The document discusses the challenges and lessons learned from the shift to online learning during the COVID-19 pandemic, highlighting the varied experiences of students and teachers. Key issues included digital access, parental support, and engagement, while some found flexibility and improved self-management beneficial. The document suggests considerations for a blended future in education, focusing on technology, roles, systems, pedagogy, and curriculum.

1. Inspiring the next
generation of
leaders, thinkers
and problem-solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.wenmoth.net
Lessons from Lockdown:
Preparing for a blended
future.

2. What occurred…
The context
• Complete shut
down of schools for
level 4
• Very little warning
– no time to
prepare
• Teachers and
students working
from home with
only the resources
available to them
there
MoE response
• Online resources
across three websites
• Provision of devices
and modems
• Print packs of
learning resources
• Broadcasting two
television channels
School responses
• Varied widely from
panic to calm
• Mixed concerns –
learning loss vs
wellbeing
• Race to use Zoom for
continuation of
classroom experience
vs ‘flipped classroom’
experiences. (synch.
vs asynch.)

3. Education Exposed
https://wenmoth.net/2020/07/18/why-innovate-teaching-and-learning/
“The global COVID-19 pandemic has pulled
back the curtain on what our kids are doing at
school and exposed weaknesses in many of
the philosophical understandings that guide
our work (both explicitly and implicitly), and in
the structures and processes that define how
we work with our students and the
expectations we have of them etc.”

4. Not so positive experience for many…
• Lack of digital access, poor connectivity
• Demands placed on many parents
• Focus on content over connection
• Failure to address context of learners
• No space to study in peace
• Lack of parent support or feedback
• Variable teacher capability and capacity
• “Edutainment” vs. learning

5. Yet very positive experience for others
• Flexibility of learning
• Managing themselves
• Timetables
• Increased use of online learning
platforms and digital tools
• More free time
• No distractions
• Being able to learn what/when/where
they wanted to
• More relaxed, comfortable
• More time to think and do the work
• More time with family
Via Tessa Gray and Mary Anne Mills supporting schools during lockdown
Overwhelming amount of responses from students talked positively about:

6. ERO – June report
• Student and teacher wellbeing
• Ability to learn from home
• Engagement in learning
https://www.ero.govt.nz/assets/Uploads/ERO-19525-COVID-19-Learning-in-Lockdown-FINAL.pdf

7. Evaluation Associates
• Learner’s ability and desire to self-regulate
their learning
• Importance of high-quality interactions with
teachers
• Social effects of distance learning
• Online learning
• Impact of distractions
http://www.evaluate.co.nz/learnersinlockdownreport/#top

8. OECD… balance:
• Education and health-related priorities
• Coherence with flexibility
• Needs and capacities
• Curriculum time & curriculum innovation
https://bit.ly/39liog0

9. Fullan and Quinn
https://bit.ly/39sdxtG
A three – phase review…

10. A blended/hybrid future?
Need to consider…
• Technology – what to use (synchronous and asynchronous)
• Roles and responsibilities - teachers, parents/whanau,
community
• Structures and systems - Implications for timetables, resources
used, use of space
• Pedagogy - personalised pathways, tracking/monitoring progress,
new forms of assessment
• Curriculum – deep learning/competencies and wellbeing

11. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.wenmoth.net