In a case of teachers, I see opportunities of the digital transformation in education as great possibility to organize their teaching differently and to interact with students on a more personalized basis, focusing on their specific needs.

Musimy uczyć , wciąż studenci muszą się kształcić. Bardzo brakuje relacji osobistych. Szklany ekran i portale nie zastąpią osobistych spotkań ale pozwolą na przekazanie wiedzy i nawiązywanie indywidualnych relacji w rzeczywistości wirtualnej.

I will be surprised if higher education is not different in a post COVID-19 environment, especially with so many educators and students experimenting with different approaches to learning. Although these changes are not likely to be universally beneficial, due to the different learning styles of students and capabilities of educators, hopefully we will have more options and greater inclusion.

If universities need to sustain, they should rerhink how courses are dilevered. The pandamic has shown that universities in the South in specific were not ready to offer full programs online.

I think there will be much stronger blends in learning post COVID-19 as it has shown us that more online and less F2F is possible. The challenge with the latter is to teach in both modes just as well, so that students receive the same quality of delivery.

Debra

Agata Tańska many thanks. I wish I could understand Polish! Stay well.

Debra Sharon Ferdinand-James many thanks -- yes, quality of delivery, I agree. It will be interesting to map both educators and students experiences on this. Don't you think? Stay well.

Khalaf Al’Abri many thanks, would you be able to offer some examples on how you'd "rethink how courses are delivered". Stay well.

Rob Catlett many thanks. Greater inclusion, yes, this is key -- yet the question is how? Stay well.

2020 put us all to the test but teachers and students showed their unwavering commitment. In 2021, we will transform the way we learn, underpinning the green and digital transition in education and training and creating new opportunities for everyone.

I wish You all the best in the New Year. Happy 2021!

I believe it will change a lot the research in the next years. In UK, the teaching was always recorded and available online. There will never be only online teaching because it is much less effective.

Anton Vrdoljak many thanks. Indeed, "teachers and students showed their unwavering commitment" -- what kind of "new" opportunities do you foresee? Stay well.

Colin Sokol Kuka many thanks. If, as you say, "There will never be only online teaching because it is much less effective", what kind of "new" approaches do you foresee? Stay well.

In a case of teachers, I see opportunities of the digital transformation in education as great possibility to organize their teaching differently and to interact with students on a more personalized basis, focusing on their specific needs.

If the hybrid system prevails in post COVID time, we expect radical changes at different layers. Teachers will no longer be part of the educational environement as long as ISP (Internet service providers) substitute them. Learners will be autonomous seizing oportunities in webeducation time attendance. Teaching itself will be nested and versatile that can be afford by visual display devices. Learning for specific purpose (LSP) will dominate the new era.

Bachir Saaidia many thanks. If "Teachers will no longer be part of the educational environment" (as you suggested) -- how about the teacher-student interaction aspect? Stay well.

Anton Vrdoljak many thanks, digital transformation in education is indeed an interesting area. Based on this, do you think that the teacher-student interaction aspect will improve or suffer? Stay well.

Mr. Emiliano Bosio, your question eclipes the humanistic view of teaching-learning performance. I believe that the dichotomy teacher-learner will drastically suffer for some reasons:

- teaching is not a mechanical process, rather it is an art

- learning is not a cognitive and knowledge construct, it is rather a multidimentional interaction. It is cognitive, social, emotional.....

- teaching ,as practice, is still of an art despite the tough principles to follow to achieve objectives

- teaching is you and your learners...sometimes you fancifully leave the concrete world to fantastic worlds (not of Ali Baba, of course)

- learning is expressing emotion, personality traits.... See you

Bachir Saaidia many thanks, this helps. Stay well.

Hello sir,

I am intrigued by the questions you pose here. I am largely focused on the history of higher education and recently co-authored an article about how American institutions historically responded to epidemics and pandemics from the regional impact of yellow fever outbreaks in the 1870s to the flu outbreak of 1918. It is as an educational historian that I approach this as the changes and challenges that had impact after those might frame some opportunities going forward.

