As a geography teacher, sustainable development is a topic I have always been passionate about. I remember as a geography student in secondary school, we covered some fascinating topics like appropriate technology (e.g. sending a tractor to sub-Saharan African countries would do them more harm than good) and cash crops. This was when I first understood the need for healthy partnerships that are sustainable and don’t create centuries of enduring exploitations. Fast forward to now, almost 20 years on, and I am rediscovering this topic through Makematic’s video series on the Sustainable Development Goals (SDGs). In this article, I hope to inform those who are not yet familiar with Goal 17 – Partnerships for the Goals and highlight its importance, in an educational context, to achieve these goals by 2030.Read More
I love professional development. But I don’t like professional development that is imposed on me that really has no relevance to what I’m doing or it’s something that I already know. When I first started teaching, professional development was face to face, and usually not something I chose to do. Fortunately, I worked at a pretty progressive school and much of the professional development was helping us raise the bar and narrow the gap.Read More
Kelly Bellar is a Region 10 Social Studies consultant in Texas. She’s passionate about social studies education and creating engaging learning environments that integrate technology, collaboration and critical thinking. Texas has 20 different education service centers throughout the state that have been set up to support educators with their teaching. They offer everything from professional development on teaching, instruction and curriculum to bus driving courses. Their remit is to help school districts in any way possible.Read More
We’re pleased to announce that Teaching Online Masterclass (TOM) Series 2 is now available!
TOM is a free online professional development resource for educators making the leap into remote teaching and learning. With a catalogue of bite-sized videos produced in partnership with Innovate UK, TOM 2.0 will guide the skills K-12 educators can expand on to boost their online teaching. Watching and acting on the practical tips delivered in TOM series 2 will encourage confidence in teachers, and notably, create an enhanced online learning experience for students.Read More
Motivating and engaging learners can be challenging in any learning environment. But understanding self-determination theory will give you a structure for helping you do this. Self Determination Theory represents a broad framework for the study of human motivation. It suggests that when people are motivated to grow and change, they become self-determined.Read More
2021 has started off with homeschooling in the UK. A webinar I attended earlier this week on Lessons Learned from Covid-19, made it clear the correct term is online learning and not remote learning as there is nothing remote about it. It certainly brings us closer together in that virtual way, but it also opens up new opportunities, such as amazing guest lectures from people who would have otherwise never traveled to give a lecture. You can watch Educate’s webinar here.Read More
This year we’ve all had to learn to do lots of things in different ways. Central to my business life are conferences and exhibitions, an opportunity to get together with those who are like-minded, share our knowledge, learn from each other, show our best and get to know one and other better face-to-face.
This month I’ve attended two – Edutech Middle East and Frankfurt Book Fair. Although covering different subject areas, the themes were similar. In the case of Edutech, how are schools and learning systems changing because of the global pandemic and in the case of the Frankfurt Book Fair, how is the publishing industry changing in a brand new online world?
In both instances, the switch in demand to digital services for education and content has been sudden and considerable. This was backed up by major education publishers – on 5th October The Bookseller published an article where Pearson, Scholastic and Hodder all reported that digital sales were sky-rocketing as a result of the global pandemic. In the Middle East, where oil-rich states spend lavish amounts on technology, content and infrastructure, AI has been the saviour helping to manage the massive amounts of data which are being generated by a full switch to a digital learning world.
It hasn’t been a case of having to start from scratch either. There has been massive investment in the education sector in the creation of digital learning resources, the technology to deliver these and the infrastructure needed for learners to effectively learn in a purely digital world for around 20 years. It wasn’t though until these had to be relied on 100%, that they were relied on 100%. The pandemic has accelerated everything. Those publishers whose digital infrastructure and content were strong, structured and ready to deliver has benefitted tremendously whereas those whose wasn’t have had a tough time.
In the world of education in the Middle East, a parallel and similar story has played out to the same conclusion. The technology has been in place for some time, but it was the pandemic which was the catalyst to make a full transition to the widespread use of that technology by teachers and students in their day-to-day lives.
The biggest changes I’ve had to face in my daily life this year is the huge increase in screen time and the complete lack of human interaction other than by a screen that I’m having right now. I’m pretty larger than life and over the years have enjoyed participating in hundreds of physical conferences and exhibitions. I enjoy getting together en masse with like-minded people from my industry or area of specific interest and discussing all the ins and outs of these, meeting new people and learning new facts and points of view. Since March I’ve been out of my house for business on two occasions and now with everyone glued to their screens because conferences are back in full swing, I’ve learned that watching short video precis of conference presentations which some are producing, or having the video and sound on whilst sitting in the digital networking area, or whilst making comments/asking questions in the chat field to the panel, is allowing a different and unique sort of involvement.
At both online conferences, I’ve been able to make new contacts and ask questions which were answered. Whilst I’ve missed seeing people that I’ve known for many years, and I’ve missed the physical interaction which is lost in the 2D world of a presentational live stream or video, I’m finding different and interesting ways to manoeuvre my way through the proceedings of an online conference.
All around us things have changed this year. The feedback from learners I hear both from my own children and those presenting as case studies at conferences is that the educational world they’re in now is one that they recognize more than before. I have noticed the considerable uptick in digital learning that my son’s school have offered this year – a full online learning platform with interactive video, games and puzzles helping him through the maze of really getting to grips with reading, writing arithmetic in year one at school. We had our first year one parent/teacher meeting on Zoom!
