We invite you to add your voice to refining the Design Principles for quality online learning.
The Design Principles were developed with BC teachers and we are now expanding this study across Canada. Our goal is to use the principles to inform online learning quality and our analysis of the Pandemic Pedagogy Series (the latest report was just published and can also be found on the CANeLearn research projects page).
Learn more about the full Pandemic Pedagogy series of six reports Wednesday, November 10 from 11 am to noon Pacific (2-3 pm Eastern).
Remote Learning – how did we fare?
Post-pandemic policy and practice – implications for online learning’s future.
Learn more about CANeLearn Research at the 19th Annual Digitial Learning Symposium — April 6-8 in Vancouver!
We will be sharing all our new research results at the 19th Annual Digitial Learning Symposium – a return to in-person learning at the Delta Hotels Burnaby Conference Centre! We hope you can join us in Vancouver as we enjoy the west coast’s transition of seasons amidst spring blossoms. Plan to stay longer in Vancouver as our preferred hotel rate has been extended both before and after our April 6-8 event dates.
Early bird registration is still available!
Book your hotel room at the 2020 rate – $185!
Rate is available before and after the event
Below are the eight principles from the initial BC study, please see the full publication available here for a detailed analysis.
Please add your voice and help us refine the principles!
Principle 1 – Access is needed to models of good learning and teaching with exemplars and a hub of curated resources and materials to support those models.
Principle 2 – As COVID-19 showed us contexts change, and education works when it is flexible, responsive, and open to change. Educators need timely supports, including professional development, wellness, community, technology, resources, and materials to be flexible, responsive, and open to change. Supports must reflect educators’ career cycles, contexts.
Principle 3 – Educators and families need to develop a deep understanding of the importance of engagement and how to foster and encourage it in learning and teaching.
Principle 4 – Educators and families need to develop a deep understanding of ways to enhance relationships that are academic and intellectual, including creative and social activities.
Principle 5 – Recognizing that technologies are the enablers of online learning and teaching, tech support is essential for all within the system. Technologies include hardware, software, access, and require attention to future trends and directions. Technologies inform models of good learning and teaching but do not dictate them.
Principle 6 – Intentional professional preparation is needed for educators and administrators for the specific realities of online learning that include post-secondary degrees, certificates, micro-credentials, etc. Mentorship is important and needs to be recognized and intentional as part of professional preparation.
Principle 7 – Research is needed that is timely, strategic, focused, and used to Inform policy and practice. This will help to honour online learning as a field of study and add respectability.
Principle 8 – There is a need for system-level focus on wellness, ergonomics, well being for students, teachers, families, and extended families.