Directly to your questions, the why, how, and who of teaching did see some changes in America. For instance, and forgive me for quoting the work of my colleague and I in the answer, but this might be indicative of changes (article referenced may be found here: https://cup.org/2XhlrRj )

"There were also new educational opportunities—sometimes brief, sometimes sustained—for institutions of higher learning in addressing the crisis. One was the expansion of nursing courses for African American women. The Red Cross began offering training in 'practical elementary nursing,' noting that 'many of the women took the work to fit themselves to care for the sick in their own homes more efficiently,' and that 'there has been a great demand for practical colored nurses during the present influenza epidemic.' Bristow cites an article describing 'a makeshift hospital that operated in the early days of the epidemic and heralded the social diversity of the staff, which included ‘army doctors,’ ‘army medical students,’ ‘trained nurses, and ‘college professors, teachers, Red Cross aids, volunteers from offices after office hours…' As the military effort also drew away males, universities began to offer more trainings for women. At the Medical College of Michigan, Dr. F. G. Novy arranged courses in 'Hygiene and Bacteriology' to address 'the increased demand for trained women assistants for the work in the laboratories in the army and in public health service.' "

As this research shows, America was a racially divided place in the 1910s-1920s, but education responded to open some options for groups historically ignored, barred, or underrepresented. It did not, of course, do anything to eliminate the biases and racism of the time sadly, but the response did provide some opportunity.

It also, in some small way, popularized the professorate as key to the public health and inspired some future faculty as another excerpt shows:

"Some colleges and universities saw their faculty and students elevated to esteemed levels for a host of reasons. Victor C. Vaughan, dean of the medical school at the University of Michigan, was awarded the Distinguished Service Medal by the War Department for services 'rendered in connection with communicable diseases, and especially in checking the spread of the influenza epidemic.' University faculty who worked to save students found themselves honored not only within their program or school but by the entire institution, as was the case with engineering professor William Muir Edwards at the University of Alberta. Edwards, already hailed as a hero for saving students during a 1910 typhoid outbreak by repairing a faulty water treatment plant, succumbed to the flu in November 1918 while caring for students. Dying on his thirty-ninth birthday, he was immortalized with an institutional plaque and a fund that still bears his name. Milton Joseph Rosenau, professor of preventive medicine at Harvard was 'voluntarily offered $50,000 to carry on' his work addressing the outbreak, even after it was over, with ongoing research funded by an anonymous corporation that had endured severe employee losses during the epidemic. While a teenager in Australia, future professor of experimental medicine and Nobel Prize winner for immunology, Frank Macfarlane Burnet, found that the illness 'burned itself into his consciousness.' He was so affected by what he saw globally that when he isolated a flu strain in 1935, he used it as a way to look back at the 1918 Spanish flu."

Again, I am sure many people can talk with more authority about the "now" of the situation, but if history holds - as it can tend to - it could be that we see opportunities to engage students and colleagues in new ways where they might have previously felt excluded AND we may find opportunity to engage in a culture and society to better represent our work as experts and people who care about the fields and those in said fields.

Finally, as to the what, it might be that this is an opportunity to engage in practices of teaching that acknowledge the shifting focus of workplaces, structures, and so forth. For instance, even in considering the study of the history of education, I have found myself needing to consider the elements that history has not addressed well. While this has always been something that has been part of my work, the idea that there is a need to have restorative processes in historical study become relevant.

This is probably a much longer answer than needed or desired, but I found the question compelling and have worked through it in considering my own research.

The good news is that, to borrow from another historical document that is, admittedly, dated by being gendered and so forth, "Wherever learned men lived , scholars from princes downwards would flock to receive the learning that teachers could give." (source: Chakrabarti, A. (1958). Thoughts on Indian Education. India: Manager of Publications, Government of India.) - I think the idea that we have been called upon to find new ways to give contact, context, and communication to students in various statuses during the pandemic is informative of how we can better reach and engage various and diverse populations with attention to various student needs. We may also find, as many American institutions did in 1918-1920, increased opportunities for partnerships and engagements across government, private industry, and institutions. There may be, as the late Paulo Freire stated, a need for the teacher to take the role of the teacher-student and the student of the student-teacher - willingness on the sides of both parties to learn and engage with the learned experiences and lived experiences of all in the educational setting.

