OECD report on the state of school education one year into the pandemic
OECD (2021) The state of school education: one year into the Covid pandemic Paris, France: OECD, pp. 50
The crisis has revealed the enormous...
Teaching large lecture classes online in the fall?
Getting ready for the fall
In many countries, including Canada, it is expected that most people will be vaccinated by September. Thus many students are...
How to address the skills agenda in higher education: a German perspective
Ehlers, U-D. (2020) Future Skills: the future of learning and higher education Karlsruhe, Germany: Herstellung und Verlag, pp. 311
What is this book about?
This free,...
Why sex is more fun than swotting: further discussion on asynchronous vs synchronous learning
Binary thinking
There are two kinds of people: those who divide people into two groups; and those who don't. Both humans and computers seem more...
Impact of emergency remote learning on college success and retention
Lundqvist, A., Rice, A. and Widenhorn, M. (2020) The Pandemic College Student Experience:Implications for Student Success and Retention Anthology Inc., November
The 'quick and dirty'...
Students’ responses to remote learning in the fall: Top Hat survey
Top Hat (2020) Higher Ed Students Grade the Fall 2020 Semester, Top Hat (accessed November 19, no published date)
Top Hat is an online publisher...
Is this the future of online learning?
Rosen, K. (2020) 2020: Lost Year of Schooling or Year One in a New Era of Education? Attention FWD, November 12
I found this an...
10 Lessons for a Post-Pandemic World from Covid-19 for Canadian universities and colleges
2020: Resilience and adaptability
“Canada responded amazingly well to the challenge of adapting to an existential threat to its post-secondary education system. The system...
Why school boards need to listen to online learning professionals
Guzman, Y. (2020) Students miss out and teachers feel overwhelmed as school boards blend in-person and virtual classes The Globe and Mail, November 1
As...
The importance of ‘intangibles’ in teaching and learning
I'm going to raise a fundamental epistemological issue here about how we know things to be true. This starts off fairly abstractly but like...