Different strategies for remote working and learning

In the picture: VISO TeacherView

Many of us have spent the last few weeks acclimating to the new paradigm of remote working. It took some time getting used to but now, with Bluetooth headsets affixed, we are ready to tackle a full day of video conference meetings. The new normal, right?

But as the Corona virus pandemic intensifies globally, schools are closing for extended periods and we are faced with the next new normal – remote learning. Those thinking that the same strategies for remote working apply to remote learning may be in for a rude awakening.

The internet is full of testimonials from frustrated parents saying that the concept of remote self-paced learning should be revisited, as they can’t be expected to work remotely and also tutor their children.

Here are some logistical questions around remote learning that come to mind immediately:

• How to allocate devices?

• Do we have the bandwidth to support remote workers and learners under the same roof?

• How do we provide everyone with the personal space they need?

But the bigger question is how will remote learning be delivered and will it be effective? 

Regarding delivery, here are the models that seem to be most widely adopted:

1. Self-paced learning with periodic check-ins with teachers – with this model, students access assignments from online portals and communicate with teachers via email, text or video conference

2. Instructor-led distance teaching – with this model, teachers utilize video conference solutions for classroom instruction

3. Hybrid model – this model is generally developed by teachers on an ad-hoc basis (i.e. teachers record themselves teaching and post it on YouTube or on an online portal for student access).

With regards to effectiveness that is a little harder to quantify. Each model has its pros and cons, but it seems clear that none of them can match the effectiveness of the traditional teacher-led classroom environment. And, even more importantly, the role of the teacher is critical in bridging the gap between the traditional classroom and the remote learning environment. With teachers less involved in the remote learning process, the less effective it is.

So how do we get teachers more deeply involved in a remote learning strategy?

For starters, they need the right tools. In a traditional classroom environment, teachers are equipped with an arsenal of pedagogical tools such as interactive touchscreen displays, overhead projectors, computers, as well as learning management systems (LMS), online content portals and classroom management software (CMS). 

Most schools are either relying on students using devices already at home or they are providing school-owned devices for students to use at home. The learning resources are available online through LMS solutions like Google Classroom. But for the actual online instruction, many schools are relying on business communication solutions like Google Hangouts, Microsoft Teams, Zoom or Webex.

All great solutions for remote business meetings but probably not the best option for remote learning with a group of easily distracted students.

The best solution may be one that combines video conference and classroom management capabilities.

One such solution on the market today is VISO TeacherView by Radix, allowing teachers to talk and engage with students via video, ask questions, share files or a whiteboard and e-call students to the board, give time for self-practice and see in real-time what students are doing, and engage quietly with students that need help.

As part of Radix corporate and social responsibility to contribute to the fight against the Corona virus spread, TeacherView will be complimentary until July 1st 2020 to help schools support remote learning.

And to summarize, putting aside remote learning, remember to be supportive of your children’s learning environment and their educational journey. This new reality is temporary and hopefully sooner than later, they will return to school.

Stay safe!

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