Apologies for the length of my response, but I found the questions intriguing in light of how pandemics historically impacted higher education.

The most used "new approach" in UK universities is the use of online polls app. Nearly all lecturers have been told to use polls to engage the student in the online teaching. I think the use of polls will continue even after the pandemic. Furthermore, software such as Zoom, Microsoft Teams and Google Meet are useful for academic meetings where instead of moving academics in different buildings can all be done online saving a lot of time in the transportation.

The "Now" situation, borrowed with permission, from a historical perspective analysis to analogous covid pandemics, shed the light on how shallow our approaches are to overcome such immunion deficiency caused by coronavirus.

What to teach appears an obsolete inquiry; volumes and bulk of literature were devoted and backed up with referenced empirical data. Anyway, the content of teaching dispensed saves vain struggle for learners; in other Words, shrinking world expériences in a lesson, or an expériment, or even anecdotal notes by accredited persons or experts.

As for the How wé teach? Thé Hub of the inquiry, I believe that the Greeks started with slaves while accompanying children, they taught thèm virtues, and provided thèm with knowledge of objects surrounding them. Nawadays, our world is no longer understood under the consent of old fashioned methods and approaches. Todays world is a hit and miss wink of an eye. That is why, plethora of concepts emerge from minds in turmoil. Edulastic, online polls, asynchronic, hybrid systems,.....

I guess the best Way To settle this melting pot gyre is To come back to human nature, and invest this hidden world. " L'Homme, Cet Inconnu".

Why To teach reveals our misunderstanding of existence. Our duty and right, our sensé of communion. To teach means To get insights of abstract and concrete values; To be different, To behave as valuable creature, and To fight fears of the unknown.

Thanks

James W. Thomas many thanks, on my side I found your response very intriguing and rich of insightful details. You say: "I have found myself needing to consider the elements that history has not addressed well. While this has always been something that has been part of my work, the idea that there is a need to have restorative processes in historical study become relevant." It'd be good to have some examples based on your experiences on the above. Stay well.

Colin Sokol Kuka many thanks. Online polls app work for you? What are some pros and cons? Stay well.

Bachir Saaidia many thanks. You mention "To come back to human nature". This is very interesting to me. How would you translate this into pedagogy. Stay well.

Yes. Cognitive factors matter, yet affective domain seems fail to convince arguably researchers. David Krathwohl invested throughoutly, factors, such as self esteem, ego enhancement, risk-taking, motivation, willingliess to acquire and set and value thèse factors in the learning schemata of learners. ( différent pyramids).

Thé question about how To implément those factors pedagogically appears tough To explain in this space. However, some quintessential hints should be provided. Thé dichotomy teacher learner shouldn't be seen as provider and client; or dependent independent variableS. Affective teaching/ learning stands on valueing human nature; love, compassion, patience, assistance, sustainability....

Behaving affectivvely in major skills of language learnîng. Réceptive skills should be progressively féd with smoothness and rate. Listening To prompts entails a set of strategies; like providing adéquate environnement. Making learners part of the procédure, rather than isolated items....

Anyway, some useful sites offer hints about what To do and how To behave.

Regards

Thank you for your kind words about my previous response.

