I would recommend thinking of teaching in ways other than "lectures." There are massive amounts of research in online learning showing that lecturing in online courses is of very limited value and that other, more student-centered and active techniques work better. I am currently in a situation at my institution in Norway where I work with teachers in different disciplines to help them design some alternatives. I would be happy to discuss this further, if you are interested.

yea I really feel that the communication in teaching process in this pandemic is changed. I want to do a research of that. Can we done in colaborative research?

I would recommend thinking of teaching in ways other than "lectures." There are massive amounts of research in online learning showing that lecturing in online courses is of very limited value and that other, more student-centered and active techniques work better. I am currently in a situation at my institution in Norway where I work with teachers in different disciplines to help them design some alternatives. I would be happy to discuss this further, if you are interested.

Mooc learning is quite more activated now a days due to COVID 19 and it should be continue along with blended learning.

Nidhi,

MOOCs are pretty different from university for-credit courses, though, you are right, some of their elements can be borrowed.

Corona Pandemic has also enabled me to think of alternative Digital learning resources that may be geared towards student self study by use of narrated presentation and video presentation. This is especially relevant during this time when schools are still closed

Short online presentations (max 20-30mins) to a group which is then split into smaller (zoom) breakout rooms to discuss. Groups then come back to the main group to present findings and this seems to work well. Maybe set active research tasks after a short presentation that students work on independently but then come back to the group to share? This creates a more dynamic, active lesson. We also need to ensure people move around when in a static environment at home and take regular breaks.

Great idea above. I'd also suggest not forgetting about the potential of asynchronous learning where students have more time to think through problems and questions and post answers to an LMS.

As a MS student, I really value short and straight forward “lectures“, that encourage discussion. Via zoom we have use “separated rooms” too. asynchronous sessions have been made in order to diminish the time in front of the screen. video capsules also have been part of the toolkit for deliver knowledge.

As a parent I encourage the kindergarten educators to use zoom to keep contact with children’s and children’s keep contact each other. Now we have 3 sessions, 40 minutes each, a week. After 3 + months I can say that it totally worked and educators started to find more and more creative ways to engage with children’s (4 to 5 years old)

The first thing I think we should get rid off, is to try to transfer the presential lessons into the online classes. Personally, I found the zoom videos that I recorded for my students, very useful, as much as the zoom sessions of Q&A. This help students to keep in touch with the teacher and to personalize the lessons; it is better than just leave some activities or homework at Moodle or just post some videos to help students to complete their asigments.

I use blended learning approach (meaning homework+collaboration sessions since we cannot have face-to-face). As Pavel Zemliansky pointed, asynchronous learning is a valuable part of learning. Handouts need to be carefully thought through and developed to guide students hands-on exercises and trial and error approaches, which could be later submitted for formative feedback or for online discussion in forums or in a collaboration session.

I also encourage students to type questions during my presentations / explanations. Typing does not interrupt the flow of the presentation and allows me to customise the presentation to address difficult concepts by adding more explanations and examples on the fly. In my experience students are more forthcoming with the questions in online mode as opposed to in-class teaching where some of them feel uncomfortable to interrupt their teacher and later may forget the question.

Yes: new options for our students in their final undergraduate works, incluiding options like activity designs, object designs, creation research, and works using questionnaries and interviews by cell phones and videoconference services, as new kinds of research work done by student-professor dyads.

Diversification in education through videos, sound clips and illustrations.

Good day

I wrote this paper, and I am waitng for peer decision in order to publish it.

I would like to share my resume

Importancia de las metodologías activas en los tiempos de COVID-19: un análisis bibliométrico

Importance of active methodologies in the times of COVID-19:

bibliometric analysis

Resumen

Una terrible pandemia el COVID-19 (CV-19), azota a la humanidad, un virus con un alto y mortal índice de contagio y mortalidad, lo cual ha obligado a los gobiernos de los diferentes países a tomar medidas, entre las cuales está la suspensión de actividades en todas las instituciones educativas. Esta medida implica una agresiva y probada migración hacia estrategias de aprendizaje a distancia. El panorama actual más que un desafío, exige urgentemente, la formación de los profesores en materia de las metodologías activas (MA), en competencias y en el dominio del conocimiento pedagógico y tecnológico del contenido. Metodología. Ante esta realidad se tiene como propósito presentar un análisis bibliométrico de las principales MA, con el fin de apoyar a futuros estudios. Los objetivos tratan de cuantificar bibliométricamente con la base de datos de Web of Science (WoS) y SCOPUS, construir las redes de publicaciones científicas y demás datos relevantes, durante el período 1990- 2021. El análisis de redes sociales a través de la representación gráfica y visual con el software VOSviewer. Como conclusiones se observa que lo principal es difundir la importancia de los cambios educativos y pedagógicos que exige el mundo después del CV-19 y del futuro, la innovación en las diversas formas de aprender de las nuevas generaciones y las consecuencias naturales de un mundo globalizado.

