Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning

Foreword by Nian-Shing Chen
Foreword by Federico Moran
Contents
About the Editors
Part IGlobal Learning and Crisis
1 Education in a Crisis Context: Summary, Insights and Future
1.1 Education in a Context of Crisis
1.2 Insights from Practice for Learners, Teachers and Global Strategy
1.3 About the Future
References
2 A 6-Key Action Plan for Education in Times of Crises
2.1 Introduction
2.2 Education in a Situation of Crisis. An Action Plan from Education
2.3 Going Online as the Only Option: Moving from Chaos to an Emergency Plan
2.3.1 Key # 1: Making a Decision
2.3.2 Key #2: First Aid for Stakeholders’ Shock (Comfort Zone)
2.3.3 Key #3: Choosing Digital Platforms and Tools
2.3.4 Key #4: Establishing Technical Support Systems
2.3.5 Key #5: Continuous Follow-Up and Formative Assessment
2.3.6 Key #6: Keeping an Eye on Future Reform
2.4 Conclusion
References
3 How to Fight Against Drop Out and Demotivation in Crisis Context: Some Insights and Examples from Italy
3.1 Introduction
3.2 Learning Loss in Italy
3.3 Distance Learning During the Lockdown
3.3.1 Students’ Motivation During the Pandemic
3.3.2 Distance Teaching and Teachers’ Motivation
3.3.3 Evidence-Based Solutions During the Lockdown
3.3.4 The Enhanced Role of the Family
3.4 Prevent Dropout Among the Most Disadvantaged: Two Examples From Italy
3.4.1 Oltre Le Distanze (Beyond Distances)
3.4.2 Educational Arcipelago (Arcipelago Educativo)
3.5 Discussion and Conclusions
References
4 An Instructional Design Process for Emergency Remote Teaching
4.1 Introduction
4.1.1 Why is Emergency Remote Teaching Different
4.2 Instructional Design
4.2.1 ADDIE—Analysis
4.2.2 ADDIE—Design
4.2.3 ADDIE—Develop
4.2.4 ADDIE—Implement
4.2.5 ADDIE—Evaluate
4.3 Supporting Faculty for ERT
4.3.1 Planning Support
4.3.2 Support Strategies
4.4 Discussion and conclusion
References
5 Effective Global Mobility and International Recruitment During A Pandemic
5.1 Introduction
5.1.1 A Brief COVID-19 Timeline
5.1.2 Impact on Student Mobility
5.1.3 Impact on Enrolment Pipelines
5.2 Survey Methodology
5.2.1 Student Survey Methodology
5.2.2 Institution Survey Methodology
5.3 Survey Findings
5.3.1 Student Survey Findings
5.3.2 Institution Survey Findings
5.4 Discussion and Conclusion
References
6 Remote Special Education During Crisis: COVID-19 as a Case Study
6.1 Introduction
6.2 Method
6.2.1 Research Questions
6.2.2 Experimental Procedure
6.2.3 Data Analysis
6.3 Results and Discussions
6.3.1 How Learners with Disabilities Are Learning Remotely During COVID-19?
6.3.2 What Are the Methods to Remotely Assess Students’ Learning Performance?
6.3.3 How Parents Can Contribute to the Remote Special Education During COVID-19?
6.3.4 What Are the Challenges that Could Be Faced While Teaching Remotely Learners with Disabilities During COVID-19?
6.4 Discussions and Recommendations
References
7 Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic
7.1 Introduction
7.2 Global Recommendations
7.3 Risks
7.4 Online Evaluation Scenarios
7.4.1 Typology of the Practical Component
7.4.2 Online Assessment of the Theoretical and Practical Parts of the Subjects
7.5 Discussion
References
8 Some Challenges for Universities, in a Post Crisis, as Covid-19
8.1 Introduction
8.2 Potential Future Scenarios
8.2.1 Three-Phase Response to COVID-19
8.2.2 Levels in the Education Ecosystem
8.2.3 In Whose Interest?
8.3 OER as Change Agents
8.4 Discussion and Conclusion
8.4.1 Lessons Learned
8.4.2 Conclusions
References
Part IITeachers Support in Crisis
9 From Classroom to Online Lessons: Adapted Methodology for Teachers
9.1 A Shift in the Educational Paradigm
9.2 Anatomy of a F2F Classroom Lesson
9.2.1 Lecture-Related Activities
9.2.2 Simultaneous Playback of Audiovisual Material
9.2.3 Laboratory-Related Tasks
9.2.4 Discussion Panels
