Remote and online learning

In a mobile world, learning is no longer confined to a static time and place. Face-to-face and online learning, or a blend of the two, are now equally suitable choices. The goal should be for quality learning in either contexts. The focus needs to be to create a unique online learning environment that suits the needs of the learners, not an online replica of face-to-face school. There are a couple of key challenges. The first is to ensure that any online and blended pedagogy is potentially stronger than a real time learning experience. The second is to ensure that online learning occurs in highly relational, collaborative contexts. No learner should ever feel alone in cyberspace.

Learnlife Learning Paradigm - Element 13: Online and Blended Learning Experiences

Executive Summary

Full Element

In a post pandemic world...

… are we imagining that kids who have experienced more independence and freedom in their learning are really going to want to go back into any school that seeks to reinstate a traditional model.

We have an opportunity to deeply rethink what will best prepare them for a world of constant ‘unprecedented’ change. Let’s take it!

Online schooling or remote learning?

A challenging question.

What should be the goal? Replicating the traditional model where the school day is brought online with the existing timetable kept largely the same, or…

…enabling a remote learning community where creativity and interpersonal connection are prioritised over other work?

Online learning

Online learning has been around for 20 years. Zoom for a decade. But people are still inexperienced.

Let’s not let online learning simply be an online version of school-as-it-was-before-crisis. We know times have changed.

Time to think deeply about how we create active, positive learning experiences in a remote context. Even better, co-create with the kids!

The ingredients?

• communication

• connection

• community

• creativity

• curiosity

• collaboration

• challenge

Vision as a catalyst for educational change

“Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world.” Joel A. Baker

Vision – or more specifically, a shared visioning process, is recognised by many organisational change theorists, to be the key to igniting and sustaining deep change. Educational change has been written about for decades, however is still regarded as an elusive goal. Vision as it directly connects with education as a catalyst for change, has received very little attention. My PhD research, Vision as a catalyst for educational change, looks into that gap. 

The thesis is available for access via the UTS thesis repository.

The research draws from the example of three internationally diverse schools (one each from Australia, New Zealand and Spain), where a shared, co-created vision for collaborative learning environments has been the catalyst for deep pedagogic, cultural and professional change within each community, all the while working from within the legislated curriculum frameworks. 

The research involves an examination of the schools’ journeys of change through close observation of the communities over a few years and drawing from a range of empirical data. This includes an analysis of multiple semi-structured interviews with the teachers and leaders who were closely involved in the process of visioning and change in each school. These are then drawn together in a cross-case analysis and the research synthesises the findings from these three case studies, drawing a range of implications for future practice. If the vision has sufficient strength, clarity and ownership among the community, then it will provide the momentum to see sustained and embedded change. 

Fence Sitters Need Not Apply

Our education systems have to change and they are changing. There are new models being developed all over the world. But for the majority, they cannot break the umbilical cord connecting them to irrelevant exam systems. Within the purple circle (as illustrated in the image), lies the current & massive dilemma. 

Until governments are prepared to break the connection between the old and new, maintained by retaining the reliance on the old standard-based assessments – there will be continued angst as we are literally stuck between two worlds. 

The answer is already clear, as research and experience has shown, standards-based approaches that have underpinned national exams and other assessment strategies, do not lead to sustained improvements in educational outcomes. They highlight that it is possible for the brain to retain facts and knowledge in short term memory – but for what purpose?

We need to cut the link and find new ways of developing a holistic credential, based on portfolios and other creative means. The future is already here – the time to act is now!

Stephen Harris Co-founder Our Dream School (www.ourdream.school)