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Ensuring Effective Distance Learning During COVID-19 Disruption Education Sector United Nations Educational, Scientific and Cultural Organization Ensuring effective distance learning during COVID-19 disruption Guidance for teachers UNESCO Education Sector The Global Education 2030 Agenda Education is UNESCO’s top priority because it is UNESCO, as the United Nations’ specialized a basic human right and the foundation on which agency for education, is entrusted to lead and to build peace and drive sustainable development. coordinate the Education 2030 Agenda, which is UNESCO is the United Nations’ specialized agency part of a global movement to eradicate poverty for education and the Education Sector provides through 17 Sustainable Development Goals by global and regional leadership in education, 2030. Education, essential to achieve all of these strengthens national education systems and goals, has its own dedicated Goal 4, which aims to responds to contemporary global challenges “ensure inclusive and equitable quality education through education with a special focus on and promote lifelong learning opportunities for all.” gender equality and Africa. The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments. Education Sector United Nations (GXFDWLRQDO6FLHQWL¿FDQG Cultural Organization Published by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France Unit for Technology and AI in Education Education Sector UNESCO © UNESCO 2020 This document is available under the Creative Commons Attribution-ShareAlike 3.0 IGO licence (CC BY-SA 3.0 IGO; https:// creativecommons.org/licenses/by-sa/3.0/igo). By using the content of this document, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this document do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this document are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Authors: Fengchun Miao, Ronghuai Huang, Dejian Liu, and Rongxia Zhuang Cover photo: Neeraz Chaturvedi/Shutterstock.com Designed by UNESCO ED-2020/WS/44 CLD 779.20 Ensuring effective distance learning during COVID-19 disruption Guidance for teachers Ensuring Effective Distance Learning under COVID-19 School Closures: Guidance for Teachers Acknowledgements This Guidance for Teachers has been developed drafting: Junfeng Yang, Haijun Zeng, Tingwen Chang, jointly by UNESCO Unit for Technology and Artificial Wei Cheng, Chaoyi Wang, Yang Tian, Qingqing Wan, Intelligence in Education and the Smart Learning Junjie Chen, Yao Li, Caihong Zhang, Man Wan, Hang Lu, Institute of Beijing Normal University, drawing on Chunjia Zhang, Zhisheng Li, and Qian Cheng. experiences from Member States that have delivered distance learning programmes to respond to COVID-19 Gratitude is extended to the following UNESCO education disruptions. colleagues for peer reviewing the publication and providing several critical inputs: Sonia Guerriero, Fengchun Miao, Chief of the Unit for Technology Programme Specialist in Teacher Education, and Peter and Artificial Intelligence in Education of UNESCO, Wallet, Project Officer for Teacher Education. conceptualized the framework of the Guidance and served as one of the co-authors of the publication. Acknowledgement is also extended to Jenny Webster Ronghuai Huang, Dejian Liu, and Rongxia Zhuang for proofreading the text and Shutong Wang for of the Smart Learning Institute of Beijing Normal coordinating the production of the publication. University co-authored the Guidance. The following drafting team members of the Smart Learning Institute of Beijing Normal University have made contribution to the literature review and Contents Contents Objectives and scope of the Guidance 7 1. Teachers’ roles, working conditions, and rights under COVID-19 school closures 8 2. Understanding home-based distance learning under COVID-19 school closures 11 2.1 Distance learning ....................................................................................................................... 11 2.2 Defining objectives of distance learning to respond to the COVID-19 crisis ....... 11 2.3 Main distance learning models ............................................................................................ 12 2.4 Special contexts of home-based distance learning under COVID-19 school closures ........................................................................................................................... 17 2.5 Home-based distance learners under COVID-19 school closures ........................... 18 2.6 Common guiding principles ................................................................................................. 19 2.7 Three-fold effectiveness of distance learning ................................................................ 19 3. Online distance learning 21 3.1 Online platform-based teaching and learning ............................................................... 21 3.1.1 Understanding key features of online platform-based learning ...............................................................21 3.1.2 Designing and facilitating online platform-based distance learning ...................................................23 3.1.3 Organizing and monitoring online platform-based learning ....................................................................25 3.1.4 Formative assessment for online platform-based learning ..........................................................................25 3.1.5 Mobilizing parents and caregivers to facilitate online platform-based learning ...........................26 3.1.6 Designing learning activities to provoke higher-order and critical thinking ...................................29 3.1.7 Free online learning platforms hosting curriculum-aligned content ...................................................30 3.2 Teacher-directed live-streaming lessons and flexible learning ................................ 31 3.2.1 Understanding key features of teacher-directed live-streaming lessons and flexible learning .......................................................................................................................................................................31 3.2.2 Design and delivery of teacher-directed live-streaming lessons ..............................................................32 3.2.3 Organizing and monitoring live-streaming lessons ..........................................................................................33 3.3 Asynchronous video-based flipped learning ................................................................ 33 3.3.1 Understanding key features of asynchronous video-based flipped learning ...................................33 3.3.2 Designing and delivering video-based lessons ...................................................................................................33 3.3.3 Free tools and resources to support teachers to create video lessons ................................................38 3.3.4 Organizing and monitoring video-based flipped learning .........................................................................39 3.3.5 Designing and conducting formative assessment for live-streaming lessons or video-based learning ...........................................................................................................................................................40 3.4 Planning the use of blended learning in post-pandemic times ............................... 41 3.5 Working with other teachers and parents ....................................................................... 42 3 Ensuring Effective Distance Learning under COVID-19 School Closures: Guidance for Teachers 4. TV-based distance learning 43 4.1 Understanding TV-based distance learning .................................................................... 43 4.2 Designing and facilitating TV-based distance learning .............................................. 46 4.3 Organizing and monitoring TV-based learning ............................................................ 46 4.4 Formative assessment for TV-based learning ................................................................. 48 4.5 Working with other teachers, parents, and school administrators ........................ 48 4.6 Free resources for TV-based distance learning .............................................................. 49 4.7 Planning the use of TV programmes in post-COVID-19 .............................................. 49 5. Radio-based distance learning 50 5.1 Understanding radio-based distance learning ............................................................... 50 5.2 Designing and facilitating radio-based distance learning ........................................ 54 5.3 Organizing and monitoring radio-based learning ....................................................... 55 5.4 Formative assessment for radio-based distance learning .......................................... 56 5.5 Planning the use of radio programmes post-COVID-19 .............................................. 57 5.6 Working with other teachers and parents ......................................................................
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