Embedding Learning Launch in Online Pedagogy

Challenge:

COVID 19 pandemic has forced us to bring some substantial changes in our life and one such  change is in the way we teach and learn in schools. Normal classes were suspended in most of  the educational institutes across India from March 2020. Since we started the new academic  session in April 2020, classes are held on online platforms due to lockdown and social  distancing norms. As everyone was caught unawares by this pandemic, no school was prepared  with an e-learning pedagogy. The result is, everyone is in the race to transform and convert a  conventional pedagogy designed for an on-campus physical classroom to the virtual mode using  various online platforms. This poses a major challenge in imparting effective learning keeping in  mind the holistic development of the child. This is also aggravated by the digital divide that  exists in our society.

As an educator, in addition to teaching my subject, I have to keep in mind the co-scholastic and  other learning outcomes which are imparted to the students through co- curricular and extra- curricular activities in the campus in pre-COVID 19 era. Both scholastic as well as co-scholastic  development of a learner in online mode of teaching and learning process requires not only a  pedagogy suitable for the e-learning ecosystem, but also a paradigm shift in our approach to  learn virtually. This would take time for all the stakeholders. Students and teachers alike are  making an earnest effort and it is pertinent at this point of time not to ignore the holistic  development of the child. Time will only unfold whether our efforts have been well directed  towards overcoming these hurdles to the desired extent. Could Learning Launch be the  panacea? Let us find out.

Selection:

Being a student friendly tool learning launch initiates the learner to 3 L’s i.e. look, listen and  learn and thus creating ‘awareness’ - awareness in every aspect, whether it is an awareness of a  problem (social, political, environmental, et al), sense of empathy, sense of wonderment, sense  of values etc.  Awareness sparks curiosity and a curious learner starts questioning. Once the  learner starts asking lots of questions it reflects that the leaner is undergoing the process of  understanding the problem through research and experimentation/trial and error. The process  of understanding may involve reading articles, watching videos, interviewing, surveying or  analyzing data. This leads in acquiring new knowledge and applying this newly acquired  knowledge to find solutions of the problem. In the process of finding potential solutions, the  learners not only share ideas, but brainstorm by analyzing and combining ideas to generate a  concept. Thus an artefact emerges, which provides the basic framework for a prototype.

At this stage the learner is excited to experiment with their creation (prototype) and take a  note of things/points that work out well or otherwise. If there is something that needs  attention the learners revise the steps of experimentation again and again, making it error free  and thus leading closer to success. When it is done, it is ready to launch. In this phase, the  learner/s are ready to share their work with others.

Application:

In order to facilitate the scholastic as well as non-scholastic learning outcomes in this new and  virtual ecosystem, I first re-established my teaching goals and also clearly defined what my  learners will achieve during the course. Keeping these goals in mind the entire module was  divided into smaller topics with subtopics. Empathy is required while deciding on the elements  of the pedagogy to be delivered. Hence my endeavour was to take into consideration the  learning needs of the students. Apart from the subject knowledge, students need to acquire  skills to collaborate and work in teams, take initiative for self-learning and peer learning,  develop interpersonal communication skills, presentation skills, and familiarity with digital  platforms. So keeping myself in place of the learners and taking into consideration the flow of  the course content, I tried to embed the design thinking tool of learning launch in my online  teaching and learning sessions.

As e-learning coach Connie Malamad says, “One of the most important areas we can develop as  professionals is competence in accessing and sharing knowledge.” Inspired by the quote, “The  key to a successful learning environment is structure”, I decided to develop a structure in my  virtual classrooms and thus Peer Assisted Learning groups (PAL groups) were created with the  following objectives and modus operandi.

Objectives:

1. Facilitating peer learning through active knowledge creation and continuous feedback.

2. Developing social learning skills through interpersonal approach which includes empathy,  self-awareness and self-regulation.

3. Enhancing online learning competences and team-work.

Modus operandi:

1. Each PAL group will consist of not more than 8 students.

2. Each PAL group will have a Peer Co-ordinator (PC) on rotation basis for a tenure of  approximately 4 weeks duration.

3. The role of the PC will be to co-ordinate PAL activities as below:

- facilitate smooth functioning of the group and monitor the learning outcomes

by resolving doubts/problems related to mathematics, through interacting amongst the group  members and/or, organizing online group study sessions.

- motivate and encourage group members to frequently interact with the group

members to clarify their doubts in order to complete various activities, tasks, assignments,  projects assigned by the teacher.

