Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021

1. Pandemic Pedagogy Around
the Globe: What We Got Right
In Our Response to COVID-19
and What Can We Learn?
Michael K. Barbour
Touro University California

7. What Does the Research
Tell Us? How Should
Research Shape Policy?
Michael K. Barbour
Touro University California
H istory of K- 12 Distance Education
History of K-12 Distance Learning

8. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also
requires the careful consideration of various
pedagogical strategies. These pedagogical
considerations are used to determine which are best
suited to the specific affordances and challenges of
delivery mediums and the purposeful selection of
tools based on the strengths and limitations of each
one. Finally, careful planning requires that teachers
be appropriately trained to be able to support the
tools that are being used, and for teachers to be
able to effectively use those tools to help facilitate
student learning.

9. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also
requires the careful consideration of various
pedagogical strategies. These pedagogical
considerations are used to determine which are best
suited to the specific affordances and challenges of
delivery mediums and the purposeful selection of
tools based on the strengths and limitations of each
one. Finally, careful planning requires that teachers
be appropriately trained to be able to support the
tools that are being used, and for teachers to be
able to effectively use those tools to help facilitate
student learning.

11. Emergency remote teaching is a temporary shift
of instructional delivery to an alternate delivery
mode due to crisis circumstances. It involves the
use of fully remote teaching solutions for
instruction or education that would otherwise be
delivered face-to-face or as blended or hybrid
courses and that will return to that format once the
crisis or emergency has abated. The primary
objective in these circumstances is not to re-create
a robust educational ecosystem but rather to
provide temporary access to instruction and
instructional supports in a manner that is quick to
set up and is reliably available during an
emergency or crisis.

12. Emergency remote teaching is a temporary shift
of instructional delivery to an alternate delivery
mode due to crisis circumstances. It involves the
use of fully remote teaching solutions for
instruction or education that would otherwise
be delivered face-to-face or as blended or hybrid
courses and that will return to that format once
the crisis or emergency has abated. The primary
objective in these circumstances is not to re-
create a robust educational ecosystem but
rather to provide temporary access to
instruction and instructional supports in a manner
that is quick to set up and is reliably available
during an emergency or crisis.

13. https://k12sotn.ca

15. March 2020

17. March 2020 Spring 2020

19. March 2020 Spring 2020 ?? 2020-21 ??

25. March 2020 Spring 2020
2020-21
2021-22 (so far)

27. https://www.oecd.org/education/state-of-school-education-one-year-into-covid.htm

28. https://www.oecd.org/education/coronavirus-education-country-notes.htm

30. • Has there been an examination of the curriculum to
determine which standards were absolutely necessary for
curriculum continuity and which standards were there
because they were simply age-appropriate in something
we hoped well-rounded citizens would know, do, or
understand?
• Have schools collected systematic data from their teachers
and from the parents/guardians that they serve to find out:
o what tools were being used?
o which tools it seemed like the students understood how to use
effectively?
o which tools it seemed like the students were able to learn from?
o which tools students had fewer technical problems accessing from
home?
Planning and Preparation

35. • How to get devices and connectivity into the hands of
students?
• Have official tools been formally selected?
• Have decisions been made about content creation/curation?
• Have schools took a serious look at non-digital technologies
that could be used for the purposes of education?
• Have schools provided any professional development at all
to their teachers concerning non-digital means of providing
continuity of learning?
• Have schools spent time focused upon ensuring that
learning remained accessible for all students?
Modality of Learning/Devices

38. • Have teachers received professional development on how to use the
tools needed for distance-learning?
• Have teachers received professional development on how to
troubleshoot common problems students might have with those tools?
• Have teachers received professional development on how to use these
tools to facilitate learning with age-appropriate learners?
• Have schools created professional development sessions for
parents/guardians on how to use and troubleshoot the tools?
• Have schools had professional development sessions for
parents/guardians on the expectations of their role with respect to the
learning environment if the students were forced into a remote learning
situation?
• Have schools, or even individual teachers, incorporated instruction as
a part of the regular teaching to prepare students to be able to learn in
the largely independent remote learning environment?
Professional Development/Training

40. https://sites.google.com/view/canelearn-ert/

42. Hybrid

43. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)

44. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1

45. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2

46. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3

47. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
4

48. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
4
5

49. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
4
5
6
7
8
9

50. Hybrid
Teacher Monday Tuesday Wednesday Thursday Friday
Teacher A In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
In person lesson
(Topic D)
In person lesson
(Topic E)
Teacher B Distance lesson
(Topic A)
Distance lesson
(Topic B)
Distance lesson
(Topic D)
Distance lesson
(Topic E)

51. Concurrent

52. Concurrent

53. Concurrent

54. Concurrent

55. Concurrent

56. Concurrent

57. Concurrent

58. Concurrent

62. Concurrent

64. https://nepc.colorado.edu/publication/virtual-schools-annual-2021

66. https://nepc.colorado.edu/publication/personalized-learning
https://nepc.colorado.edu/publication/virtual-learning

69. • McCracken (2020) described how during the Spanish flu
pandemic the telephone – a technology only 40 years
old at the time – was being used for high school
students in Long Beach. According to the author, “the
fact that California students were using it as an
educational device was so novel that it made the
papers.” (para. 2)
• during the polio epidemic in New Zealand in 1948,
which closed all of that country’s schools, and the
Correspondence School – now Te Aho o Te Kura
Pounamu – used traditional correspondence education
to send lessons to every household, as well as using
educational radio to broadcast lessons during the first
semester of the school year (German, 2020)

70. • distance/online learning has regularly been
suggested as an option to maintain instructional
time during short term school closures (Haugen,
2015; Hua et al., 2017; Milman, 2014; Morones,
2014; Swetlik et al., 2015)
• “the immediate post-earthquake challenges of
redesigning courses using different blends of
face-to-face and online activities to meet the
needs of on-campus, regional campus, and
distance pre-service teacher education students”
(Mackey et al., 2012, p. 122)

71. • online learning helped facilitate continued access to instruction in
2003 in Hong Kong when schools had to close due to the SARS
outbreak (Alpert, 2011)
• during the H1N1 outbreak in 2008 remote teaching allowed
approximately 560,000 students in Hong Kong to continue learning
during that pandemic induced school closure (Latchem & Jung, 2009)
• following high levels of absenteeism during the H1N1 pandemic,
private schools in Boliva developed their own virtual classrooms and
trained teachers on how to teach in that environment (Barbour et al.,
2011)
• “in Singapore online and blended learning was so pervasive that
teaching in online and virtual environments was a required course in
their teacher education programs and schools are annually closed for
week-long periods to prepare the K-12 system for pandemic or
natural disaster forced closures” (Barbour, 2010, p. 310)

72. Schools should plan for the following
sustaining school operations when a
disaster makes school buildings
inaccessible or inoperable for an
extended period of time including
connectivity, device distribution, teacher
preparation, instructional modalities,
content creation/curation, etc.. (Rush et
al., 2016)

73. https://youtu.be/bP7bh-IOwCQ

75. “I think it will be easily by the end
of 2021. And perhaps even into
the next year, before we start
having some semblances of
normality.”
October 2020

76. Canadians should expect to live
with the current inconveniences
for the next two to three years.
July 2020

82. Your
Questions
and
Comments

83. Associate Professor of Instructional Design
College of Education & Health Services
Touro University California
mkbarbour@gmail.com
https://www.michaelbarbour.com