Learning during a pandemic

Through my consulting over the past several months, I have learned a lot about systems, learners, and instruction. All of my previous experience as an instructional designer and lead instructor were put to the test. I have taught face to face, hybrid and online along with providing guidance on each of these modalities. Combined with my research on student development, curriculum design and pedagogy, this year has brought new insights:

1. Not everyone is a distance learner. We find ourselves in a situation where every student is forced to learn from a distance. Some classes are fully virtual while others are virtual only half the week. Research shows us what a good distance learner looks like. Normally a good distance learner would be a self-starter, focused, able to communicate through writing, highly motivated, adaptable to new learning environments and independent (good organization and time management). Unfortunately, only a small percentage of today’s students meet these standards. Life in K-12 is more focused on standards of learning, teacher instruction and immediate teacher support, which often hinder distance learning. It is NOT the fault or place of standard K-12 instruction to create distance learners. However, we now have students learning from a distance whether they want to or not and whether they are designed to or not.

2. Not everyone is a distance teacher. What would you say if I trained you how to throw a ball with your right hand (and you became an expert at it) and then one day I said you can only throw with your left? You might be somewhat successful. You might throw a few balls straight or you might throw wildly never hitting your target. This is the case in K-12 instruction. These dedicated teachers were thrown a huge curveball at the end of last year where everyone went home to learn remotely in a week’s notice. Years of experience and training for face to face instruction really did not matter. New technology was thrown at them so they could connect with their students. Grading structures were changed. Assignments had to be reimagined. Some spent the summer frantically getting resources and training under their belts so they could function when school began again in August. In my experience training instructors to teach online, a good training can take anywhere from six to 12 months. At best, some teachers were given six weeks.

3. We don’t have a solid plan. I am being critical here by looking at the learners in front of me, knowing how to design curriculum, knowing about student development and knowing how to instruct online. We are nine weeks into the school year and the majority of students are struggling. I see typical honor roll students doing D and C level work. Part of it goes back to distance learning. Part of it goes to not knowing how to teach online. More than once, teachers have given lots of extra time, resubmissions, extra credit, etc. to help students. There is a systemic problem and without a systemic plan it will not get better. I understand we are in abnormal times and that our leaders are trying to recreate a system that has been around for hundreds of years. Those who regularly teach online know that you cannot replicate the traditional classroom but must use the advantages of technology to assist you in coming alongside the learner. We need to invest in a plan that empowers administrators, teachers and learners. Businesses and military leaders do this constantly so they are able to handle any threat that might arise by having a response already determined.

4. Parents are not teachers. This is not a condemnation of parents' ability to instruct their child, but what I have seen is the school system relying on the student having a parent there while the work is being done. This is not a reasonable request. Parents are forced to work from home and struggle to telecommute because of lack of planning on the part of their company. So while they are working from home, they are also supposed to be a parent, teacher, cook, and everything else. It is impossible, and there is a reason we don’t ask our teachers to do these other tasks along with instruction. The other problem is understanding the assignment in context. I regularly watch students on a virtual or hybrid schedule. They ask me random questions about their assignments. I spend several minutes reading the assignment, reading what is around the assignment, looking at the resources and sometimes really not understanding the point of the assignment or how to complete the assignment. The other issue is helping children with math but only knowing the way I learned math. I can’t show them that method because it will confuse them. I also can’t use the method they were taught because I don’t know it. If the design is dependent on someone else then that other party needs to be informed AND trained to provide the necessary service.

All of this will pass. As a consultant, I would LOVE to work with businesses and schools to implement disaster recovery plans that lead to success when the unavoidable happens. Understanding the roles of all those involved in the process and how each can be successful in a new environment is extremely important whether it is a K12 student, employee or business client. What I am seeing could be avoided if we understood the technology available to us and how the processes used in a normal environment could be reimagined. Fires, water damage, natural disasters and even pandemics are possibilities. Are you prepared? Is there a business continuity plan in place? Do all parties involved know their role in the new environment and how to use the tools necessary for success? As I tell the students, failure to plan is planning to fail. Unfortunately, a lot of businesses were caught off-guard by this pandemic because they failed to plan. Let’s work together to be successful in the future!