Let’s keep adapting, evaluating, and changing

It would be safe to say that teachers have not stopped pivoting since Lockdown. From level 4 online teaching, to level 3 blended teaching, to level 2 mostly back in the classroom teaching.

Two things have been proven: teachers are incredibly good at adapting; and the education system is not as heavy, solid and unwieldy as previously regarded. Change was researched, implemented, carried out and continuously evaluated – exactly as it should be.

There is an incredible amount of conversation around the world as a result of COVID – businesses are being advised to plan for automation, different economic models are being thrown into the mix, leadership is being questioned and technological innovation is being heralded as our way out of the crisis. All this reinvention is happening against a backdrop of getting students settled back into school life as they knew it as quickly as possible, to ensure the least amount of trauma.

Here’s another conversation: “Let’s do in education, what is happening in business.”

Let’s do things we couldn’t do before; and build on the change already implemented. The most important consideration in all of this should indeed be our children, but let’s drive them forward, not send them back in time to outdated teaching practices.

Earlier this week, previous DCL students joined us for a virtual debrief of the past two months and one incredible exercise was “bin it or bag it” – as in, what recent learnings or activities would we like to put in our backpack and take with us moving forward, and what would we like to bin?

The insights were interesting, with teachers united in bidding farewell to paperwork: “Anything that can be done online, should be. Let’s save the trees!”, they wholeheartedly agreed. The backpack would be filled with flexible routines, collaboration and the continuation of an online element to learning, particularly for those kids that flourished in that environment. The internet would continue as a portal of inspiration and knowledge that literally brings the world into the classroom; guests would be invited to inspire classrooms via Zoom and neighbouring school communities would be connected virtually for shared projects

In many households, parents were way more affected by online learning than students. In fact, online classrooms almost made school more of a natural part of our children’s 21st century digital lives. School under this model then becomes incredibly important not purely as a source of knowledge, but as a place of connection.

If we are thinking about school as reflecting and preparing for a 21st century world, then digital learning should include all the collaboration and connection of the physical school.

This is precisely what our Postgraduate Certificate in Digital and Collaborative Learning is all about – embracing the freedom and inspiration that comes from the confidence in navigating and manipulating digital tools to unlock your classroom’s portal to limitless connection. 

Let’s use this moment as our starting point and move on with backpacks filled with collaborative, relevant, digital pedagogy.

Spread the knowledge