Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning

Foreword by Nian-Shing Chen
Foreword by Federico Moran
Contents
About the Editors
Part IGlobal Learning and Crisis
1 Education in a Crisis Context: Summary, Insights and Future
	1.1 Education in a Context of Crisis
	1.2 Insights from Practice for Learners, Teachers and Global Strategy
	1.3 About the Future
	References
2 A 6-Key Action Plan for Education in Times of Crises
	2.1 Introduction
	2.2 Education in a Situation of Crisis. An Action Plan from Education
	2.3 Going Online as the Only Option: Moving from Chaos to an Emergency Plan
		2.3.1 Key # 1: Making a Decision
		2.3.2 Key #2: First Aid for Stakeholders’ Shock (Comfort Zone)
		2.3.3 Key #3: Choosing Digital Platforms and Tools
		2.3.4 Key #4: Establishing Technical Support Systems
		2.3.5 Key #5: Continuous Follow-Up and Formative Assessment
		2.3.6 Key #6: Keeping an Eye on Future Reform
	2.4 Conclusion
	References
3 How to Fight Against Drop Out and Demotivation in Crisis Context: Some Insights and Examples from Italy
	3.1 Introduction
	3.2 Learning Loss in Italy
	3.3 Distance Learning During the Lockdown
		3.3.1 Students’ Motivation During the Pandemic
		3.3.2 Distance Teaching and Teachers’ Motivation
		3.3.3 Evidence-Based Solutions During the Lockdown
		3.3.4 The Enhanced Role of the Family
	3.4 Prevent Dropout Among the Most Disadvantaged: Two Examples From Italy
		3.4.1 Oltre Le Distanze (Beyond Distances)
		3.4.2 Educational Arcipelago (Arcipelago Educativo)
	3.5 Discussion and Conclusions
	References
4 An Instructional Design Process for Emergency Remote Teaching
	4.1 Introduction
		4.1.1 Why is Emergency Remote Teaching Different
	4.2 Instructional Design
		4.2.1 ADDIE—Analysis
		4.2.2 ADDIE—Design
		4.2.3 ADDIE—Develop
		4.2.4 ADDIE—Implement
		4.2.5 ADDIE—Evaluate
	4.3 Supporting Faculty for ERT
		4.3.1 Planning Support
		4.3.2 Support Strategies
	4.4 Discussion and conclusion
	References
5 Effective Global Mobility and International Recruitment During A Pandemic
	5.1 Introduction
		5.1.1 A Brief COVID-19 Timeline
		5.1.2 Impact on Student Mobility
		5.1.3 Impact on Enrolment Pipelines
	5.2 Survey Methodology
		5.2.1 Student Survey Methodology
		5.2.2 Institution Survey Methodology
	5.3 Survey Findings
		5.3.1 Student Survey Findings
		5.3.2 Institution Survey Findings
	5.4 Discussion and Conclusion
	References
6 Remote Special Education During Crisis: COVID-19 as a Case Study
	6.1 Introduction
	6.2 Method
		6.2.1 Research Questions
		6.2.2 Experimental Procedure
		6.2.3 Data Analysis
	6.3 Results and Discussions
		6.3.1 How Learners with Disabilities Are Learning Remotely During COVID-19?
		6.3.2 What Are the Methods to Remotely Assess Students’ Learning Performance?
		6.3.3 How Parents Can Contribute to the Remote Special Education During COVID-19?
		6.3.4 What Are the Challenges that Could Be Faced While Teaching Remotely Learners with Disabilities During COVID-19?
	6.4 Discussions and Recommendations
	References
7 Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic
	7.1 Introduction
	7.2 Global Recommendations
	7.3 Risks
	7.4 Online Evaluation Scenarios
		7.4.1 Typology of the Practical Component
		7.4.2 Online Assessment of the Theoretical and Practical Parts of the Subjects
	7.5 Discussion
	References
8 Some Challenges for Universities, in a Post Crisis, as Covid-19
	8.1 Introduction
	8.2 Potential Future Scenarios
		8.2.1 Three-Phase Response to COVID-19
		8.2.2 Levels in the Education Ecosystem
		8.2.3 In Whose Interest?
	8.3 OER as Change Agents
	8.4 Discussion and Conclusion
		8.4.1 Lessons Learned
		8.4.2 Conclusions
	References
Part IITeachers Support in Crisis
9 From Classroom to Online Lessons: Adapted Methodology for Teachers
	9.1 A Shift in the Educational Paradigm
	9.2 Anatomy of a F2F Classroom Lesson
		9.2.1 Lecture-Related Activities
		9.2.2 Simultaneous Playback of Audiovisual Material
		9.2.3 Laboratory-Related Tasks
		9.2.4 Discussion Panels
