How might education change in terms of teaching strategy as a result of the coronavirus?
Most schools already had lecture-recording capabilities where many students were watching the talks online, and we expect a lot of this to continue even after the pandemic subsides. We’ve also seen a huge interest in pre-built curriculum systems like our ScholarRx Bricks which has more than doubled in usage since the pandemic started. The primary strategy here is to use them as part of a “flipped classroom” where curated pre-work is assigned before a live session where the instructor works with the students to apply what they’ve learned.
With regards to specific teaching activities:
Lecture-based classes can continue as normal online with pre-recorded lectures or using video platforms like Zoom and Microsoft Teams for live teaching. While video conferencing is not ideal, the breakout and chat tools can sometimes allow for better student engagement versus a traditional classroom.
Small group teaching is workable using video platforms, but not as fulfilling because of the lack of physical proximity in the group.
Teaching clinical skills is very hard–it requires hands-on contact, usually in very small labs. There are no good solutions for this as of yet.
Communications training is easier, but still problematic to do by video, since many miss nonverbal cues.
Clinical training in hospitals and offices is challenging given social distancing rules, disruptive disinfection protocols, and limited PPE. Additionally, many hospitals do not consider medical students as essential to care, limiting their access to patients. Many schools are using online clinical case training platforms, but that’s not a substitute for hands-on clinical education.
How might school education change in terms of virtual learning?
There will be more virtual learning, particularly in the non-clinical phases of training, as has been seen at undergraduate universities. This group of students has grown up with video and multimedia, so it is not a limitation per se. However, many faculty don’t have adequate experience in developing instructionally sound online learning experiences. This is where schools and individual instructors may look to curricular platforms like ScholarRx, which are designed from the ground up for digital learning.
In a higher education setting, concepts such as experiential learning, group interaction and student experiences are essential for learning critical thinking skills and honing problem-solving techniques. Unfortunately, ad-hoc distance learning programs at colleges and universities across the country are relying on traditional video conferencing and online presentations to replace in-person classes.
And it’s just not cutting it.
After scrambling to finish up the last academic year, higher ed professionals are under a microscope to do better this fall. After all, the cost of higher education hasn’t gone down, and the lackluster experiences parents and students alike have been anecdotally sharing among their peers aren’t painting a positive value proposition.
The New Normal Demands Better Communication and Collaboration
Schools, especially higher education institutions, have been slow to adopt new technology strategies and initiatives. Distance learning demands that colleges and universities step up the pace of embracing technology as the way to bridge the gap between in-class, in-person education and remote connectivity.
The first step is to recognize that putting slides online for self-learning is not a lesson plan. A video conference call is not a substitute for group interaction. These technologies completely disengage the remote student and do not come close to mimicking the classroom experience.
Most online classes today are just linear PowerPoint presentations of class lecture notes. Where this style of teaching may have worked in times past, rote learning and passive consumption is no longer acceptable. Simply screen sharing lesson plans doesn’t allow remote students to engage any more than watching TV.
Realizing that neither students nor educators want a lackluster learning experience, the teams at Vizetto and Baanto have created radically innovative technologies which enable groups of students to debate, argue, contrast different ideas and share thoughts naturally. It literally takes the distance out of distance learning by breaking down barriers that being remote causes and creates an experiential learning platform.
In what will likely be the most unpredictable and complicated school years on record, only one thing seems certain — with technology being such an integrated element of education (now more than ever) university, school and district IT departments will be expected to support their administration’s decisions. School technology staff will play a more crucial role than ever in creating and sustaining a successful educational experience for students.
First, the most important thing is to prepare for the students who aren’t comfortable coming back, and to be ready for a permanent shift in expectations. Humans, though they hate change, are adaptable. We’ve now acclimated to having virtual what we used to have solely in-person, and though many will want to come back, it would be detrimental to disregard the population that has established the expectation that they don’t need to leave home to learn.
Unfortunately, giving students the option to choose how they want to attend inherently means not giving teachers and school support staff the same choice. Of course, while we wish health and success to everyone, the likelihood that plans put in place in August and September will change before the end of 2020 is very high, and being prepared (mentally, at the very least) to deal with that, is the key to keeping morale at a remotely tolerable level.