To my previous point about the "restorative processes" needed in historical study that you inquired about- I am informed somewhat by the concept of "restorative justice." If restorative justice is based on a broader conversation and understanding of the meeting of violator and victim, then how can we proceed with this in a historical study mindset? For instance, in my own work in history of education, there is a need to unearth the histories that were not as readily considered, such as, in the work I referenced previously, how historically marginalized populations in higher education were impacted, engaged, and/or weathered the intersection of a pandemic and higher education at the time. While much of this information is difficult to find as it did not always receive sufficient attention in the records of the time, there is still an opportunity to discover it through various means - from oral histories to scrapbooks and, in some cases, in press in forms such as religion organization bulletins, etc. For instance, and this may skew somewhat American, so forgive the example if not applicable, but historically marginalized religions often maintained church, synagogue, or mosque records which sometimes contained bulletins, newsletters, and other materials - likewise, as African Americans were often excluded from mainstream press coverage in many ways, there are examples of African American newspapers, bulletins, and materials that often had lower print runs, but when discovered, may have the opportunity to provide a more complete historical view.

Thus, my take on the need to be restorative in consideration is rooted somewhat in the ongoing need to address the old adage that history is written by the victors... because as Dr. Carol Tavris observed in Mistakes Were Made (But Not by Me): Why We Justify Foolish Beliefs, Bad Decisions, and Hurtful Acts , "History is written by the victors, but it's victims who write the memoirs.” While we cannot always play the game of "otherside-ism" so to speak, often the experiences of those with less press coverage, access, and recognition can provide the opportunity for history to be more completely considered. This is, in part, informed by my own concerns about how my experiences in academic work have been shaped by my point of origin in America's Appalachian region and how I encountered very little acknowledgement of the region in my study of higher education throughout history. Thus, my take on the need for restorative processes is rooted in the fact that no group, location, or people have been spared by history, yet history has spared merging some histories together and I feel a need to "restore" the voices and experiences to the best of my ability - which is itself limited by things such as current travel restrictions, budget, etc., but it is also why exchanges such as the ones made available here are of such value - it allows dialogues and expertise exchanges.

Again, I hope I have not strayed too far from the question and response, but I am thoroughly enjoying the conversation and responses from others and I thank you for engaging me in this dialogue!

Take care and be well!

I think this is a serious matter in respect of education and particularly the higher ones. The higher the tire of education the riskier and sensitized issues to impart correct knowledge, hands-on experiences and skills to the upcomers. Everything is not and I repeat not at all possible digitally. So, we need to find out effective methods to interact with the learners so that they will not face the gaps anymore.

Emiliano Bosio there are good questions. About what to teach, this crisis brings a lot of contexts to consider, in anyway it is not convinient to "abuse" using topics related or banalise them. I feel is a good idea get advantage of virtual tools instead of fall in banal debates about how better are presencial methods.

Bachir Saaidia many thanks for your response, I will look into notions of "différent pyramids". This Is intriguing. Stay well.

James W. Thomas many thanks. Again another very interesting response from you. The notion of "restorative justice" is intriguing and something I am planning to look into very soon. Stay well. More to come.

Md Rabiul Alam many thanks. You suggest that "Everything is not and I repeat not at all possible digitally" -- What kind of approach do you have in mind? Stay well.

In a case of teachers, I see opportunities of the digital transformation in education as great possibility to organize their teaching differently and to interact with students on a more personalized basis, focusing on their specific needs.

online scholarships will increased soon.

Mohammed I. Rushdi many thanks. This helps.

Mr Emiliano Bosio, your feedback really fuels discussion. In the same vein of learning progression, "different pyramids'' like Blooms taxonomy and the revisited, or the one used for social work values reveal insignts of our teaching and learning behaviours. Post-covid teaching/learning shift considerably from F2F attendance to digitalized or asynchronic methods. The transitional period should not neglect ,in any way, standards of pedagogy. However, new trends in teaching and learning should be handled with respect to the pace of learning. Technology provides tools, yet it lacks humanities. Post-covid teaching opens opportunities to revisit enadequacies of sporadic discussions. A check and balance procedure settle appropriate shapes of eventual hybrid system, and set the norms of teachers' status, learners' profile and monitor new educational systems.

Bachir Saaidia many thanks. This helps. Stay well.

I think that the crisis that the world is going through, especially some countries such as Egypt, was a great opportunity for digital transformation and the employment of blended learning in education

I think there are many changes and learnings, not only for high school but middle and basic education.