		9.2.5 Exams or Evaluation Activities in a Defined Time
		9.2.6 Student Presentations
		9.2.7 Async Assignments and Tasks Performed in Groups
	9.3 Methods Used in Online Learning
		9.3.1 Learning Management System
		9.3.2 The Virtual Classroom Environment (VCE)
	9.4 Current Online Methodologies
	9.5 Summary and Final Recommendations
	9.6 Conclusions
	References
10 Crisis and Opportunity: Transforming Teachers From Curriculum Deliverers to Designers of Learning
	10.1 Introduction
	10.2 International Home-Based Learning Initiatives
	10.3 New Roles for Teachers
		10.3.1 Challenges and Opportunities for Teacher Growth
	10.4 Discussion and Conclusion
	References
11 Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study
	11.1 Introduction
	11.2 Methods
	11.3 Potential Challenges of Remote Teaching
		11.3.1 Technical Challenges
		11.3.2 Psychological and Emotional Challenges
		11.3.3 Social Challenges
		11.3.4 Pedagogical Challenges
	11.4 Solutions for Remote Teaching Challenges
		11.4.1 Technical Support
		11.4.2 Psychological and Emotional Support
		11.4.3 Social Support
		11.4.4 Pedagogical Support
	11.5 Conclusion
	References
12 Teaching the Teachers
	12.1 Introduction
	12.2 Discussion
		12.2.1 Revisiting Campus-Based Provision
		12.2.2 Revisiting Systemic Assumptions
		12.2.3 Revisiting Teaching
	12.3 Conclusion
	References
13 Transitioning to Online Teaching
	13.1 Introduction and Background
	13.2 Teacher Training and Support
		13.2.1 Technical Professional Development
		13.2.2 Online Shared Repository for Support and Resources
		13.2.3 Acknowledging Constraints
	13.3 The Design of the Course
	13.4 Teacher Belief and Perception
	13.5 Student Participation in Online Classrooms
	13.6 Discussion and Conclusions
	References
Part IIILearners Support in Crisis
14 From the Paper Textbook to the Online Screen: A Smart Strategy to Survive as an Online Learner
	14.1 Introduction
	14.2 Were We Ready for Distance Learning?
		14.2.1 Prerequisite Skills for Teachers
		14.2.2 Student Skills and Prerequisites
	14.3 Teaching in the Digital Age
	14.4 Facing the Disruptive School During the Covid-19 Crisis
		14.4.1 Digital Impact
		14.4.2 Family Impact
		14.4.3 Psychosocial Impact
		14.4.4 Impact on Higher Education
	14.5 Adopted Solutions in Times of Crisis
		14.5.1 Requirements for Remote Education
		14.5.2 Adopted Solutions to Remote Learning
	14.6 Conclusion and Perspectives
	References
15 Supporting Learners in a Crisis Context with Smart Self-Assessment
	15.1 Introduction
	15.2 Background and Related Work
		15.2.1 Learning in a Crisis Context: An Autonomous Learning Perspective
		15.2.2 On Continuous Adaptive Self-Assessment
		15.2.3 Motivation of the Research and Research Question
	15.3 Brief Introduction to SmartU
	15.4 Mixed-Methods Explanatory Study
		15.4.1 Participants and Study Design
		15.4.2 Data Collection
		15.4.3 Data Analysis
	15.5 Results
		15.5.1 Questionnaire Mean Variables
		15.5.2 Correlations
		15.5.3 Independent Samples T-test
		15.5.4 Results from the Interviews
	15.6 Discussion and Conclusions
		15.6.1 Factors Affecting Attitude and Motivation
		15.6.2 Covid-19 and Its Implications—Limitations
		15.6.3 Conclusions
	References
16 Tawasol Symbols: Alternative Augmented Communication Pictograms to Support the Inclusion During Pandemics
	16.1 introduction
	16.2 What Are AAC Pictograms
	16.3 Background
	16.4 Overview of Tawasol Symbols Project
	16.5 COVID-19 Symbols Initiative
	16.6 Mada Digital Inclusive Education Portal
	16.7 Discussion
	16.8 Conclusion
	References
Part IVCase Studies
17 Chinese Experience of Providing Remote and Flexible Learning During COVID-19 Pandemic: A Case Study of Maintaining Education in Crisis Contexts
	17.1 Introduction
	17.2 Method
		17.2.1 Participants and Methodology
		17.2.2 Data Collection and Analysis
	17.3 Results
		17.3.1 How to Implement Flexible Learning at the Institution Level to Maintain Teaching and Learning During the COVID-19 Pandemic?
