COVID-19 and the opportunity to design a more mindful approach to learning

Hughes, Conrad

doi:10.1007/s11125-020-09492-z

Cited by 19 publications

(19 citation statements)

References 3 publications

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“…He sees the crisis as an opportunity for positive change, although he also sees the risks of the proliferation of technology without good pedagogy being developed in parallel with it. According to Hughes (2020), pandemic pedagogy has forced educators to concentrate on the very core of teaching in their subject area. As Robinson (2020, p. 7) states, we need to think carefully 'what kind of normal do we want to go back to?'…”

Section: Discussionmentioning

confidence: 99%

The Effects of Remote Pandemic Education on Crafts Pedagogy: Opportunities, Challenges, and Interaction

Kouhia

Kangas²,

Kokko³

2021

CEPSj

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The Covid-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challenges it faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students’ everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students’ peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the Covid-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

The Effects of Remote Pandemic Education on Crafts Pedagogy: Opportunities, Challenges, and Interaction

Kouhia

Kangas²,

Kokko³

2021

CEPSj

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“…This is an opportunity to escape some of the content-heavy assessment and process that has turned many schools into highly competitive knowledge instrumentals. By concentrating on deep learning and life-worthy knowledge rather than surface learning and test-worthy knowledge, future approaches will move closer to a holistic and enduring goal of education: to gently sow the seeds of lifelong learning for the public good (Hughes, 2020).…”

Section: Prospectsmentioning

confidence: 99%

Practices, Challenges, and Prospects of Online Learning during Covid-19 Pandemic in Higher Education: Lecturer Perspectives

Simamora

Fretes

Purba

et al. 2020

Stud. Learn. Teach.

113

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This study aimed to investigate the lecturer' perspectives during COVID-19 pandemic in higher education. The participants have consisted of 8 from various universities in Indonesia. In this study, researchers chose narrative analysis as a research approach. A narrative analysis was used to explore lecturer perspectives or views on e-learning based on the practices, challenges, and prospects during COVID-19 pandemic. Based on the lecturers' perspective, the researchers concluded that online learning applications are beneficial for some lecturers to deliver lecture material without face to face, although there are some obstacles such as inadequate internet access. Some campuses provide self-developed applications to facilitate teaching lecturers and provide access to students to study lecture material. Some teachers also used online learning service provider applications or third parties such as Youtube, Zoom, Google Meet, Google Classroom and other online applications. Overall lecturers in universities can use existing learning applications. Efforts are needed to develop further, train, and improve infrastructure facilities to support online learning in the future. Online learning has high prospects and potential to be applied due to its extremely related to technological developments and ever-changing times wherever everything is quick and economical.

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“…Like others, we have found that the situation of the pandemic is a subject that enters naturally into the conversation, either directly (e.g., by teachers’ and student-teachers’ desires to debrief with one another after their day with students, masks, visors, and restricted movement and materials) or indirectly (as teachers gravitate toward creating thematic units on anxiety, worries, and wellness, or wish to critically revisit and improve their pandemic practices) (Hughes Henry and Kushnick 2020 ). Mindful of students’ accumulated time online and onscreen, we have tailored contact time in class to intervals that do not exceed two hours (Hughes 2020 ). We continue our practices of breaking into small groups (using Zoom breakout rooms), which tend to be smaller than before (e.g., three rather than six students) so as to reach for greater intimacy.…”

Section: Conclusion: Pandemic Teachingmentioning

confidence: 99%

Locked in and locked out: Covid-19 and teaching “remotely”

Strong‐Wilson

Yoder

2021

Prospects

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Covid-19 has rendered education “remote”, opening a chasm in space and time between teachers and students, between how teaching and learning was practiced before and how it is practiced now and for the foreseeable, uncertain future. As many educators find themselves both locked in and locked out, this article seeks to sort through the implications of this remoteness . The article builds on the work of William F. Pinar and George Grant, to argue that technology is an ontology shaping how we encounter who we are and the world in which we live. Caught within the tightening circle of a Covid-19 environment predicated on keeping our distance from one another, while we are connecting technologically, at risk is the complicated conversation, as well as attunement, that lie at the heart of teaching, even as teachers know that it is only through improvisational variations on these that one can hope to chart an ethical course forward.

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COVID-19 and the opportunity to design a more mindful approach to learning

Cited by 19 publications

References 3 publications

The Effects of Remote Pandemic Education on Crafts Pedagogy: Opportunities, Challenges, and Interaction

The Effects of Remote Pandemic Education on Crafts Pedagogy: Opportunities, Challenges, and Interaction

Practices, Challenges, and Prospects of Online Learning during Covid-19 Pandemic in Higher Education: Lecturer Perspectives

Locked in and locked out: Covid-19 and teaching “remotely”

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