13 10 191 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Creating and imagining education differently Subject The topic of the resource Items on change opportunities for education catalysed by COVID-19 Contributor An entity responsible for making contributions to the resource Collection curator - Louise Gwenneth Phillips Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource What Teacher Educators Should Have Learned From 2020 Subject The topic of the resource What Teacher Educators Should Have Learned From 2020 Description An account of the resource This book begins the hard work of synthesizing what the experiences of 2020 can show us about how to remake education for the future. As we look back and look ahead, it’s clear that education is not going to return to anything like pre-pandemic schooling. Instead, a workable balance of in-person and digital learning must be found to motivate and educate all students. While many people yearn for a “return to normal,” the shift to emergency remote teaching, accompanied by a resurgence in the civil rights movement, made clear that “normal” really only worked for the privileged few. We must see 2020 as an opportunity for an educational revolution. There is great value in what we can learn, uncover, unpack, and change from education in 2020, and this book invites us to do just that. Creator An entity primarily responsible for making the resource Richard E. Ferdig & Kristine E. Pytash Source A related resource from which the described resource is derived https://learntechlib.org/p/219088/ Publisher An entity responsible for making the resource available Association for the Advancement of Computing in Education (AACE) Date A point or period of time associated with an event in the lifecycle of the resource 17 Mar 2021 Contributor An entity responsible for making contributions to the resource Richard E. Ferdig & Kristine E. Pytash Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource ebook Language A language of the resource English Type The nature or genre of the resource hyperlink Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource United States Subject The topic of the resource Articles related to United States Description An account of the resource A collection of articles related to United States Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Factors Contributing to Teacher Burnout During COVID-19 Subject The topic of the resource Factors Contributing to Teacher Burnout During COVID-19 Description An account of the resource As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress those being COVID-19 anxiety, current teaching anxiety, anxiety communicating with parents, and administrative support. The results are important for schools and researchers to consider when it comes to the impact of COVID-19 on teachers. Creator An entity primarily responsible for making the resource Tim Pressley Source A related resource from which the described resource is derived https://journals.sagepub.com/doi/full/10.3102/0013189X211004138 Publisher An entity responsible for making the resource available Educational Researcher Date A point or period of time associated with an event in the lifecycle of the resource 16 Mar 2021 Contributor An entity responsible for making contributions to the resource Tim Pressley Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource url Language A language of the resource English Type The nature or genre of the resource Journal article Identifier An unambiguous reference to the resource within a given context https://doi.org/10.3102/0013189X211004138 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant USA Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Australia Subject The topic of the resource Articles related to Australia Description An account of the resource A collection of articles related to Australia Hyperlink A link, or reference, to another resource on the Internet. URL https://www.qilt.edu.au/qilt-surveys/student-experience Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2020 Student Experience Survey Subject The topic of the resource 2020 Student Experience Survey Description An account of the resource The Student Experience Survey (SES) provides a national architecture for collecting data on key aspects of the higher education student experience. The SES focuses on aspects of the student experience that are measurable, linked with learning and development outcomes, and potentially able to be influenced by institutions. The SES measures five aspects of the student experience: Skills Development, Learner Engagement, Teaching Quality, Student Support, and Learning Resources. The five aspects of student experience or focus areas in the SES comprise of related items representing feedback from students about their higher education experience regarding outcomes, behaviours and satisfaction. In order to report meaningfully on these varied aspects of the student experience, each student is adjudged to have rated their experience either positively or negatively for each item and, based on the item responses, each focus area. Scores presented in this report for both items and focus areas represent the proportion of students responding positively. Detailed information on how the scores are calculated are in Appendix 3. The survey items and response frames are reproduced in Appendix 2. Originally developed as the University Experience Survey (UES) in 2011, the SES was renamed in 2015 to facilitate the inclusion of students from non-university higher education institutions (NUHEIs). Prior to 2020, other than minor changes in wording to ensure the survey instrument was relevant to all higher education students, the survey questionnaire has remained relatively unchanged from the 2014 Student Experience Survey. In 2020, a new international student module was added to measure broader aspects of the international student experience including living and accommodation experience and reasons for choosing to study in Australia. A detailed list of the new international student items can be found in Appendix 2. Creator An entity primarily responsible for making the resource QILT - Quality Indicators for Learning and Teaching Source A related resource from which the described resource is derived https://www.qilt.edu.au/qilt-surveys/student-experience Publisher An entity responsible for making the resource available QILT - Quality Indicators for Learning and Teaching Date A point or period of time associated with an event in the lifecycle of the resource Mar 2021 Contributor An entity responsible for making contributions to the resource QILT - Quality Indicators for Learning and Teaching Rights Information about rights held in and over the resource Open Access Format The file format, physical medium, or dimensions of the resource url Language A language of the resource English Type The nature or genre of the resource report Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Australia Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Creating and imagining education differently Subject The topic of the