		17.3.2 What Challenges Do Teachers, Learners, and Institutions Faced in Implementing Flexible Learning During the COVID-19 Pandemic?
	17.4 Conclusions
	References
18 How Online Solutions Help Beat the Lockdown in Higher Education: A Central Asia Case Study
	18.1 Introduction
	18.2 Teaching Platform with Adds-On for Remote Lectures and Exams
	18.3 Current Actions, Lecturers’ Experience, and Students’ Feedback
	18.4 Discussion and Conclusion
	References
19 A Key Action Plan for EDUCATION in a Global Crisis
	19.1 Introduction
	19.2 The Impact of COVID-19 on Teaching and Learning
	19.3 Experience at UNIR, An Online University
		19.3.1 COVID-19 Management and Outcomes for UNIR Personnel
		19.3.2 COVID-19 Management and Outcomes at UNIR Graduate and Postgraduate Programs
	19.4 Experience from a Cambridge University Perspective
	19.5 Discussion and Conclusion
	References
20 How School Has Changed for 3–14-year-Old Students: An Italian Case Study
	20.1 Introduction
	20.2 Context
	20.3 Actions Implemented During the Emergency
		20.3.1 Kindergarten
		20.3.2 Primary School
		20.3.3 Secondary School
	20.4 Conclusion
	References
21 Online Learning in K-12 Schools Amid Covid-19 in South Korea: Challenges and Opportunities
	21.1 Introduction
	21.2 Educational Policies Amid Covid-19 in South Korea
		21.2.1 Guidance for Three Types of Online Class
		21.2.2 Guidance for Disadvantaged Students
	21.3 Considerations and Issues
	21.4 Opportunities for Future Education
	21.5 Conclusion
	References
22 A Flexible Educational Model to Support University in Times of Crisis: The Open Spaces Educational Framework (OSEF)
	22.1 Introduction: Reasons for a New Model
		22.1.1 Project Innovations
		22.1.2 Technological Innovation
		22.1.3 Adapting OSEF in Contexts of Crisis
	22.2 Morocco as the Centre of the Active and Inclusive Model. Case Study
	22.3 Definition of the Model
		22.3.1 Socio-constructivism in the OSEF Model
		22.3.2 Internships
	22.4 Ten Principles
	22.5 Conclusion
	References
23 Insight: A Cancelled Future. What’s Next for Universities and Colleges?
	23.1 The Wider Context: Understanding the Operating Environment for Higher Education
	23.2 The Impact of COVID-19 on Higher Education
	23.3 The Future for Universities and Colleges
	23.4 The Challenge for College and University Leaders
	23.5 Start from an Unvarnished View of the Current State
	23.6 Understand Purpose
	23.7 Think Back from the Future
	23.8 Identify the Direction of Travel
	23.9 Identify 3–5 Strategic Moves that Will Be ‘Enablers’, no Matter Which Scenario Emerges
	23.10 Look for Identifiable Triggers
	23.11 Be Ahead of the Challenge
	23.12 The Role of Technology in a Different Future for Higher Education
	23.13 Design as the Driver
	23.14 Technology as an Enabler
	23.15 System Wide Change Potential
	23.16 The Cancelled Future
	References and Notes