This is Module 1 for the MOOC Course of Emergency Remote Teaching: Response of Pandemic Pedagogy as a New Normal Teaching,

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2. Conceptual Foundations of Emergency Remote Teaching
• Background
• Response to the unprecedented
challenge of the COVID-19
pandemic for educational
concerns.
• Pandemic Pedagogy
• Due to this crisis, all educational
institutions had been closed.
• Emergency remote learning may
be a good substitute of face-to-face
learning in Pandemic situations.
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3. Objectives
By the end of this Module, you should be able to:
1. Explain the Pandemic Pedagogy as a New Normal Teaching
2. Define Emergency Remote Teaching
3. Analyze the Characteristics of Emergency Remote Teaching
4. Understand the Principles of Emergency Remote Teaching
5. Explore a Roadmap for Emergency Remote Teaching
6. Describe the Pre-Requisites for Emergency Remote Teaching
“We do not learn from
experience… we learn from
reflecting on experience.”
John Dewey.
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4. Pandemic Pedagogy regarding Emergence of
New Normal Teaching
• Emergence of New Normal Teaching
• COVID-19 had given the prospects to educational institutions to
adopt an alternative pedagogy
• To promote digital tools and technologies to facilitate teaching
learning activities through virtual world.
• This way of teaching and learning is called Pandemic Pedagogy.
• Pandemic Pedagogy had evolved as a New Normal Teaching
through four phases in response to Pandemic Crisis.
• It is based on a four-phase progression in response to COVID 19
crisis.
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5. Stages of Educational Response to COVID-19
Figure-1: Four Phases
Educational Response
to COVID -19
(Source: Adapted from
(PhilOnEdTech (2020)
outlined by Hill
(2020) and Kelly
(2020a):
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6. Stages of Educational
Response to COVID-19
1.COVID-19 crisis had started with
• the closure of all institutions and
• switching them into remote delivery through synchronous mode
• within four weeks.
2. This phase could be transactional phase
Without adequate knowledge and training concerning the Digital world
• Teachers did whatever they could do to interact with the students
• For their teaching presence in online mode classes.
• Face-to-face teaching experience is replaced with a synchronous mode
of video discussions
• With ZOOM, WebEx, MS Teams, Google Meet etc.
PHASE-1: Transactional Phase
Rapid Transition to Remote Teaching and Learning.
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7. Activity 1
Narrate your experience when you confronted with
closures of institution and expected delivery through
online mode on the outset of COVID 19. (Here your
limiting factor is your no knowledge or very limited
knowledge about on line teaching.
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8. Stages of Educational Response to COVID-19
PHASE- 2: Re) Adding Basics
• Learned from Reflective Experiences that educational institutions must be
capable of supplementing basic digital endeavors
• Education system entered in the exploration phase for augmenting the skills and
the resources.
• Faculty felt the need to be trained to convert the courses into emergency course
transitions in form of course navigation, and issues related to computer and
broadband facilities etc.
• Infrastructure and course design issues and skills were adequately supplemented
and empowered.
• Readiness for Emergency Online teaching and with support of true Contingency
Planning
Exploration Phase
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9. Activity 2
Please enlist the activities and actions undertaken
to explore your knowledge and skills of gadgets to
meet the challenge.
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10. PHASE- 3: Extended Transition during Continued Turmoil
(Primed Implementation)
• Chaos is going on, educational institutions must be well equipped for
online teaching even if face-to-face is starting.
• This is third phase termed as primed phase
• Educational administrators must have proper plans for an online
teaching-learning environment based on pandemic situations.
• There must be an assurance from the administration with interest
groups readiness to include adequate professional development of
faculty members, administrative staff, and others to equip them in
digital skills and pedagogical knowledge for teaching online.
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11. Activity 3
Based upon your extended knowledge and skills
with respect to online teaching, to what extent
you asses you’re self-doing justice with teaching
and with the students?
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12. PHASE- 4: Emerging New Normal
(Full Blossom Phase)
• The fourth phase which can be termed as full blossom phase
• It consists of equipped with availability of multifarious skills sets
and interest groups for online learning avenues.
• It will facilitate diverse stages of digital learning implementation.
• All educational institutions must have been fully equipped with the
latest online learning infrastructure along with required digital
competence.
• This significant investment in digital tools, technologies, and
infrastructure vis-à-vis skill and competency development can be
continued and utilized in post-COVID-19 scenario
• Exploration and Implementation of Blended mode delivery along
with Online and Offline modes.
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13. Activity 4
Having grown fully matured in Online Teaching,
what will be the strategies to deliver in exclusive
off line, exclusive online and blended modes?
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14. Meaning of Emergency Remote Teaching
• Online teaching scenario during the COVID pandemic
• Reasonable substitute and unplanned method of teaching students in form of
a virtual class from a distant place via software technology in crisis in
response to something beyond human control.
• Remote teaching solutions for learning endeavors for educational that will
return to that format once the crisis or emergence has been subsided.
• Not to build an exclusive educational system Usually called Moving
instructions online.
• Not purposefully to meet the learner outcome and standards of learning
environment in normal circumstances.
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15. Characteristics
• Temporary shift of instructional delivery to an alternate mode in Crisis
• Based on mapping the delivery, mode, methods and media with speedy
changing needs and limited resources
• Based on Humanizing Pedagogy and Care for Pedagogy
• Complete Remote teaching solutions for instructions
• Hybrid flexible” course design to support “Remote flexible” courses
• Syllabus are converted to an online environment without focusing on
Online Pedagogies
• Live lectures, recorded lectures, voice-over PPT. MOOCs, e-texts,
handouts, and videos.
• It is different from online learning, MOOCs, and Blended Learning
• Staff development may be further processed via webinars
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16. Emergency Remote Teaching Principles
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17. Strategies to cope up
• An alternative plan of course eco system at the beginning of the
semester.
• Arrangement of good technical infrastructure, and high internet
bandwidth speed
• Bring your device
• Readiness to opt for Emergency Remote Teaching by giving them
consultations and guidance.
• Provisions of adequate training to have expertise on digital tools and
technology.
• Alternative mode of assessment need-based.
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18.  Every student has a device with internet with digital skills.
 There must be printed materials and phone calls in alternative
mode.
 For remote learning “attendance” means connectivity, devices,
daily schedules or check-ins, and a virtual learning environment.
 Families and homes become part of the learning context.
 There must be clear cut instructions for assessments,
assignments, and whole structure of the course to all learners.
Pre-Requisites for successful Emergency Remote Teaching:
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