This is an event interesting about it, leaded form Colombia, Gimnasio La Montaña, for all teachers, students, parents... : #NewRealities. It will start in february, we hope. Some topics that are changing:

1. More options for students to learn going ahead by theirselves

2. Evaluation more centered on each student, with more options to show learnings in different ways

3. Collaborative learning is real nowadays: between teachers, between institutions, and between students.

4. Curriculum reviews paying attention to the most relevant learnings and skills.

How ? - for Undergraduates

I feel we move more on to student-centred learning and problem-based teaching. What my plan is to make small online groups (3-4) and ask them to discuss the cases online as same in the class which we practise whilst the teaching hours. we can enter their groups time to time and make comments as we did in the class. so this will brack the isolated mentality of the students who at the home. It's too early to give results, let me a couple of months.

What? - for Undergraduates

we should teach to brack the laptop screen and join the virtual world.. I mean the make the mentality to feel teacher and colleague are not on the laptop screen, but around him/her.

Dear Dr. Bosio!

You spotted an critical issue. COVID-19 is spreading at this right moment - the second wave will soon turn to the third wave, and one might not even notice the transition. I do not know what is the best way of defining "short-term" versus "long-term" impact. A short term can be set out as 0.5 to 1 year, 1 year or 1 to 2 years. I opted for examining teaching sustainable development from a long-term perspective:

1) Leal Filho, W., Price, E., Wall, T. et al. COVID-19: the impact of a global crisis on sustainable development teaching. Environ Dev Sustain (2021). https://doi.org/10.1007/s10668-020-01107-z Open Access:

Article COVID-19: the impact of a global crisis on sustainable devel...

2) Sá, M.J.; Serpa, S. The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education. Sustainability 2020, 12, 8525. Special "Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers" Open Access:

Article The COVID-19 Pandemic as an Opportunity to Foster the Sustai...

3) A case-study: Maryam A.Al-Jaber, Sami G.Al-Ghamdi (2020). Effect of virtual learning on delivering the education as part of the sustainable development goals in Qatar, 7th International Conference on Energy and Environment Research, ICEER 2020, 14–18 September, ISEP, Porto, Portugal, Energy Reports, Volume 6, Supplement 8, December 2020, Pages 371-375 Open Access:

Conference Paper Effect of virtual learning on delivering the education as pa...

Yours sincerely, Bulcsu Szekely

Shimaa Gomaa many thanks. This is interesting. What is your experience with blended learning in education in Egypt? Stay well.

Shyam Kumar

Helena Latorre many thanks. You seem to suggest that "curriculum reviews will pay attention to the most relevant learnings and skills" -- how about values? Stay well.

R M M Pradeep many thanks. This is interesting, you seem to suggest that students should "feel that teachers and colleagues are not on the laptop screen, but around him/her". How would this play out? Stay well.

Bulcsu Szekely many thanks. This is an impressive list of references. I will look into it. Stay well.

Emiliano. Sure. We need to think and incluye more explicity curriculum about cooperation, colaboration, honesty, learning etich, environmental awarness, social responsibility. See nrns.glm.edu.co about New realities, New schooling

Helena Latorre many thanks. This helps. Will certainly look into it. Stay well.

more higher education institutions are likely to go for blended learning, some even completely online, reduction in student enrolment, more investments in educational technology, less value for traditional face-to-face teaching, etc.

necessarily higher education has to move towards blended learning approach, technology based teaching, learning & assessment., and for this what is more prominently required is the training of teachers both in-service and pre-service. The input of technology enabled teaching must be added in the pre-Ph.D course work of all disciplines in order to nurture the novice aspirants of higher education teachers. at the same time in-service training of technology enabled teaching must be done for the higher education teachers. HRDC must focus on this in its curriculum of orientation and refresher courses

Kezang Sherab many thanks. If we are really going to have less face to face interactions in the classroom what kind of consequences do you expect? Stay well.

