingly used.
- 24. #2: TEACHERS AND SCHOOLS WILL RECEIVE MORE RESPECT, APPRECIATION, AND SUPPORT FOR THEIR IMPORTANT ROLE IN SOCIETY.
- 25. #3: QUALITY TEACHING AND LEARNING MATERIALS WILL BE BETTER CURATED AND MORE WIDELY USED.
- 26. #4: SHIFT TO COMPETENCY BASED LEARNING • Life Skills • Value Based Education • Pertinent and contemporary Issues • Core Skills • Formal, Non-Formal and Community Service learning
- 27. #5: INCREASED INTERDEPENDENC E • Teacher collaboration will grow and help improve learning. • Wall less Classrooms • Borderless classroom. • Educating citizens in an interconnected world
- 29. http://www.agakhanacademies.org/mom basa mainawagioko@ +254722721656 Mainawagioko dr.mainawagioko mainawagioko.blogspot.com Mainawagioko Maina WaGioko https://innovativelearningfacilitator.word press.comdr.mainawagioko Maina WaGĩokõ Ph. D. Vice Principal PD and Outreach Head Professional Development Center Aga Khan Academy, Mombasa Global Coordinator Knowledge Exchange (KIX) Global Facilitator Examiner and School Evaluator GAP International Board Member PRESENTERS CONTACT 5/9/2020 9:00 AM INNOVATIVE LEARNING FACILITATOR 29
Notas do Editor
- Share the current situation and show how you are faring on -Individually -At home with family -Professionally Ask the participants that you would like them to share how they are faring in Two-3 min. Keep the time. The time should not exceed 20 minutes so budget accordingly. The co-faciitator to take on the notes on the key notes in the chat room.
- 1. How teacher's can use and adopt to remote learning. 2. What type of Gargets enable remote learning and how they can leverage the one they have already, smartphones, tables and laptops. 3. Different platforms to access remote Teaching &learning skills. 4. What kind of professional Development they need to invest in to be ready to adopt remote teaching and learning.
- 41+8=49
- 41+8=49
- -Breakaway rooms in threes for in-depth discussion with a note taker (15 min) -As they breakaway in the rooms visit the rooms and listen in.
- https://en.unesco.org/covid19/educationresponse/solutions
- Carlsson et al. (2015) consider a situation in which young men in Sweden have differing number of days to prepare for important tests. These differences are conditionally random allowing the authors to estimate a causal effect of schooling on skills. The authors show that even just ten days of extra schooling significantly raises scores on tests of the use of knowledge (‘crystallized intelligence’) by 1% of a standard deviation. As an extremely rough measure of the impact of the current school closures, if we were to simply extrapolate those numbers, twelve weeks less schooling (i.e. 60 school days) implies a loss of 6% of a standard deviation, which is non-trivial. They do not find a significant impact on problem-solving skills (an example of ‘fluid intelligence’). Lavy (2015), who estimates the impact on learning of differences in instructional time across countries. Perhaps surprisingly, there are very substantial differences between countries in hours of teaching. For example, Lavy shows that total weekly hours of instruction in mathematics, language and science is 55% higher in Denmark than in Austria. These differences matter, causing significant differences in test score outcomes: one more hour per week over the school year in the main subjects increases test scores by around 6% of a standard deviation. In our case, the loss of perhaps 3-4 hours per week teaching in maths for 12 weeks may be similar in magnitude to the loss of an hour per week for 30 weeks. So, rather bizarrely and surely coincidentally, we end up with an estimated loss of around 6% of a standard deviation again. Leaving the close similarity aside, these studies possibly suggest a likely effect no greater than 10% of a standard deviation but definitely above zero.
- Suppose a teacher tries three online tools during the crisis. She likes tool A, dislikes tool B, and is indifferent on tool C. This doesn’t exactly sound like a recipe for mass transformation, does it? Well, actually, if the crisis had never happened, the teacher would never have known about any of these tools and wouldn’t have used B or C anyway. The key is that the teachers (and perhaps students and parents) now want more of A, and that could be transformative.
- Schools need resources to rebuild the loss in learning, once they open again. H ow these resources are used, and how to target the children who were especially hard hit, is an open question. Given the evidence of the importance of assessments for learning, schools should also consider postponing rather than skipping internal assessments.