9.2.5 Exams or Evaluation Activities in a Defined Time
9.2.6 Student Presentations
9.2.7 Async Assignments and Tasks Performed in Groups
9.3 Methods Used in Online Learning
9.3.1 Learning Management System
9.3.2 The Virtual Classroom Environment (VCE)
9.4 Current Online Methodologies
9.5 Summary and Final Recommendations
9.6 Conclusions
References
10 Crisis and Opportunity: Transforming Teachers From Curriculum Deliverers to Designers of Learning
10.1 Introduction
10.2 International Home-Based Learning Initiatives
10.3 New Roles for Teachers
10.3.1 Challenges and Opportunities for Teacher Growth
10.4 Discussion and Conclusion
References
11 Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study
11.1 Introduction
11.2 Methods
11.3 Potential Challenges of Remote Teaching
11.3.1 Technical Challenges
11.3.2 Psychological and Emotional Challenges
11.3.3 Social Challenges
11.3.4 Pedagogical Challenges
11.4 Solutions for Remote Teaching Challenges
11.4.1 Technical Support
11.4.2 Psychological and Emotional Support
11.4.3 Social Support
11.4.4 Pedagogical Support
11.5 Conclusion
References
12 Teaching the Teachers
12.1 Introduction
12.2 Discussion
12.2.1 Revisiting Campus-Based Provision
12.2.2 Revisiting Systemic Assumptions
12.2.3 Revisiting Teaching
12.3 Conclusion
References
13 Transitioning to Online Teaching
13.1 Introduction and Background
13.2 Teacher Training and Support
13.2.1 Technical Professional Development
13.2.2 Online Shared Repository for Support and Resources
13.2.3 Acknowledging Constraints
13.3 The Design of the Course
13.4 Teacher Belief and Perception
13.5 Student Participation in Online Classrooms
13.6 Discussion and Conclusions
References
Part IIILearners Support in Crisis
14 From the Paper Textbook to the Online Screen: A Smart Strategy to Survive as an Online Learner
14.1 Introduction
14.2 Were We Ready for Distance Learning?
14.2.1 Prerequisite Skills for Teachers
14.2.2 Student Skills and Prerequisites
14.3 Teaching in the Digital Age
14.4 Facing the Disruptive School During the Covid-19 Crisis
14.4.1 Digital Impact
14.4.2 Family Impact
14.4.3 Psychosocial Impact
14.4.4 Impact on Higher Education
14.5 Adopted Solutions in Times of Crisis
14.5.1 Requirements for Remote Education
14.5.2 Adopted Solutions to Remote Learning
14.6 Conclusion and Perspectives
References
15 Supporting Learners in a Crisis Context with Smart Self-Assessment
15.1 Introduction
15.2 Background and Related Work
15.2.1 Learning in a Crisis Context: An Autonomous Learning Perspective
15.2.2 On Continuous Adaptive Self-Assessment
15.2.3 Motivation of the Research and Research Question
15.3 Brief Introduction to SmartU
15.4 Mixed-Methods Explanatory Study
15.4.1 Participants and Study Design
15.4.2 Data Collection
15.4.3 Data Analysis
15.5 Results
15.5.1 Questionnaire Mean Variables
15.5.2 Correlations
15.5.3 Independent Samples T-test
15.5.4 Results from the Interviews
15.6 Discussion and Conclusions
15.6.1 Factors Affecting Attitude and Motivation
15.6.2 Covid-19 and Its Implications—Limitations
15.6.3 Conclusions
References
16 Tawasol Symbols: Alternative Augmented Communication Pictograms to Support the Inclusion During Pandemics
16.1 introduction
16.2 What Are AAC Pictograms
16.3 Background
16.4 Overview of Tawasol Symbols Project
16.5 COVID-19 Symbols Initiative
16.6 Mada Digital Inclusive Education Portal
16.7 Discussion
16.8 Conclusion
References
Part IVCase Studies
17 Chinese Experience of Providing Remote and Flexible Learning During COVID-19 Pandemic: A Case Study of Maintaining Education in Crisis Contexts
17.1 Introduction
17.2 Method
17.2.1 Participants and Methodology
17.2.2 Data Collection and Analysis
17.3 Results
17.3.1 How to Implement Flexible Learning at the Institution Level to Maintain Teaching and Learning During the COVID-19 Pandemic?