For those who have staff at home there are a handful of other things to consider and have plans for. Foremost, security. A recent flood of ransomware attacks targeted specifically at schools have cost districts and universities tens of thousands of dollars or forced multi-day closures.
These attacks have only increased in frequency since the workforce has distributed onto less-secure home networks. One of the easiest ways to protect your institution’s private data is to ensure all staff members who are working at home are regularly performing their system updates and have some kind of malware protector installed.
If you own the devices your employees are using at home, you can administer the malware protection yourself for an added element of control over the situation. If you don’t, there are plenty of free options available for download. If your employees are downloading and administering their own updates and malware protection, it’s a good idea to update your technology usage policy to include the details what kind of update and scan schedule you’d like them to maintain.
As teachers prepare for classes to resume this fall, McGraw Hill announces the launch of McGraw Hill Rise, a new reading and math supplement with embedded assessment and personalization to help educators identify and address individual learning gaps for each student. The new solution is intended to help ease the transition back to the new school year, regardless of teaching format, and ensure that every student is prepared to succeed this year and beyond.
“The extent to which COVID-19 has impacted student achievement, though uncertain, is likely significant. Teachers now, more than ever, need a consistent, convenient and customizable toolset to help document time on task and individual student progress through key learning objectives – all to help close those gaps,” said Sean Ryan, President of McGraw Hill’s School Group. “The use of data to make informed and personalized decisions is critical in determining where students are during and after a period of school disruption. Rise adapts and targets to each student’s needs helping educators create a comprehensive, individualized plan.”
Curated from McGraw Hill’s proven content, Rise will be available through McGraw Hill’s single sign-on, and is powered by the McGraw Hill SmartBook 2.0 adaptive learning engine. Based on extensive research by McGraw-Hill’s learning scientists and technologists, SmartBook 2.0’s enhanced algorithms are built based upon advanced learning science principles that enable it to adapt to each individual learner’s needs, pinpoint and resolve knowledge gaps, and increase learning efficiency by moving knowledge into long-term memory more quickly.
Preliminary “COVID-19 Slide” learning loss projections from NWEA suggests that students could begin the school year with roughly 70% of the previous year learning gains in reading and less than 50% learning gains in math. Existing research shows that students experience an average of one-third to a full year of learning loss during a time of crisis or collective trauma. Many students will have gaps in their knowledge and skills at some point in their educational journey, but long-term learning loss doesn’t have to be one of the consequences.
With Rise, teachers will have access to customized student reporting dashboards and real-time feedback on student content mastery. Additionally, Rise’s recharge feature allows for asynchronous reinforcement of topics, allowing students to reach mastery of core ELA and math learning objectives at their own pace. This easy-to-use and flexible learning tool is expected to have an immediate impact on closing learning gaps in schools across the U.S. this fall.
The disruptions to our society due to the coronavirus pandemic include significant impacts to education. Universities and colleges around the world have had to adjust to the reality of remote learning, at least for the foreseeable future.
The nation’s largest four-year college system, California State University, announced in May that instruction will primarily be conducted online this fall, and many other institutions are following suit. It’s now estimated that 70% of students are currently engaged in some form of online education.
This shift to digital learning has introduced a steep learning curve that many institutions that were unprepared for. Schools are working quickly to not only build the curriculum and content necessary to support online courses, but to also build the distance learning infrastructure needed by faculty and students to ensure simple and seamless remote access to this content. The challenges are, how to do this at scale, and how to do it securely.
The need to provide distance learning, and to do it quickly, has introduced new risks for educational institutions while creating potential opportunities for cyber adversaries. Schools have long been a target for cybercriminals. According to the 2019 Verizon Data Breach Report, education continues to be plagued by human errors, social engineering and denial of service attacks.
The changes brought about by the pandemic only compound those existing challenges. Based on recent information released in the latest Global Threat Landscape Report from FortiGuard Labs covering the first half of 2020, education comes in third, only after telecommunications providers and managed security service providers (MSSPs), in the percentage of institutions detecting ransomware.
