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Fear Factor: e-Learning Edition 1

Posted on: April 9, 2020

I was looking for an image in my Google Photo archive when I spotted an unrelated one (screenshot below). I revisited the resource of that screenshot and discovered that it was still relevant today.

Fear Factor: e-Learning Edition

In 2013, I was invited to give a talk about e-learning. The host had one main request: Focus on MOOCs (because they were still the flavour of the moment). MOOCs are passé now, but some overarching reminders about e-learning are pertinent as we head into an intense period home-based learning (HBL).

Our HBL is still largely emergency remote teaching and not quite the quality that e-learning can be. So I reorient the four ideas I shared in 2013 to the circumstances of 2020. In particular, I focus on how we might shape our thoughts before we emerge on the other side of COVID-19 isolations.

Fear Factor: e-Learning Edition 1

The first fear of e-learning is FOMO. This could include the fear on not having access to tools like Zoom or content repositories. (Side note: Zoom is not a good tool and there are several alternatives).

If actions belie thoughts, then the fear among planners and policymakers seems to be the availability on ready-made tools and resources. While we cannot ignore those, it relegates a more important factor. If there is a better fear, it should be: What if my teachers are not prepared to teach remotely?

Providing all the best tools and resource but not providing timely and relevant professional development is like giving ordinary drivers the best Formula 1 cars and tracks but not teaching them how to drive under those circumstances.

What superficially looks like “just driving” in every-day and Formula 1 surfaces could not be more wrong. The latter person is a high performance athlete with top conditioning, support, and pressure. Likewise, good e-learning is facilitated well only by a relative few who have studied and honed their craft.

We would not expect an ordinary driver to be comfortable with Formula 1 racing. Likewise, we should not expect classroom-bred teachers to take to online facilitation even in an emergency. If we recognise this gap in performance, then we are missing out on preparation on how to design and facilitate online sessions. Worry about that, too!

I continue with fear factor #2 tomorrow.

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