To over 19 million members from all over the world at RG platform: Happy international day of education!

as I am a master student, I believe students must show themself behind their laptops, and teachers must use new knowledge for motivating students. because PowerPoint slides are not enough.

The SARS-CoV-2 (Covid-19) coronavirus pandemic is changing education at the university level to a large extent. In the short term, currently (January 2021), in many universities, the education process is carried out fully or almost fully remotely via the Internet online as part of e-learning with the use of e-learning platforms, online messengers and videoconferencing applications. while in a longer period, when humanity resolves the problem of the SARS-CoV-2 (Covid-19) coronavirus pandemic, then a significant part of classes will return to the formula of full-time, traditional teaching, but not necessarily all classes. Some of the classes, lectures, trainings, courses, conferences, symposia, seminars will still be conducted remotely via videoconference applications. Therefore, a significant part of the university after the pandemic will switch to the hybrid mode of conducting didactic classes.

Best regards,

Dariusz Prokopowicz

Zdalne nauczanie w czasie pandemii to trudny problem w momencie, kiedy choroba nauczyciela lub słuchacza zaburza proces edukacji. Osłabieni chorobą uczestnicy procesu mają duże problemy z odbiorem i przekazem informacji dlatego ten sposób pracy, chociaż bezpieczny nie zawsze stanowi alternatywę. Czasem jest po prostu koniecznością.

Agata Tańska many thanks, I wish I could better understand your language. Stay well.

Dariusz Prokopowicz many thanks. In your opinion is the hybrid mode more or less effective compared to face-to-face modalities? Stay well.

Arya Rabiee many thanks. You suggest that "students must show themself behind their laptops", why is this important? stay well.

Anton Vrdoljak many thanks. Stay well.

Ruchi Dubey many thanks. This helps. Stay well.

Mohammed I. Rushdi many thanks. Can you give some examples of what do you mean by "more personalized basis, focusing on their [students] specific needs." Stay well.

Flow

Nauczanie w kontakcie ze słuchaczami jest niezastąpione ze względu na interakcję miedzy wykładowcą a grupą

Agata Tańska many thanks. This helps. Stay well.

Haider Qassim Raheem many thanks. You suggest "flow" --- what do you mean by flow exactly? Any example? Stay well.

Digital transformation was inevitable. COVID only sped up the process by forcing educators and students alike to question how information is effectively related between teacher and learner. Some students and educators have struggled in this new environment and others have thrived. Currently, I feel there is no consistency in how the information is being administered and there are several platforms from which to choose. For many, whether teacher or student, there is a learning curve before they can even begin to look at the material that is being taught or learned. Educators and students were not properly oriented and allowed time to familiarize themselves with this new environment before jumping in. A system has to be put in place to ensure that at each level of education, the same material is being taught in the same way. This makes it easier to discuss and work out problems among colleagues and students.

Rita Bates many thanks. This is interesting. You are suggesting that "a system has to be put in place to ensure that at each level of education, the same material is being taught in the same way" Can you share some examples or elaborate on this? Stay well.

An example of providing education and receiving education in the same way in an online environment is as simple as the institution outlining not just the curriculum but specifying the platform and conditions of the delivery. For instance, my son who graduated high school online had two teachers who used MS Teams which corresponded with the platform the school board offers, but his third teacher insisted on using Zoom. Both options are fairly easy to learn but the point is there was no consistency across the spectrum. The same applies within the virtual classroom. While my son's friends enrolled in the same course but a different teacher was expected to attend their class and participate just as they did prior to the pandemic in a face-to-face environment, my son's teacher was never online. Teacher A taught classes in a lecture-style format and as she had done prior to going virtual made herself available every day between 3-4 pm to answer questions and address concerns any of the students had. Teacher B didn't even bother to return emails sent by the students until it was too late to use the information in their assigned work. When we contacted the administration at the school they insisted that Teacher B was meeting the 'minimum requirement' as outlined by the board. A student's experience learning in a virtual environment should be more strictly outlined, administered and monitored by the governing board to ensure that every student is getting the same level of education and support in the learning environment.