Palabras clave. Aprendizaje activo; Pandemia; mapas; evaluación; e-learning; educación tecnológica; tecnologías de la información y comunicación; Aula móvil; análisis de redes.

Abstract

A terrible CV-19 pandemic strikes humanity, a virus with a high and deadly rate of infection and mortality, which has forced the governments of the different countries to take measures, among which is the suspension of activities in all educational institutions. This measure implies an aggressive and proven migration towards distance learning strategies. The current panorama more than a challenge, urgently requires the training of teachers in the field of active methodologies (MA), in competences and in the domain of pedagogical and technological knowledge of content. Methodology. Given this reality, the purpose is to present a bibliometric analysis of the main MAs, in order to support future studies. The objectives try to quantify bibliometrically with the Web of Science (WoS) and SCOPUS database, build the networks of scientific publications and other relevant data, during the period 2000-2021. The analysis of social networks through graphic representation and visual with the VOSviewer software. As conclusions, it is observed that the main thing is to spread the importance of the educational and pedagogical changes that the world demands after CV-19 and of the future, innovation in the different ways of learning of the new generations and the natural consequences of a globalized world.

Keywords. Active learning; pandemic; maps; evaluation; e-learning; Technologic education; information and communication technologies; mobile classroom.

Thank you very much for all your ideas. I saw that my didactic changed during the last semester. At the beginning, I tried to transfer my normal presence lectures to online course. In the meantime, I changed my style to smaller portions of talks and group works between.

How nice to be able to know and share experiences Thomas Fuhrmann . At this difficult time, because of the pandemic, it has been important to expand knowledge and also the academic network. It was also necessary to make a transition from classroom teaching to online teaching and I think that some practices could be considered for a period after the pandemic. For example, holding sessions with the support of video conference resources with participants from different regions of the country considering the territorial dimension of Brazil. But also in the world, holding sessions with the participation of teachers and people invited to share experiences in other cultural contexts seems to me to be very positive and thus expanding the dialogue between different people and cultures.

Teaching should be online and face to face, taking in consideration few number of students in the same class. Teachers should use effective online teaching strtaegies.

Best Regards

The information on this website was collected by the World Bank´s Edtech team during the initial response of education systems (“coping phase”) to school closings due to the COVID-19 pandemic. The data shown on this page corresponds to resources, initiatives, programs and events collected from March 2020 to June 2020.

The resources on this page remain available but will not be updated. For more information about the phases of “managing continuity” and “improving and accelerating”, please visit the Lessons For Education during the COVID-19 crisis site. 

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Large-scale, national efforts to utilize technology in support of remote learning, distance education and online learning during the COVID-19 pandemic are emerging and evolving quickly.

This page attempts to curate useful resources and publish related documents collected and prepared by the World Bank's edtech team in support of national dialogues with policymakers around the world. Other institutions are welcome to redistribute any of what appears below. Updates are frequently posted on this page.

The third theme that has emerged for us in thinking about the future of higher education through the lens of the 15 Fall Scenarios framework has to do with learning. What COVID-19 has helped to clarify is that among all the activities in which colleges and universities engage, learning is at the very core. This is a theme that we explored at length in our book Learning Innovation and the Future of Higher Education, and which we think the emergency pivot to remote education has brought sharply into focus.

Claiming that learning is central to the mission of colleges and universities might sound, on initial hearing, us stating the obvious. Of course learning is what colleges and universities are all about. Who could argue with that? The reality is that while a focus on learning was never absent from every school, its centrality and prominence can vary significantly across institutions. While many colleges and universities hold dear to the mission to advance student learning, others tend to give it less weight (usually than research) in promotion and tenure.

This COVID-19 has brought the best potentials out of teachers/professors.

The innovative teaching practices are listed below

• Recording Video Lectures and sharing with students
• Sharing notes with voice over
• Giving material to students thereby allowing them to prepare and ask doubts
• Teach a topic and ask students to perform assignments preferably experimental with household items
• Two way interactive online class discussions on interesting topics
• Concepts as stories
• Sharing case studies as reports and videos
• Anologies and Anecdotes

Teaching online does not only mean giving lectures to the camera and then making it public for the students to see. With the continuous technology update and financial investments, Online portals and applications have come up with varied forms which can contribute to online teaching and learning in enormous ways.

