Time in the Building and Time Learning from Home
Join a group of educators who seek to promote and inspire innovation.
Finding the best ways to use our precious “time in the building” is a challenge teachers are facing daily: we wonder what the best ways are to use this time with students and how to keep serving well those who stay at home. What are the greatest challenges of teaching and learning in this new reality? How can we best teach in a physically distanced classroom? In a hybrid space with a number of kids logging into class from home and others physically present? What other options are there for this emergency learning situation? There are so many interesting challenges!
Inspired by experts, we will address the key challenges this new reality has brought, using a design thinking methodology that will help us create strategies for lasting change.
New Realities, New Schooling is a free event; we want it to be as open and inclusive as possible, allowing the participation of anyone in the world who is interested in education and innovation. No matter what our role is in education, we can all contribute to this issue.
Each participant will receive a certificate of participation after completing the topic’s cycle (3 weeks).
What should you expect from your participation in this cycle?
For detailed information on the structure of each week, go to our Methodolody page.
Meet the experts who will inspire our thinking this cycle.
Date: Thursday, November 12th
Time: 1:00 pm to 2:00 pm (GMT-5)
Director MIT Teaching Systems Lab
Justin Reich is an educational researcher interested in the future of learning in a networked world. He is an Assistant Professor in the Comparative Media Studies/Writing department at the Massachusetts Institute of Technology, an instructor in the Scheller Teacher Education Program, a faculty associate of the Berkman Klein Center for Internet and Society at Harvard University, and the director of the MIT Teaching Systems Lab.
He leads the investigation of the complex, technology-rich classrooms of the future and the systems we need to help educators thrive in those settings. He observes that “synchronous”, or real-time, learning isn’t necessarily the best approach to use, especially in the younger grades. ‘Young people don’t have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.’ He advocates instead for a pattern sometimes known as ‘hybrid,’ ‘blended learning’ or a ‘flipped classroom.’ It’s a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both.
He is the co-founder of EdTechTeacher, a professional learning consultancy devoted to helping teachers leverage technology to create student-centered, inquiry-based learning environments. He was previously the Richard L. Menschel HarvardX Research Fellow, where he led the initiative to study large-scale open online learning through the HarvardX Initiative, and a lecturer at the Harvard Graduate School of Education.
We invite you to consider Justin Reich’s new book, Failure to Disrupt, where he discusses the promises and realities of educational technologies: https://failuretodisrupt.com/
Date: Tuesday, 10th of November 2020
Time: 4:00 pm to 5:30 pm (GMT-5)
Professor of Education, Harvard University
Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools. She is currently working to start a global field of educational ethics, modeled in some ways after bioethics, that is philosophically rigorous, disciplinarily and experientially inclusive, and both relevant to and informed by educational policy and practice. Levinson’s work in this area has been supported by a Guggenheim Fellowship, Radcliffe Institute for Advanced Study, Harvard’s Edmond J. Safra Center of Ethics, and the Spencer Foundation.
Since the onslaught of the global novel coronavirus pandemic, Levinson has been focused on expanding educational ethics to address the multitude of ethical challenges posed by school closures, remote schooling, and uncertain reopenings. In collaboration with colleagues, she has co-authored The Path to Zero and Schools: Achieving Pandemic-Resilient Teaching and Learning Spaces policy guidance, a New England Journal of Medicine article on Reopening Primary Schools in a Pandemic, and two additional white papers. She has also been leading global teacher discussion groups on the ethical challenges they face.
Senior Research Scientist, National Institute of Education (NIE), Singapore
Chew-Lee’s research focuses on Knowledge Building (KB) Classrooms and KB Communities; learning analytics for teachers as well as teachers’ and ecological perspectives to scaling and sustaining innovative practice. She has led a community of teachers in Singapore who implement innovative teaching practices. Since the onset of the Pandemic, Dr. Teo has been played a central role in supporting teachers in at-home learning through a knowledge-building community approach.
Her most recent research explores online teacher and student collaboration in learning communities.
CEO, Origami Pre-schools
Isabel studied History and International Relations at the University of Pennsylvania (Philadelphia, USA) and did her master’s degree in Latin American Studies at Vanderbilt University (Nashville, USA).
She has 20 years of experience in the management of educational projects in the public and private sectors. Between 2008 and 2010, as Vice Minister of Education of Colombia, she designed and implemented the first Comprehensive Early Childhood Care Program (PAIPI). Until the beginning of this year, she was a member and Vice-President of the Superior Council of the Universidad de Los Andes. Currently, she is the general manager of Origami pre-schools and columnist for El Espectador newspaper.
Juan Camilo Rozo Osuna
Professor of Digital Design at Stonehill International School (Bangalore, India), Consultant and Site Visitor for the International Baccalaureate Organization (IB)
Juan Camilo is an educator with more than 15 years of experience teaching in international schools in Colombia, China, the United States, Sweden and India. Juan Camilo has focused his work mainly on the teaching of digital technologies in secondary school, as well as on leading teacher professional development workshops focused on the use of educational technologies to facilitate the teaching / learning processes. He has had the opportunity to participate as a presenter in international conferences such as the National Educational Computing Conference (USA), East Asia Regional Council of Schools Teacher’s Conference (Malaysia), Georgia Independent School Association Annual Conference (USA) and the European Council of International Schools Technology Conference (Germany). Additionally, Juan Camilo has participated as a presenter in various Google Summits, as well as led multiple workshops for the International Baccalaureate Organization (IB).
Juan Camilo is currently teaching Digital Design at Stonehill International School (Bangalore, India). Juan Camilo participates in a hybrid model (with a synchronous and an asynchronous component) of online teaching; lives the day-to-day teaching in times of pandemic, in a context that includes the challenge of reaching groups of students who, due to the situation of international confinement, are spread over a wide variety of countries and time zones.