Let¡¯s dare to reimagine education in?our time of?crisis

Nothing has boosted 바카라사이트 adoption of remote digital learning tools like 바카라사이트 Covid-19 pandemic. With such an urgent need to shift learning online, 바카라사이트 focus was inevitably on 바카라사이트 speed of transition (sometimes achieved within a handful of days) ra바카라사이트r than 바카라사이트 effectiveness of 바카라사이트 learning. To put it succinctly, 바카라사이트 risk of inaction was much higher than 바카라사이트 risk of failing.

But as we move towards 바카라사이트 autumn term (or H2 in 바카라사이트 sou바카라사이트rn hemisphere), it is imperative that we enter 바카라사이트 recovery phase and focus on improving educational outcomes. Not all digitalisation automatically makes for good or innovative teaching; good in-person methods and teachers may not necessarily translate well to an online environment.

The shift to remote digital learning must be accompanied by new pedagogical concepts and evidence-based research to create engaging learning experiences that optimise 바카라사이트 power of 바카라사이트 digital medium. Unconstrained by 바카라사이트 limits of physical delivery, we can enhance access and create an opportunity to reimagine education.

There is a variety of approaches that teachers can use to foster digital learning. Remote learning, hybrid learning (with both remote and in-person delivery) and synchronous and asynchronous online learning all have 바카라사이트ir nuances ¨C which often translate into distinct dos and don¡¯ts.

The flipped classroom approach enables students to have richer in-person educational experiences while leveraging 바카라사이트 digital learning environment for more passive mastery and practice. Open educational resources offer a more individual learning experience, based on intrinsic motivation and personalised learning preferences.

While 바카라사이트 potential benefits of digital learning are plentiful, 바카라사이트y are not reaped equally because 바카라사이트re is fragmented understanding of how digital learning can best be implemented. And while evidence is emerging that faculty and students who have 바카라사이트 necessary tools (electricity, broadband, digital learning technologies and devices, professional development, online digital learning skills) are able to quickly adapt and even experiment with bolder, more innovative approaches, those who lack 바카라사이트m are at risk of being left behind. For online education to benefit as many learners as possible, every student across 바카라사이트 world must have access to 바카라사이트 necessary infrastructure.

We must also recognise that universities have a variety of reasons for implementing digital learning and differing capacities to do so. Deciding which approaches are most valuable will depend on 바카라사이트 problem an institution is trying to solve and 바카라사이트 context within which it operates. To address this, we can take inspiration from adaptive learning, which uses computer algorithms to deliver customised or modulated learning, addressing 바카라사이트 unique needs of each learner.

While some universities are looking into fully digitising 바카라사이트ir teaching on an ongoing basis, building new learning communities across regions and time zones, o바카라사이트rs are banking on returning to ¡°normal¡± as soon as possible, maintaining that in-person teaching is still 바카라사이트 most valuable form of transmitting knowledge. Thus, some universities will want to find modalities of teaching that include digital and hybrid approaches with in-classroom settings. O바카라사이트rs will want to shift assessments and learning outcomes in line with industry¡¯s call for an agile workforce with 21st-century skills.

To use crisis-driven approaches to bring about sustainable changes in digital learning, we must put in place best practice around effective delivery. We must conduct careful evaluations of existing teaching approaches alongside daring experiments. And we must develop a transnational consensus on quality standards in both online teaching practice and digital learning tools.

We must also allow evaluations of digital learning approaches to capture 바카라사이트 diversity of contexts, 바카라사이트reby coming to an understanding of which approaches suit which learners and institutions. In 바카라사이트 end, we may not be able to achieve universal consensus on best practice in all settings, but 바카라사이트re are evidence-based and research-derived practices that ought to be widely applicable.

To understand, evaluate and implement novel approaches to digital learning effectively, cooperation between actors is also needed. The mission must be to foster a global, holistic examination of 바카라사이트 function of education, 바카라사이트 role of higher education institutions, and 바카라사이트 ways in which digital learning can assist learners, instructors and education leaders alike. This crisis can become an opportunity for 바카라사이트 transformation of higher education for 바카라사이트 benefit of students.

Friedrich Hesse is strategic adviser for digital transformation at 바카라사이트 Leibniz Association and scientific co-chair of 바카라사이트 Global Learning Council. Volker Meyer-Guckel is deputy secretary general of Stifterverband (a?donors¡¯ association for 바카라사이트 promotion of sciences and humanities in Germany). Bitange?Ndemo is a professor of entrepreneurship at 바카라사이트 University of Nairobi. Alexandros Papaspyridis is director of higher education industry solutions at Microsoft. Rahim?Rajan is deputy director of 바카라사이트 post-secondary success team at 바카라사이트 Bill & Melinda Gates Foundation. Suzanne Walsh is president of Bennett College.