The pandemic has highlighted major inequalities that existed before, in the "normal.” In the news, there is talk of a return to "normal", but for many in marginalized communities"normal" was not justice. This project outlines three areas of local and global opportunity in our community: education, racial equity, and climate change.Through investigation, students will examine multiple perspectives, ask critical questions, analyze information, and act on what they learn. Their project is not only about the end product, but also the process.

This document discusses about the different strategies for ensuring higher levels of online student engagement in medical education in the wake of COVID-19.
This document is the revised version of:
Zayapragassarazan Z. COVID-19: Strategies for Online Engagement of Remote
Learners [version 1; not peer reviewed]. F1000Research 2020, 9:246 (document)
(https://doi.org/10.7490/f1000research.1117835.1)

This book is organized into 9 parts, each based on a larger topic that students have chosen to study and write research papers on. Each part contains several short student papers, around 2,000 words each, exploring a different aspect of COVID-19 that relates to science, technology and society. Students were asked to examine their topics through research, gathering primary and secondary sources, both peer reviewed and non-peer reviewed to support their arguments. They were also encouraged to apply several theories often used in studies of Science, Technology and Society, including Actor-Network Theory, Path Dependence, Social Construction and Tragedy of the Commons to their topics. Students were given an introduction to these theories in the course, and they were asked to discuss how one or more of the theories applies and helps to better understand their paper topics. Some students also engaged in additional research on these theories to explore their applicability. Taking advantage of the e-book format, student also used Creative Commons and public domain images, which are not restricted by copyright limitations to help illustrate their points. In addition to their individual chapters, students also worked together to write introductions for different parts of the book. These part introductions contain a brief summary by the students on why they chose to write on a specific larger topic and how their individual chapters relate to the topic. They also give students an opportunity to reflect on how COVID-19 and its impact on the larger topic they are writing about has affected their personal lives.

Philip N. Cohen gives an overview of the scientific information ecosystem in the context of COVID-19, with an emphasis on the role of preprints.

No final do ano de 2019 apareceu o primeiro caso de COVID-19 na China e, pouco tempo depois, em 2020, foi decretada a situação de pandemia. Desde então, estamos nos deparando a todo momento com dados dispostos em tabelas e gráficos sobre o nível de contaminação, morte e recuperação por COVID-19. Essas informações chegam também às crianças através dos meios de comunicação, tornando importante que sejam debatidas com elas as causas e consequências da pandemia, incluindo a importância do isolamento social e campanhas de vacinação. A cartilha digital intitulada Aprendendo Estatística em Tempos de COVID-19, destaca a importância da Estatística no combate a uma situação pandêmica nas aulas de Matemática nos anos iniciais do ensino fundamental, utilizando tabelas e gráficos, informações reais sobre a taxa de contaminação da COVID-19 e dados sobre a campanha de vacinação no Brasil. 

We are concurrently experiencing two global crises - the climate crisis and COVID-19. What are connections between the two? Why are BIPOC (Black, Indigenous, People of Color) communities disproportionately affected by both? This asynchronous Canvas course explores these questions and more. The course includes recordings from two guest speakers. Dr. Isabel Carrera Zamanillo from Stanford University presents on climate justice connections. Dr. Carrie Tzou, Professor and Director of the Goodlad Institute for Educational Renewal at UW Bothell, shares strategies and instructional resources for teaching about COVID-19. 

In this article we describe and highlight the main problems and Suggestion regarding the education system due to Covid-19.

The main thrust is to explore conceptual foundation, instructional design, delivery mechanisms, Crisis Management, and Benchmark proposals for high-performing Emergency Remote Teaching plans. Since the Pedagogical Approach of ERT is also based on Humanizing Pedagogy and Pedagogy of Care to adapt to student needs, some other aspects include assessing the system’s current digital infrastructure (internet, device access), student and teacher digital capabilities, and budget availability must be considered while adopting emergency remote teaching. This work will prepare the school, university, and college teachers to acquire 21st-century skills and competence along with technology-supported pedagogical innovations based on different technologies, digital tools, and techniques to enrich the emergence of remote teaching experiences.

The Chicago Public Schools typically operate with a $7.7 billion annual budget that now has over $2.3 billion in federal stimulus funding to address inequities, COVID-related impacts and gaping needs. That is a 30% increase beyond a typical CPS budget that normally has very little room to address historic inequities. However, there is no participatory budget process in place to allow students or CPS families to have their voices heard in the process. This unit plan is designed to change that and provide opportunities for students to directly influence the budget process at this critical moment when historic inequities have widened.