I think we will move the next level of learning . The typical class room method is not relevant any more. The accent on knowledge will be replaced by emphasis on skills. So what you learn may not be important how you learn will be important. Which means what are the skills that you acquire while learning ? Are you able to focus on a sustained level? Are you able to scope your work and be able to complete it on time. If you can collaborate digitally its going to be a huge plus. Recently i came across a webinar from a college that spoke about this. Very interesting. They have this hybrid program where the student does 2 yrs in India and 1 year abroad. The college has a combination of remote learning and class room sessions for two years. There is also a way to monitor the progress and keep the student engaged. Very different from Coursera kind of learning.

Here, Educational Tablets can play a vital role in supplementing classroom teaching. These tablets have smart digital learning content pre-loaded on them.

• The content comprises of huge digital library with curriculum books and various story books helping to enhance the habit of reading.
• Educational tablets also have multimedia content in the form of animation videos demonstrating and explaining topics practically. The videos are lively , interactive and super-easy to understand. Moreover, pictures, diagrams and graphical illustrations take learning to a whole new level.
• Students can also take topic-specific assessments receiving instant scores and feedback. The good part is teachers can remain connected to students and keep a track of their usage of tablets as well as their test scores. This is possible because the reports of all the students are securely saved on an offline cloud-based dashboard. Students and teachers have unique login profiles. Teachers can view reports and extend personalized guidance to every student of the batch. They can very easily connect on a con-call or video call and allot specialized assignments to improve performance.
• To top it all, content on these tablets are customized and are in accordance with the school and its board syllabus. Also, the whole content is available offline so that a student can learn whenever and wherever he/she feels like with zero dependency on the internet. All in all, the overall experience is so engaging that children take up learning all on their own without being pushed and forced to do so. Parents too feel relieved and can very easily keep a tab on the on-goings.

Why online courses are better than classroom Coaching

1. Selection of right teacher for you

in Coaching is not possible for you. But in online learning you will buy course only after seeing his demo lectures. In big Coaching institutes, all teachers are not equally good so there is possibility that you don't get appropriate faculty for you.

2. Cost friendly

If you go for classroom learning you have to pay between 2.5 lakh to 3 lakh rupees as Coaching fees for two year Coaching . Also you have to spend another 2.5 lakh rupees for your stay in other city as hostel charges and mess charges. Overall expenses are between 5 to 6 lakhs of rupees. This cost is too high. Also you don't have any guarantee that you will get equally good faculties in all three subject in your coaching. So. Majority of students are not selected in jee advanced (~80%). Around 45 % of students are not able to clear jee main Exam. If a student stays in his home city and read NCERT books thoroughly along with online coaching. He will Definitely clear JEE main. Sometimes he feels so low in confidence because he is not getting good faculties in Coaching and this effects his jee mains results also. . Now we campare online coaching, there are many good teachers some of them are IITians and having experience of teaching in big institute of Kota. At Nucleon, we provide all three PCM course of 11 and 12 th at only approx 50000 cost which is only 10 % of the fees of classroom Coaching .

3 Time saving

Students have to invest, their daily one hour extra as travel time to Coaching. In online learning he don't need to go anywhere. He can learn from his home.

4. Very effective for revision and for Backup.

If a student misses class at Coaching he has no back up. He has to take class notes of other student and has to study by his own. But in online learning all lectures are with him all the time so no worry to miss anything . If a student want to revise whole topic he may watch video again and again. But in classroom Coaching, he has no facility to attend a batch again for revision.

5. More concentration

In online coaching you study with more concentration as there is no disturbance due to noise created by other students.

6. Rewind faculty

If you feel that a particular concept is not understood by you, he may watch again. But in classroom you can not do it

7. No home sickness

You can prepare online for Exam from your home and you don't need to go to any other place. There are chances that living alone in other city, away from parents, student get depressed or he may join bad company, if there is no supervision of parents.

In online there are no such risks of deviation from study.

Thank you very much.

I also think that we will go to the next level of teaching faster than expected. Digitalization is getting a boost with COVID-19.

This change will be a lot of thinking and a lot of work for us to adapt and shape this new way of teaching.

I think also that the universities will diversify faster.

I would like to share my innovations to teach my college students during the time of COVID.

I consider that different applications have been developed in different sciences, which have contributed to improve the didactics of teaching and this has led to a significant improvement in learning in different fields of knowledge

In my opinion, teaching didactics has been improved, because you can combine a variety of online resources such as: online videos, self-made videos, simulators among others, to achieve effective learning in students.

In my opinion, educational innovations that arise during the current SARS-CoV-2 (Covid-19) coronavirus pandemic mainly relate to technological innovations created as part of the development of e-learning applications and platforms, instant messaging and videoconferencing applications used in remote education processes via the Internet online, etc. E-learning technological innovations are the environment for creating process and organizational innovations that arise when conducting educational processes in a remote formula, via the Internet. Therefore, educational innovations are created in the field of innovative solutions activating pupils and students to actively participate in educational activities carried out in the e-learning formula.

Best wishes,

Dariusz Prokopowicz