Tune in to the World Learning Summit
In March 2020, private and public sector institutions closed down, with little indication as to how long the lock-down would last. Across the world, educators were faced with a new situation: Online teaching and instruction was suddenly something “everyone” were assumed to be able to master. Not many options were available. A key story about the spring of 2020 is the story of how educators did that, many of us moving into the unknown with neither the time nor the knowledge to reflect critically on the wide range of research based insights in what works, how students respond, the tools, the alternatives.
As the semester unfolded, critical voices were heard. Mounting evidence from early-stage research indicated that students missed the classroom and its modes of social interaction, teachers and instructors often voicing the same concern. One conclusion would seem to be that the future of education is place-bound and not online. Another one would seem to be that contrary to popular belief, digital learning is not more time-effective: On the contrary, curating digital learning content is more time-consuming, not less.
So where are we?
Is this it?
“If you´re through learning, you´re through”
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