- be the point of contact for the teacher to assess group members’ learning and

overall understanding of the subject.

- bridge the learning gaps of the group, by clarifying with the teacher (during the

online classes), any doubts on the topics that have already been discussed.

Insight:

The idea of creating PAL groups is equally exciting and challenging. The main challenge lies in  forming groups keeping in mind the learners’ diverse aptitude, attitude and skills. It is observed  that though the learners have acquired the new IT skills but initially few students interacted   during the teaching –learning process. Most of the students were passive learners. Gradually  students became aware of their  problems, and became curious to learn, started interacting  share their knowledge, gave regular feedback. It came as a pleasant surprise to find that some  of the learners who mostly remained passive during the on-campus classes, started to actively  participate in these online classes. Giving feedback is a skill. Frequent and effective feedback is  an integral component for effective learning. It increases productivity and team harmony and it  became evident among the members of the PAL Groups. The learners developed empathy,  collaborative approach, mentoring and leadership skills. With collective intelligence, improved  communication skill,  good understanding and team spirit the learners of PAL groups  distributed the content among the groups. Each PAL Group designed their learning modules  made presentations, created videos, questionnaires, quizzes, etc. and presented it in their own  class.  The modules designed and created by various PAL groups of different classes were  uploaded in school ERP for wider viewing. In this process the learners (PAL groups) received  constructive feedback and they again worked on the presentations, thus bringing in lots of  improvement in the final product. My observation is that, the framework has triggered the  enthusiasm and to a certain extent shifting the balance of learning to the learners.

Approach:

I intend to incorporate the following as we go ahead with the academic session.

i. Role clarity for each member of the PAL group. This could be done by designing the activities  for the group in a manner that every member becomes responsible and accountable for  developing a collaborative learning artifact.

ii. Create a peer evaluated feedback mechanism that facilitates learning through collective  intelligence through inputs and feedback coming in from the entire class.

iii. Establish a rubric to capture initiative, coordination, inter-personal communication and  subject knowledge.

References:

1.  The  Launch  Cycle:  A  design  thinking  framework  for  education.

https://youtu.be/AsSLvOLkUYn

2. https://www.edx.org/course/launching-innovation-in-schools

3. https://learnlaunch.com/


Embedding Learning Launch in Online Pedagogy Challenge : COVID 19 pandemic has forced us to bring some substantial changes in our life and one such change is in the way we teach and learn in schools . Normal classes were suspended in most of the educational institutes across India from March 2020 . Since we started the new academic session in April 2020 , classes are held on online platforms due to lockdown and social distancing norms . As everyone was caught unawares by this pandemic , no school was prepared with an e - learning pedagogy . The result is , everyone is in the race to transform and convert a conventional pedagogy designed for an on - campus physical classroom to the virtual mode using various online platforms . This poses a major challenge in imparting effective learning keeping in mind the holistic development of the child . This is also aggravated by the digital divide that exists in our society . As an educator , in addition to teaching my subject , I have to keep in mind the co - scholastic and other learning outcomes which are imparted to the students through co- curricular and extra- curricular activities in the campus in pre - COVID 19 era . Both scholastic as well as co - scholastic development of a learner in online mode of teaching and learning process requires not only a pedagogy suitable for the e - learning ecosystem , but also a paradigm shift in our approach to learn virtually . This would take time for all the stakeholders . Students and teachers alike are making an earnest effort and it is pertinent at this point of time not to ignore the holistic development of the child . Time will only unfold whether our efforts have been well directed towards overcoming these hurdles to the desired extent . Could Learning Launch be the panacea ? Let us find out . Selection : Being a student friendly tool learning launch initiates the learner to 3 L ’s i.e. look , listen and learn and thus creating ‘ awareness ’ - awareness in every aspect , whether it is an awareness of a problem ( social , political , environmental , et al ) , sense of empathy , sense of wonderment , sense of values etc . Awareness sparks curiosity and a curious learner starts questioning . Once the learner starts asking lots of questions it reflects that the leaner is undergoing the process of understanding the problem through research and experimentation / trial and error . The process of understanding may involve reading articles , watching videos , interviewing , surveying or analyzing data . This leads in acquiring new knowledge and applying this newly acquired knowledge to find solutions of the problem . In the process of finding potential solutions , the learners not only share ideas , but brainstorm by analyzing and combining ideas to generate a concept . Thus an artefact emerges , which provides the basic framework for a prototype . At this stage the learner is excited to experiment with their creation ( prototype ) and take a note of things / points that work out well or otherwise . If there is something that needs attention the learners revise the steps of experimentation again and again , making it error free and thus leading closer to success . When it is done , it is ready to launch . In this phase , the learner / s are ready to share their work with others . Application : In order to facilitate the scholastic as well as non - scholastic learning outcomes in this new and virtual ecosystem , I first re - established my teaching goals and also clearly defined what my learners will achieve during the course . Keeping these goals in mind the entire module was divided into smaller topics with subtopics . Empathy is required while deciding on the elements of the pedagogy to be delivered . Hence my endeavour was to take into consideration the learning needs of the students . Apart from the subject knowledge , students need to acquire skills to collaborate and work in teams , take initiative for self - learning and peer learning , develop interpersonal communication skills , presentation skills , and familiarity with digital platforms . So keeping myself in place of the learners and taking into consideration the flow of the course content , I tried to embed the design thinking tool of learning launch in my online teaching and learning sessions . As e - learning coach Connie Malamad says , “ One of the most important areas we can develop as professionals is competence in accessing and sharing knowledge . ” Inspired by the quote , “ The key to a successful learning environment is structure ” , I decided to develop a structure in my virtual classrooms and thus Peer Assisted Learning groups ( PAL groups ) were created with the following objectives and modus operandi . Objectives : 1 . Facilitating peer learning through active knowledge creation and continuous feedback . 2 . Developing social learning skills through interpersonal approach which includes empathy , self - awareness and self - regulation . 3 . Enhancing online learning competences and team - work . Modus operandi : 1 . Each PAL group will consist of not more than 8 students . 2 . Each PAL group will have a Peer Co - ordinator ( PC ) on rotation basis for a tenure of approximately 4 weeks duration . 3 . The role of the PC will be to co - ordinate PAL activities as below : - facilitate smooth functioning of the group and monitor the learning outcomes by resolving doubts / problems related to mathematics , through interacting amongst the group members and/or , organizing online group study sessions . - motivate and encourage group members to frequently interact with the group members to clarify their doubts in order to complete various activities , tasks , assignments , projects assigned by the teacher . - be the point of contact for the teacher to assess group members ’ learning and overall understanding of the subject . - bridge the learning gaps of the group , by clarifying with the teacher ( during the online classes ) , any doubts on the topics that have already been discussed . Insight : The idea of creating PAL groups is equally exciting and challenging . The main challenge lies in forming groups keeping in mind the learners ’ diverse aptitude , attitude and skills . It is observed that though the learners have acquired the new IT skills but initially few students interacted during the teaching – learning process . Most of the students were passive learners . Gradually students became aware of their problems , and became curious to learn , started interacting share their knowledge , gave regular feedback . It came as a pleasant surprise to find that some of the learners who mostly remained passive during the on - campus classes , started to actively participate in these online classes . Giving feedback is a skill . Frequent and effective feedback is an integral component for effective learning . It increases productivity and team harmony and it became evident among the members of the PAL Groups . The learners developed empathy , collaborative approach , mentoring and leadership skills . With collective intelligence , improved communication skill , good understanding and team spirit the learners of PAL groups distributed the content among the groups . Each PAL Group designed their learning modules made presentations , created videos , questionnaires , quizzes , etc . and presented it in their own class . The modules designed and created by various PAL groups of different classes were uploaded in school ERP for wider viewing . In this process the learners ( PAL groups ) received constructive feedback and they again worked on the presentations , thus bringing in lots of improvement in the final product . My observation is that , the framework has triggered the enthusiasm and to a certain extent shifting the balance of learning to the learners . Approach : I intend to incorporate the following as we go ahead with the academic session . i. Role clarity for each member of the PAL group . This could be done by designing the activities for the group in a manner that every member becomes responsible and accountable for developing a collaborative learning artifact . ii . Create a peer evaluated feedback mechanism that facilitates learning through collective intelligence through inputs and feedback coming in from the entire class . iii . Establish a rubric to capture initiative , coordination , inter - personal communication and subject knowledge . References : 1 . The Launch Cycle : A design thinking framework for education . https://youtu.be/AsSLvOLkUYn 2 . https://www.edx.org/course/launching-innovation-in-schools 3 . https://learnlaunch.com/