Making Distance Learning Secure
Cyber adversaries have refocused their criminal efforts to take advantage of the new remote work and education environment resulting from the COVID-19 pandemic. They’re targeting the vulnerable devices and home networks of remote users looking to use those systems to open a back door into the core network.
This is evidenced by the significant increase in attacks targeting such things as consumer-grade routers, personal IoT devices, and components such as DVRs connected to home networks detected during the first half of 2020. Threat researchers are also seeing a spike in older attacks designed to exploit vulnerabilities in the often unpatched devices on home networks.
In fact, 65% of detected threats were from 2018, and a quarter of all detected attacks targeted vulnerabilities from 2004.
Naturally, the ability to securely support a remote learning policy is an essential component of any continuity and disaster recovery plan. However, to ensure that networked resources of colleges and universities, as well as those of remote faculty and students, are protected, these new realities need to be taken into account.
As school districts and educational institutions across the United States were hastily pivoting to virtual learning environments to close out the current school year, top education officials reportedly were sounding an early warning that a potential lingering of the COVID-19 threat could extend remote learning into the coming fall and winter.
Amid wholesale school closures, and the possibility that those closures could continue into the 2020-2021 school year to curb further spread of the virus, education officials were prioritizing remote learning capabilities.
“I’m really focusing much of our resources on the expansion and accountability wrapped around online learning and distance learning,” Maryland State Superintendent of Schools Karen Salmon told Maryland lawmakers, according to the Baltimore Sun.
Making remote learning accessible, user-friendly, reliable and secure for students and teachers for however long brick-and-mortar schools remain closed, and doing so in a matter of weeks, is no easy task for a school district or institution and its IT department.
But as scores of districts around the country are demonstrating (and as we at Windstream Enterprise have been witnessing firsthand in our work with education clients), a robust, well-protected remote learning program can be rolled out and sustained, provided several key digital infrastructure pieces and capabilities are in place, including:
By Daniel McGee, director of technology and library services, Laurel School.
Thus far, 2020 has been a year where the field of educational technology has been permanently altered. This year’s Covid-19 pandemic has brought challenges and confusion to daily life, with educational institutions pivoting to a distance learning model nearly overnight.
The impact of this shift has been far reaching, affecting the cadence and delivery of daily instruction, creating a new impetus for teachers to learn and upskill quickly.
The result is a watershed moment for educational technology that will cause ripple effects in education for this and future generations.
For private, independent schools, the conversations, processes, and procedures have been different from those affecting public schools, though the needs of students remain the same. In my role as an independent school technology director, the lessons of the past few months have been a series of dichotomous notions with a time for careful planning, while also being a time of flying by the seat of your pants; and notably, a time where rules are created, but also while basic tenets of educational technology are proving to be helpful guides. I have learned some essential lessons that are helpful now, and I see them as being helpful in perpetuity.
Lesson One: Select Familiar Tools and Technology
The first lesson is focused on the importance of educational technology leaders to select distance learning tools and topics that are familiar to teachers and students. Having a minimum of familiar, established systems for students, teachers, and families to access lowers the barriers to success and allows students to focus on learning what they need to know, not acclimating themselves to a host of new tools. During a pandemic is not an optimal time to introduce new tools if it can be avoided.
If a school has a learning management system (LMS) in place and is actively using it, it is a hard case to introduce a new system. The LMS is the stand-in for the physical classroom; just as physically moving a home or school is a disorienting process that requires acclimation, the virtual classroom environment fostered through the LMS should remain as consistent as possible.
Video meetings have become a staple of the distance learning experience. For schools using a suite of online productivity tools such as Google’s G Suite or Microsoft’s Office 365, using Meet or Teams lowers the barriers of entry for teachers and students to begin using such tools due to the integrated nature of these video services within the larger platform.
Consistency is key in using any online tool, first in the selection of a single, unified tool for the school to use, and second in its use and deployment. Experts in online learning advise the use of a common template for teachers to craft LMS course pages, and students should have a consistent means to access their virtual classrooms via the chosen video conferencing platform.
