Educators enacting online learning support roles in remote educational experiences
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Educators enacting online learning support roles in remote educational experiences Peter Samuelson Wardrip1 Accepted: 7 November 2020 © Association for Educational Communications and Technology 2020
Abstract Schools across the world have been shifting to remote learning options as the COVID-19 pandemic continues to spread. As educators continue to facilitate remote learning, how can they practically think about adapting their instructional practice? Drawing on the work of Nacu et al. (Designing for 21st century learning online: A heuristic method to enable educator learning support roles. Educational Technology Research and Development, 66(4), 1029–1049, 2018), this paper introduces pedagogical roles educators could consider in remote environments and a heuristic evaluation method to focus on how those moves might relate to the technologies they are using. In short, this paper is a response to Nacu et al. (2018) from a practice perspective. Keywords Remote learning · Online learning · Pedagogy · Instructional practice Schools across the United States have been shifting to remote learning1 options as the COVID-19 pandemic continues to spread. Thirty-five of the fifty largest school districts in the United States opted for at least some form of remote learning to start the 2020– 2021 school year (Cleveland 2020). Across the world, 190 countries have experienced complete or partial shutdown of place-based schooling options (World Bank 2020). And this is not just impacting formal education. For example, significant numbers of museums have sought to recreate their programs or develop new programs that can be facilitated remoted (e.g. ASTC 2020). As we are experiencing this shift to remote learning, we see the continued importance of the role of educators as well as the potential need to shift their instructional practice (Itow 2020). As educators continue to facilitate remote learning, how can they practically think about adapting their instructional practice? Drawing on the work of Nacu et al. (2018), this paper introduces pedagogical roles educators could consider in 1 While remote learning for many during this period has meant “online learning,” I will use the term remote learning to acknowledge that some school districts and learning organizations, either by choice or circumstance, have offered other forms of learning not mediated by a computational device (like a packet of worksheets, for example).
* Peter Samuelson Wardrip [email protected] 1
University of Wisconsin Madison, Madison, WI, USA
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P. S. Wardrip Table 1 Online learning support roles (OLSR) framework Online learning support role
Definition
Audience
View what youth are doing online
Encourager Friend
Provide grads, ratings, badges, or other formal assessments Exhibit personal approachability/friendship/mentorship, including social posts. Off-topic conversation Directly teach a concept or skill or provide an assignment. Provide prompts and/or feedback to further student thinking or work Connect youth with learning oppo
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