As of April 16, 2021, about 37.1% of Chicago residents have received at least one dose of the COVID-19 vaccine. But the question is: WHO is getting vaccinated? In this unit, students will identify inequities in vaccine distribution in Chicago and then explore why these inequities exist. Students will then work to take action to address these inequities.

What does formative assessment look like during distance learning? Without proximity, how can teachers gather and act on “in-the-moment” information – the behaviors, emotions, and situations that affect learning and inform instruction?
This resource provides explanations, sample questions, and possible actions to implement formative assessment during distance learning scenarios.

Image by Peggy und Marco Lachmann-Anke from Pixabay

Our artists are creating a collection of illustrations of SARS-CoV-2, the virus that causes COVID-19, in a variety of styles. Each illustration is available in multiple iterations. Download a package of editable image files by clicking the arrow at the bottom right of the image panel. Please review our licensing requirements below. Check back for new additions to the collection.

We encourage you to use and adapt these illustrations for non-commercial purposes.

This OER campus administrator guide, officially entitled "OER & Online Learning: Administrator Quick Start Guide, Strengthening the Shift to Online Learning in California Community Colleges Through the Use of OER", is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020.

The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), seeks to support community college administrators in California and beyond in more effectively supporting faculty use of OER as they work to address the reality of online learning in response to COVID-19 and future disruptions. The guide provides quick tips and starting points for campus administrators as they work to create the policy and practice environments needed to foster increased OER use for online learning.

See the associated OER and Online Learning: Faculty Quick-Start Guide for more in-depth tools and resources targeted to faculty and instructional design support, at: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide

A "Linha do tempo: COVID-19 x Educação no Paraná/Brasil" é parte integrante da dissertação de mestrado de Maria Fernanda Lopes de Freitas intitulada “A TRANSFORMAÇÃO DO TRABALHO DO PROFESSOR: COANÁLISE DAS ATIVIDADES DOCENTES DURANTE A PANDEMIA COVID-19 ATRAVÉS DA CLÍNICA DA ATIVIDADE ”, sob orientação do Profº Manoel Flores Lesama e da Profª Flavia Fazion no Programa de Mestrado em Ensino das Ciências Ambientais (PROFCIAMB) da Universidade Federal do Paraná (UFPR).

Le COVID-19 a débarqué et avec lui son lot de bouleversements. Basculement du jour au lendemain vers des enseignements à distance et adaptation express du corps enseignant aux outils en ligne. Benoît Raucent, professeur à l’Ecole polytechnique de Louvain et président du Louvain Learning Lab, en profite pour croquer chaque jour une anecdote, une remarque, une situation vécue qui illustre bien ce quotidien bousculé. Retrouvez ses dessins dans cette collection.

Comment lutter contre le Coronavirus : faut-il maintenir un confinement généralisé, même dans la durée, comme dans la plupart des pays d'Europe de l'Ouest ? Ou bien faut-il surtout compter sur l'immunité collective comme l'ont (un temps) suggéré le Royaume-Uni, les Pays-Bas ou la Suède ? Dans les deux cas, lutter contre cette pandémie de COVID-19 passera forcément par des choix douloureux, qu'on va discuter dans cette vidéo. Nous discuterons les pistes de réponses qu'un raisonnement utilitariste/conséquentialiste peut donner à ces dilemmes, en envisageant notamment la question difficile des systèmes de pistage/traçage du virus par géolocalisation comme mis en oeuvre en Corée du Sud, qui pose de nombreux problèmes de protection de la vie privée.

Quels patients sauver en situation de pénurie ? Dans cette pandémie de Coronavirus, certains pays comme l'Italie ont dû faire face à une explosion de la courbe de l'épidémie, saturant la capacité de leur système de santé. Dans ce genre de situation d'urgence et de rareté des ressources, les médecins en unité de soins intensifs doivent prendre des décisions tragiques : qui pourra bénéficier d'un des rares lits et respirateurs disponibles ? Et qui faudra-t-il laisser mourir ? Dans cette vidéo participative, on va réfléchir ensemble aux différents critères éthiques pour trier les patients dans le contexte d'une pandémie, dans l'attente du développement d'une immunité collective au Covid-19. On contrastera en particulier les réponses issues de l'utilitarisme ou de l'égalitarisme sur cette question.

This document provides guidance about issues related to using videoconferencing to support continuous learning and student data privacy and  online safety.