The emergency transition to online learning in the wake of Covid-19 was a phenomenon that forced schools to switch to remote teaching overnight. This emergency transition to online learning has not only been a short time solution to the disruption in the global education, but remained over a year, proving itself to be a significant tool for continuous and accessible education. For one side, the Covid-19 educational emergency brought many opportunities for online learning but at the same time highlighted many of the problems that already existed. Transitioning to online learning, especially when university curricula are planned for face-to-face (F2F) teaching and learning, requires careful planning and design processes. In the last spring semester, we experienced a first phase called Emergency Remote Teaching (ERT) a term coined to describe the lack of planning, design, and student-centred approaches. However, it is worth noting that this situation has created opportunities for the adoption of digital pedagogy and the development of digital literacy: an absolute majority of academic faculty has already experimented with ERT. Nevertheless, in order to implement online learning, the teachers need constant support and professional development opportunities to facilitate the transition from ERT to online learning. We apply this project, CLOSER, to address and provide this imperatively needed support to the teachers and educators in different countries of Europe through creating evidence-based, open, and innovative practices of teaching and learning. Objectives:
The main objective of the project is to support the transition from Emergency Remote Teaching to Digital Education through evidence-based, open, and innovative practices of teaching and learning. Its ultimate goal is to improve the quality of education, regardless of the existing differences in the educational systems of European countries, thus providing equal opportunities for personal development for all European citizens. Approaches inspired by the neurosciences and cognitive sciences bring a much-needed evidence base to educational practise, but there is growing evidence that educators do not have sufficient knowledge of cognitive processes to apply this knowledge to learning designs. On the other hand, evidence-based approaches can provide tools and good practice to help instructors face the new reality that has emerged with ERT: while in the past, teaching was largely synchronous, the transition to distance learning brings new challenges for both students and instructors. ERT brings with it an increased cognitive load – zoom fatigue is real and digital pedagogy must take account of this cognitive load, attention span, and metacognitive skills. This project proposes a holistic approach, using existing tools, practices and resources, and building new ones based on a needs-based approach, to help schools make the transition from ERT to carefully planned and implemented online learning, thus contributing to their digital readiness. In addition, open practises, supported by connectivist approaches and open educational resources (OERs), will ensure that the project achieves its immediate and long-term objectives and beneficiaries. Implementaton:
The project will achieve its objectives through the research and development of a Framework for teacher professional development. To reach the main objective, the project’s. activities include (a) providing educators with solid scientific knowledge on the functioning of learning and memory, including the required theoretical framework to understand why this knowledge is instrumental to provide quality learning; knowledge on the innovative, digital pedagogies contextualised in specific authentic use cases; digital competencies through tutorials (b) providing with a community of practice approach helping teachers and educators to apply such scientific knowledge to enhance their current teaching strategies (c) providing specific tools and platforms to support open educational practices. This is implemented through the main activities of each PR, consisting of research (PR1), innovative faculty development activities implemented through MOOCs and a specific training framework (PR2). The project provides a toolbox with integrated tutorials to increase the from one hand, digital competences and on the other, expertise in digital pedagogies in teachers, supporting and advocating for OERs (PR3), collaborative curriculum and learning design (PR4). The Framework is implemented through a MOOC and specific tools that will be available in different European languages under CC license (PR5). All these activities lead to very tangible results and artifacts that will be scaled up to have an impact at the European level to enable evidence-based educational practices. Results:
As briefly indicated above, we expect to have five main project results. These project results include i) State-of-the-art and current needs to transition from ERT to digital pedagogie; ii) A standardised teacher professional development framework and guidelines; iii) Interactive community-based open educational resources, MOOCs, and tutorials/training including practical and pedagogical tips and support on the Digital Hub; iv) A collaborative platform for learning design and content (re-)design, storing and publishing on the Digital Hub; and v) Design and Implementation of Training Courses.