Amid the trauma of the COVID-19 global pandemic and the proliferation of online and screen-based learning, educators are currently exploring what will happen when schools and other learning organizations go back to “normal,” wondering if there will be a return to the routines, practices, and habits of pre-pandemic education.
Yet, many educators are rightly resisting the urge to return to the old “normal.” How do we rethink our practice and integrate the emergent learnings, best practices, and strategies that have supported learners through hybrid, blended, and virtual education this year? How do we leave behind, or “unlearn,” some of the prior practices that are outdated and no longer meet current needs? The goal of Action Planning for the New Normal is to support educators to rethink past practices, synthesize take-aways from 2020 - 2021, and explore their vision for a “new normal.” Join us as we collaboratively discuss the good, the bad, and the ugly from the past year, with an eye toward the future. You will leave with a practical action-plan that integrates best practices for moving forward for the forthcoming school year.
This new four-week, asynchronous workshop will help educators in both the K12 and higher education sectors identify and reflect on best teaching and learning practices that have been explored during remote education and incorporate those learnings into future plans. You will be provided with the space, opportunity, and support needed to reflect, assess, and plan for the forthcoming school year in an intentional, guided, and research-based manner. We will share a range of resources, articles, and models to help you think about what would work best for you, your students, and your system. This workshop will feature HGSE faculty members Barbara Treacy, Chris Dede, and Jal Mehta, along with alumnus and author Stepan Mekhitarian, as expert contributors as we explore the future of learning through media and technology.
The workshop is lightly facilitated with an emphasis on developing a community of practice. You will reflect on the wins from your 2020 - 2021 experience that you want to bring forward. You'll synthesize how to use what you learned to enhance equity, inclusion, and excellence for all learners.
Light Facilitation Model:
Participants engage in a weekly process of reflection, discourse, and application. First they will be guided with prompts embedded in the workshop content to reflect on their own practice, experiences, and learners. Next, they will engage with other participants on specific strategies and problems and practice in a text-based, threaded online discussion. Then, participants will apply their learning through an ongoing, iterative action plan that they continue to build each week. Participants will receive peer feedback on their action plans during Week 2, 3, and 4.
Facilitators will synthesize the online discussions in a weekly shared post. Although the syntheses are robust, participants do not receive individual feedback on action plans from facilitators (only peers).
The coached model is offered for those individuals and teams who have the interest, time, and capacity to focus more intently on the course experience. This model will be more interactive and will offer participants the opportunity to engage directly with a Harvard trained facilitator. Participants will engage in the text-based threaded discussions, while receiving the weekly synthesis from the facilitator. In the coached model, participants working as individuals or teams will receive additional weekly feedback on their specific action-plans from a designated facilitator. Feedback will be detailed, personalized, and supportive, including probing questions for consideration, strengths, and areas for improvement. Participants who engage in the coached model can expect a blend of individual or team written feedback and real-time group feedback via videoconference.
- Social and emotional learning as mediated through media and technology
- Equity, access, and the digital divide
- Assessment norms, quality, and ethics in online and blended learning
- Engagement and motivation
- Informal learning through screen-based media
- Re-entry and transitional support
- Exploring and rethinking learning loss
- Reflect upon the experiences of using media and new technologies for learning throughout the past year
- Consider, discuss, and determine what practices you intend to keep, discard, and/or rethink for the forthcoming year, and what has or will become part of your core teaching methodologies for the future
- Identify emergent practices for using media and technology to support children and young people from the perspectives of social, emotional, and cognitive development
- Consider specific issues relative to the forthcoming year, including the concept of learning loss and re-entry anxiety
- Explore the foundational research and theories underpinning practical strategies
- Apply your learning through concrete, practical action-planning and strategizing
- Engage in an active community of practice with educators from around the world
Who Should Attend
The program is designed specifically and intentionally for both higher education and K-12 educators at all roles and levels. The experience is differentiated to ensure relevance and applicability for participants. There are opportunities for collaboration among and across role-alike groups. Participants may include:
- Curriculum Directors
- Instructional Leaders
- Instructional Technologists
- Digital Learning Leaders