17.3.2 What Challenges Do Teachers, Learners, and Institutions Faced in Implementing Flexible Learning During the COVID-19 Pandemic?
17.4 Conclusions
References
18 How Online Solutions Help Beat the Lockdown in Higher Education: A Central Asia Case Study
18.1 Introduction
18.2 Teaching Platform with Adds-On for Remote Lectures and Exams
18.3 Current Actions, Lecturers’ Experience, and Students’ Feedback
18.4 Discussion and Conclusion
References
19 A Key Action Plan for EDUCATION in a Global Crisis
19.1 Introduction
19.2 The Impact of COVID-19 on Teaching and Learning
19.3 Experience at UNIR, An Online University
19.3.1 COVID-19 Management and Outcomes for UNIR Personnel
19.3.2 COVID-19 Management and Outcomes at UNIR Graduate and Postgraduate Programs
19.4 Experience from a Cambridge University Perspective
19.5 Discussion and Conclusion
References
20 How School Has Changed for 3–14-year-Old Students: An Italian Case Study
20.1 Introduction
20.2 Context
20.3 Actions Implemented During the Emergency
20.3.1 Kindergarten
20.3.2 Primary School
20.3.3 Secondary School
20.4 Conclusion
References
21 Online Learning in K-12 Schools Amid Covid-19 in South Korea: Challenges and Opportunities
21.1 Introduction
21.2 Educational Policies Amid Covid-19 in South Korea
21.2.1 Guidance for Three Types of Online Class
21.2.2 Guidance for Disadvantaged Students
21.3 Considerations and Issues
21.4 Opportunities for Future Education
21.5 Conclusion
References
22 A Flexible Educational Model to Support University in Times of Crisis: The Open Spaces Educational Framework (OSEF)
22.1 Introduction: Reasons for a New Model
22.1.1 Project Innovations
22.1.2 Technological Innovation
22.1.3 Adapting OSEF in Contexts of Crisis
22.2 Morocco as the Centre of the Active and Inclusive Model. Case Study
22.3 Definition of the Model
22.3.1 Socio-constructivism in the OSEF Model
22.3.2 Internships
22.4 Ten Principles
22.5 Conclusion
References
23 Insight: A Cancelled Future. What’s Next for Universities and Colleges?
23.1 The Wider Context: Understanding the Operating Environment for Higher Education
23.2 The Impact of COVID-19 on Higher Education
23.3 The Future for Universities and Colleges
23.4 The Challenge for College and University Leaders
23.5 Start from an Unvarnished View of the Current State
23.6 Understand Purpose
23.7 Think Back from the Future
23.8 Identify the Direction of Travel
23.9 Identify 3–5 Strategic Moves that Will Be ‘Enablers’, no Matter Which Scenario Emerges
23.10 Look for Identifiable Triggers
23.11 Be Ahead of the Challenge
23.12 The Role of Technology in a Different Future for Higher Education
23.13 Design as the Driver
23.14 Technology as an Enabler
23.15 System Wide Change Potential
23.16 The Cancelled Future
References and Notes