By Joe Schulz, vice president of emerging technology, Orasi.
Like most of us in today’s new reality of a distributed workforce, enterprise-level training classes are forced to move to virtual, online formats.
If you’re transitioning corporate education training classes from onsite/in-person to online, provide hands-on virtual software application training, or need dedicated software environments for enterprise students to complete practice labs, you already understand the challenges of preparing courses to be delivered virtually.
Studies show that retention increases by as much as 75% when training includes hands-on practice. That’s much more difficult to manage in a virtual world where students attend through web conferencing applications like Zoom, Webex, Skype, and Teams.
However, all is not lost, and in some cases may even be better. Virtualizing training dramatically reduces the effort and cost required to deploy and maintain these environments.
With a virtual training focus, no hardware is purchased and maintained, no travel time or expense is needed, and no facilities need to be rented or built out. Class scheduling can be based solely on participant availability without regard for other classes, and instructors and students use their own familiar, personal workspaces.
To help you make the leap into today’s world of virtual training, consider the following best practices across each stage of the training process to ensure your classes are both relevant and effective.
Hackers take advantage of the worst-case scenario.
Pandemics, terrorism, and natural disasters bring disruption and distractions, perfect opportunities for people to infiltrate lowered security while our attention is directed elsewhere. Here are five data security bases to cover during your pandemic response.
While it’s true our home wireless networks are under more stress than ever before, don’t sacrifice security for convenience. These network breaches are some of the easiest for hackers to pull off.
No public Wi-Fi: The biggest risk to networks comes from unsecured Wi-Fi connections in public places, like restaurants. Ideally, choose password protected Wi-Fi from a home network. This option may be out of reach for some—even free internet offers for students are falling short in some cases, requiring families’ unpaid bills to be settled before the option is extended to the student. Other secure options may include a Virtual Private Network (VPN) or a mobile Wi-Fi hotspot.
Internet of things: Disconnect devices that don’t require Wi-Fi to function (appliances, etc). Even if Wi-Fi helps them function more conveniently, consider disconnecting them temporarily to minimize the opportunities to infiltrate your network.
Multi-factor authentication: More organizations are moving toward MFA in all cases, but particularly for remote work, ensure the devices connecting to the network belong to actual people within your organization.
McGraw Hill kicks off its nationwide call for nominations for the second annual ALEKS All-Star Educator Awards. The 2020 ALEKS All-Star Educator Awards will honor two K-12 teachers and two higher education instructors who have applied the ALEKS program to achieve exceptional results and improve their students’ progress.
For more than 20 years, McGraw Hill ALEKS has helped educators in math and chemistry to quickly and accurately zero in on exactly which topics students understand and which topics they need help with, empowering teachers to deliver the most effective instruction possible. Built on the theory of “knowledge spaces” from cognitive science, ALEKS (Assessment and LEarning in Knowledge Spaces) uses artificial intelligence to create personalized and dynamic learning paths for K-20 students based on their unique needs.
To date, ALEKS has helped more than 20 million students at thousands of K-12 schools, colleges and universities throughout the world.
McGraw Hill is accepting nominations for the ALEKS All-Star Educator Awards from August 3 through November 16, 2020 at mheonline.com/aleks-allstars.
Nominees can be any educators who have demonstrated the following:
Used ALEKS to reshape the way they interact with students in order to drive more effective teaching and learning.
Measurably improved outcomes for students using a combination of ALEKS and other teaching techniques.
Helped increase STEM success rates for all students.
Gone above and beyond to help unlock the full potential of learners at their schools, using ALEKS.
Implemented an innovative and unique teaching style using ALEKS.
The winning educators will each receive a $1,000 donation from McGraw Hill to an education-focused non-profit or charity of their choice, as well as a $250 gift card and a collection of McGraw Hill Professional books. Winners will be announced in early January 2021.
“We’re inspired every day by the creative and innovative ways educators integrate ALEKS into their curricula to truly unlock the potential of their students and ensure a personalized approach to their education,” said Simon Allen, McGraw Hill CEO. “This awards program is just one way we can honor those who work so hard to ensure each student has the opportunity and tools to succeed.”