My hope is that we will return soon a more normal way of living. I hope to be able to visit in person conferences and exhibitions again that are relevant to my work and business sector.
But for the time being, my trusty laptop and smartphone are doing the hard yards and bringing the world to me.
The whole notion of online teaching and professional development is not an old one. In fact, I was surprised to learn that its history begins way back in 1981 when the Western Behavioural Sciences Inst in La Jolla, CA, started running distance education for business executives via computer conferencing. Since then, many multinational businesses have grown within the space and traditional businesses have metamorphosised through a move to online learning.
Kids are turning up aged 5 at school now with a digital-savvy to rival the best. Teachers have access to whiteboards, laptops, internet connections, online resources from publishers, brands, non-profits, digital content, VLEs and it all works swimmingly. Right? Well judging by what I have seen of my son’s first one year and one month of primary school, there’s still room for improvement.
When faced with a complete lockdown and need to provide proper online teaching, the local education system, appeared to creak at the seams. Maybe it is because it doesn’t seem as though there has been a concerted effort to couple the introduction of new technology in schools, with the introduction of blended learning methodology in teacher training. This would overall raise the bar in state education and without this approach, digital learning and digital content become ancillary to the ‘analogue’ classroom experience.
My first interaction with online digital learning was around 15 years ago in the professional space when a member of my team excitedly showed me Lynda.com, now of course Linked In Learning. Lynda was the gateway to the world of online learning for me – many of the experiments and projects we were attempting to do at that time as an early digital publishing team, were beyond our combined knowledge and capability, and being on tight budgets invariably we would learn software packages or web design techniques via the easy-to-use searchable interface that Lynda provided. I didn’t look back.
Since then, there has been a massive increase in the amount of both office and classroom hardware and software being produced and sold all around the world along with all manner of different attendant courses on how to make everything work.
In the classroom, the ubiquitous classroom whiteboard is supplemented with voting pads, laptops, iPads, and a whole host of other technology hardware and software products and services. As this has grown, the amount of video content has grown targeting teachers and giving them tips on how to use it.
This year the COVID crisis has highlighted both the need for increased interaction with online resources in any form of education for both teachers and learners. Our own recently launched TOM – Teaching Online Masterclass is a free online professional development resource for teachers making the leap into remote teaching and learning. Teachers, who hold a crucial role within the education eco-system, are being rapidly upskilled in the methodology of teaching both in the classroom and online using a blend of different learning experiences. This is key to creating the community they create in the classroom, in the online space – a definite challenge. If they don’t, they risk being left out in the rain. Their pupils will become alienated and the process will become soggy and tired.
We have learned from my son’s school that at the flick of a switch, his year one teacher can take the classroom experience and re-create it online with individual 1:1 teacher Zoom time factored in for each and every child online too. We now have a timetable for home-learning should the school be closed, and if it’s needed will give him 1:1 teacher Zoom time every two days – something which in its own right is no mean feat.
Teaching and learning are going through an enforced change right now. With little or no notice, thousands of schools up and down the country are having to adapt and change to home-schooling supported by the teacher online. Whilst the last lockdown was pretty much a write-off educationally from the perspective of every fellow parent that I’ve spoken to, there seems to have been a huge technology uptick in our local school since. Systems have been geared up to make sure that everything can be run as if it were in the school, and a questionnaire sent before the term even started has made sure that every child has access to the technology needed in a home-schooling environment, if just via a smartphone.
We are hoping that school stays open, but if not, then this time round, teachers and their pupils have better support. Let us hope it will be a more fun and educational time.
We’re pleased to announce that Teaching Online Masterclass (TOM) a free course for educators to help adapt to online teaching is now available to view at tom.makematic.com
TOM is a free online professional development resource for teachers making the leap into remote teaching and learning. With a focus on pedagogy over technology, it’s a catalogue of bite-sized videos produced in partnership with Adobe, ClickView, iCivics and Participate. TOM contains 50+ professional development videos from K-12 online teaching experts about online pedagogy, designing online classes and curriculum, building communities of practice and digital well-being.
“TOM is a series that has been created with K-12 educators in mind. It focuses on online pedagogy over technology and really takes into account what the research tells us works in this space. The contributors were carefully chosen because of their expertise in the K-12 education space, as practitioners or professionals who really know what it takes to be a super online educator. More than ever educators are crying out for resources such as this, and that’s why it’s such an exciting project to be involved in.” Tara Walsh, Makematic’s Director of Engagement and Innovation, said.
“We work with tens of thousands of incredible teachers who are facing so much uncertainty in their work. That makes it extra important for one thing to remain certain – that teachers are talented professionals who know what effective instruction looks like. With the right guidance, there’s no reason they can’t transfer that effective instruction to online spaces. TOM is that guidance. It meets teachers where they are and provides targeted and convenient coaching to elevate their online practice.” said iCivics’ Chief Education Officer, Emma Humphries.
TOM is now available to watch for free at tom.makematic.com.
TOM is also available at Adobe Education Exchange. Sign up to earn an Adobe digital badge and 4 hours of accredited professional learning.