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Distance learning solutions

More on UNESCO's COVID-19 Education Response The list of educational applications, platforms and resources below aim to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure. Most of the solutions curated are free and many cater to multiple languages. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have a wide reach, a strong user-base and evidence of impact. They are categorized based on distance learning needs, but most of them offer functionalities across multiple categories. 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 African Storybook(link is external) - Open access to picture storybooks in 189 African languages.

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12 building blocks to use learning technologies effectively – Building Block 1: Activating relevant prior knowledge Mirjam Neelen & Paul A. Kirschner The world is in the grip of the corona virus. Remote Learning, EdTech & COVID-19 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.

How to Teach at Home With students at home because of the coronavirus threat, social media feeds filled up with color-coded learning schedules from well-meaning parents. But they’ve struggled to implement those schedules—partly because the tightly structured, time-in-seat approach of traditional schools often has more to do with crowd control than optimizing learning. The sudden shift to work-from-home might provide a good kind of disruption, opening up a golden opportunity for students to engage in authentic, deep learning that is more self-directed, more playful, more aligned with young students’ development—and much easier for parents to manage than stacks of worksheets. The Centre for Teaching & Learning < Back to Classroom - Designing Instruction Quescussion Props/Prep: NoTime: 15-45 minAudience: AnyPhysical: No Quescussion, as the name indicates, is a type of discussion that is conducted entirely in the form of questions (think Alex Trebek). The professor asks a question or makes a statement to the class (this question should be projected on the screen).

Integrating ICT self-study booklet It forms part of a series of self-study booklets, in which teachers will find useful theory and practice for teaching English effectively, including short case studies and professional development activities to do individually and with colleagues. Featuring a range of engaging and accessible activities, the booklets help teachers to: identify areas for development find a variety of ways to improve their teaching knowledge develop the skills they need in and out of the classroom. Teacher educators can make use of these materials to work with developing teachers to help assess and address their learning needs. Each booklet covers one of the professional practices in the Continuing Professional Development (CPD) Framework for teachers and is based on research into what effective professional development involves.

Ensuring Student-Centered Opportunities for All Students I trust it is the hope of every principal that the educational debt Ladson-Billings refers to is resolved at the end of each academic year and that all students have achieved equitable learning outcomes. But as we know, academic outcomes are not enough. Schools are expected to educate the whole child too, as evident in ASCD’s Whole Child Initiative from 2007. As a principal of an urban school and a doctoral candidate at Northeastern University, I have fully adopted student-centered learning as a framework to not only increase the academic progress of students but to also empower them. Student-centered learning is a method to leverage student agency in order to boost student engagement during the learning process.

15 active learning activities to energize your next college class The evidence just keeps growing – postsecondary students engage more, learn more and accomplish more with active learning. In yet another proof point, a meta-analysis from the Proceedings of the National Academy of Sciences found that student exam scores improved 6% when active learning approaches were used. And students in traditional classes were 1.5 times more likely to fail than those being taught with interactive methods.

E-safety training for teachers of young learners This training session is aimed at teachers working with young learners and looks at the topic of e-safety. Nowadays more and more tech tools are emerging which can be used to help young learners practise their English. If we choose to integrate these into our classroom contexts, how can we guarantee maximum safety for the students and for ourselves? In a world where data is shared often with little consideration for privacy and the serious consequences which can occur, we might prefer to avoid tech altogether. However, by raising awareness and promoting good practice, we can help YLs become more aware of the dangers and encourage positive online behaviour.

Supporting teachers to maintain continuity of learning during school closures - COVID-19 education webinar #2 As a result of school closures to slow the spread of COVID-19, governments have had the unprecedented task to identify solutions to rapidly ensure that quality education has continuity as much as is feasible based on available resources and the existing school calendar. In many countries, this includes an increasing shift to online learning using both synchronized and non-synchronized methods to maintain the same basic curriculum and learning objectives, while in contexts with low or no technology it may focus on alternative learning arrangements supported by different technologies, print, and innovative teacher-parent-community arrangements. The webinar aims at sharing information about how governments are supporting teachers and educators to continue to provide quality education to overcome COVID-19 related school closures.

How to Reopen Schools: A 10-Point Plan Putting Equity at the Center With nearly all U.S. school buildings closed for the year, teachers and leaders have scrambled to support remote learning and respond to the emerging needs of 57 million elementary and secondary students. As challenging as it is today, it’s time to begin planning for next year. The damage the pandemic has already caused, its lingering health concerns, and the potential for resurgence make preparation to reopen a complex but urgent affair. 46 Ideas: How To Teach Online @TeacherToolkit In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account through which he rapidly became the 'most followed teacher on social media in the UK'. In 2015, he was nominated as one of the '500 Most Influential People in Britain' by The Sunday... Read more about @TeacherToolkit How can educators adapt to working online if they are forced to work away from the classroom/workplace?

Webinar Library - English Australia Your web browser (Firefox 43) is out of date. Update your browser for more security, speed and the best experience on this site. Update browser Ignore How COVID-19 exposed challenges for technology in education School doors around the world have been closed for several months to contain the spread of the COVID-19 pandemic. During this crisis, we have seen an incredible amount of large-scale efforts to use technology in support of remote learning. At the same time, this crisis has exposed the challenges for technology in education, including many inequities starting at the lack of access to computers and the internet. 1,6 billion students in 194 countries were impacted by school closures The UNESCO numbers on school closures caused by COVID-19 illustrate the pandemic’s overwhelming impact on education throughout the world. At its peak, early April 2020, the nationwide closures of educational institutions were affecting over 91% of the global student population.

The Blending of Space and Time During COVID-19 The coronavirus (COVID-19) crisis and the necessity of the use of EdTech for remote learning will blend, bend, and alter the new norm for education systems as they reimagine space and time. EdTech has always promised anytime, anywhere learning and we are currently seeing the challenges and opportunities of this mode of learning. While education systems deal with emergency responses to the crisis, they are also laying the seeds for future recovery, resilience and reform of the system.

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