- Most students in our educational institutions today are from Generation Z, a generation that has grown up in a truly globalized world. This generation, the oldest of whom are now 25 years old, is likely to be reflecting on their education as a result of a truly global pandemic, with many facing cancelled exams, sporting events and even graduation. This generation is defined by technology, where the terms FOBA (Fear of Being Alone) and FOMO (Fear of Missing Out) express their expectation of instant communication and feedback – effected through apps like Instant Messenger, Snapchat and WhatsApp. That includes from parents and educators, something being amplified with the current remote learning. This is also a generation that sees the power of working collaboratively to solve the world’s biggest challenges – climate change and mental health being top on their agenda, and at present their collective responsibility to self-isolate to protect older members of the community. Generation Alpha, the children of millennials, are the most racially diverse generation across the world, and one in which technology is simply an extension of their own consciousness and identity, with social media being a way of life. These young pre-schoolers are also the generation with the most non-traditional family structures, often with “bulldozer parents” who move obstacles out of the way to create a clear path for their kids. While Generation Alpha is at this point possibly oblivious to the impact of the global pandemic on their education, the impact will surely be felt even for our youngest learners for years to come. In the midst of this COVID-19 crisis, we are sure that fellow educators, like us, are wondering what we need to be preparing our students for in the future. According to a Dell Technologies report, 85% of the jobs in 2030 that Generation Z and Alpha will enter into have not been invented yet. According to this World Economic Forum report, 65% of primary-school children today will be working in job types that do not exist yet.
- The COVID-19 pandemic has resulted in educational institutions across the world being compelled to suddenly harness and utilize the suite of available technological tools to create content for remote learning for students in all sectors. Educators across the world are experiencing new possibilities to do things differently and with greater flexibility resulting in potential benefits in accessibility to education for students across the world. These are new modes of instruction that have previously been largely untapped particularly in the kindergarten to Grade 12 arena Quality online learning programs are high-input operations, requiring both time to develop and significant investments to run. Many of us are worried that the rapid shift to remote learning will tarnish the reputation of online education. This does not mean, however, that the COVID-19-necessitated move to universal remote teaching will be all bad for student learning. The biggest future benefits of virtual instruction will come after our facilitators and learners return to their physical classrooms. The necessity of teaching and learning with asynchronous (Canvas, Blackboard, D2L) and synchronous (Zoom) platforms will yield significant benefits when these methods are layered into face-to-face instruction. We will come back from COVID-19 with a much more widely shared understanding that digital tools are complements, not substitutes, for the intimacy and immediacy of face-to-face learning.
- The community will realize that that schools aren’t just buildings where students go to learn, and that teachers are irreplaceable. There’s something magic about that in-person connection, that bond between teachers and their students. Having that face-to-face connection with learners and being able to support them across their unique skills—that’s very hard to replicate in a distance learning environment. Also, many students access critical resources at school, such as meals, clothing, and mental health support that may not be as widely available at home. The notion of an educator as the knowledge-holder who imparts wisdom to their pupils is no longer fit for the purpose of a 21st-century education. With students being able to gain access to knowledge, and even learn a technical skill, through a few clicks on their phones, tablets and computers, we will need to redefine the role of the educator in the classroom and lecture theatre. This may mean that the role of educators will need to move towards facilitating young people’s development as contributing members of society. Shifting roles of students, parents, and teachers? A shift to some online tools could shift the role of teachers, making them more like coaches and mentors. They can point students to very good online lectures and then be there to provide guidance and feedback, and to make connections across topics. The roles of students and parents could also shift. Now that they have more places to look, they may be more likely to try and address learning needs on their own. When roles change, everything else can change with it—though in less predictable ways.
- Educators are looking to other educators as well as trusted sources to help curate high-quality online learning tools. For example Kenya Education Cloud has resources for all learners. You can access free resources and payable resources that allows educators, parents, and caregivers to access our free materials quickly, and inspire young people But it’s not just teachers struggling—it’s parents and other caregivers who are trying to bring learning to life. During this transition, we want students and families to have access to that larger world, in addition to their own backyard.
- A shift to competency-based learning? Some education experts have argued that this may be the big winner of the current crisis. However, I think that’s unlikely. As with homeschooling, competency-based approaches have severe limits. While they let students learn at their own pace, competency-based approaches atomize learning and rely heavily on standardized tests. Students provide their competency, and can go on to the next topic, only by passing a test. Competency-based learning is “personalized,” in the sense that instruction is adapted based on existing skills, but, again, within the confines of the tests. Some of these are better than others, but I still don’t believe the more competency-based approaches will be the ones teachers and students gravitate toward in the current crisis. Competency-based learning suffers too much from the same problems as high-stakes testing more generally, which has fallen out of favor. Yes, we will need more competency-based approaches in the short run to determine which students will be promoted to the next grade, given the lost learning time. But a significant long-term shift to online learning seems less likely. In this ever-changing global environment, young people require resilience and adaptability – skills that are proving to be essential to navigate effectively through this pandemic. Looking into the future, some of the most important skills that employers will be looking for will be creativity, communication and collaboration, alongside empathy and emotional intelligence; and being able to work across demographic lines of differences to harness the power of the collective through effective teamwork.
- As a profession, I hope we come out of this crisis stronger by collaborating and working together. I’m a firm believer in not asking heavily burdened teachers to reinvent the wheel. A teacher could say, “well, rather than record a video with the instructional element I need, I might be able to find someone who has done that really well already.” One of the most important things teachers have learnt during the pandemic is drawing on what others are doing: Form community online, share the burden, and make things a bit easier.
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