resource Items on change opportunities for education catalysed by COVID-19 Contributor An entity responsible for making contributions to the resource Collection curator - Louise Gwenneth Phillips Hyperlink A link, or reference, to another resource on the Internet. URL https://link.springer.com/article/10.1007/s10833-021-09417-3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The changes we need: Education post COVID-19 Subject The topic of the resource changes in education post-COVID-19 Description An account of the resource The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning. Creator An entity primarily responsible for making the resource Zhao, Yong Watterston, Jim Source A related resource from which the described resource is derived https://link.springer.com/article/10.1007/s10833-021-09417-3 Publisher An entity responsible for making the resource available Journal of Education Change, Springer Date A point or period of time associated with an event in the lifecycle of the resource 18 February 2021 Contributor An entity responsible for making contributions to the resource Zhao, Yong Watterston, Jim Rights Information about rights held in and over the resource open accesss Format The file format, physical medium, or dimensions of the resource online journal article Language A language of the resource ENG Type The nature or genre of the resource journal article Identifier An unambiguous reference to the resource within a given context DOI:10.1007/s10833-021-09417-3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant International change Covid-19 curriculum pedagopgy https://omeka.cloud.unimelb.edu.au/teaching-and-learning-in-a-pandemic/files/original/ac0b5c4fcafd91194f4d08c21f14e733.jpg 4e9380145dd97ec5a6e9cfe186bd0449 Physical Object An inanimate, three-dimensional object or substance. Note that digital representations of, or surrogates for, these objects should use Moving Image, Still Image, Text or one of the other types. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping moments in my teaching and learning. Kathryn Coleman, Drawing on paper. 2018 Subject The topic of the resource A cartographic drawing Description An account of the resource A cartographic drawing of mapped movements in the studio. Creator An entity primarily responsible for making the resource Kathryn Coleman Date A point or period of time associated with an event in the lifecycle of the resource 2018 Contributor An entity responsible for making contributions to the resource Kathryn Coleman Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource International Subject The topic of the resource Worldwide articles Description An account of the resource A collection of worldwide articles Hyperlink A link, or reference, to another resource on the Internet. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning Subject The topic of the resource A report on the impact of the COVID-19 pandemic on online teaching and learning of various papers. Description An account of the resource The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place. Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward. Creator An entity primarily responsible for making the resource Sumitra Pokhrel & Roshan Chhetri Source A related resource from which the described resource is derived https://journals.sagepub.com/doi/full/10.1177/2347631120983481 Publisher An entity responsible for making the resource available Sage Date A point or period of time associated with an event in the lifecycle of the resource Jan 19, 2021 Contributor An entity responsible for making contributions to the resource Sumitra Pokhrel & Roshan Chhetri Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Journal article Identifier An unambiguous reference to the resource within a given context https://doi.org/10.1177/2347631120983481 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Studies done in various countries Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource International Subject The topic of the resource Worldwide articles Description An account of the resource A collection of worldwide articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An effective blended online teaching and learning strategy during the COVID-19 pandemic Subject The topic of the resource Effective blended online teaching & learning strategy Description An account of the resource The shift to distance teaching and learning during the COVID-19 pandemic brought about a real challenge for both instructors and students. To face these difficulties in teaching undergraduate Chemistry courses at the University of Santo Tomas, a blended learning strategy in the context of teaching and learning of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were employed. Here, we present an online strategy that facilitated the transition from traditional face-to-face learning to full online instruction. This is a five-component blended learning strategy referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube to allow students to study and progress with learning at their own pace. The synchronous part of the teaching was conducted using video conferencing platforms, such as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students prior to its implementation. The analysis of the teaching and learning experience based on three indicators (i) student’s learning experience, (ii) student’s academic performance and (iii) instructor observations showed that DLPCA had a positive impact on students and instructors. The identified challenges were stability of internet connection and instructor’s familiarity with readily available internet-based teaching tools, such as video conferencing software. Instructors must also find means to improve their interaction with students and maintain student interest and engagement during online classes. The survey also indicated that most of the students are satisfied with the DLCPA strategy. Hence, this strategy is considered a manageable and effective alternative that can be adapted to full online instruction to other undergraduate Chemistry lecture courses. Overall, the findings and insights in this study will add valuable resources for further hybrid instruction in the post-COVID-19 time in higher education. Creator An entity primarily responsible for making the resource Lorico D.S. Lapitan Jr., Cristina E.Tiangco, Divine Angela G. Sumalinog, Noel S. Sabarillo, Joey Mark Diazc Source A related resource from which the described resource is derived https://www.sciencedirect.com/science/article/pii/S1749772821000129 Publisher An entity responsible for making the resource available Education for Chemical Engineers Date A point or period of time associated with an event in the lifecycle of the resource Apr 2021 Contributor An entity responsible for making contributions to the resource Lorico D.S. Lapitan Jr., Cristina E.Tiangco, Divine Angela G. Sumalinog, Noel S. Sabarillo, Joey Mark Diazc Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource hyperlink Language A language of the resource English Type The nature or genre of the resource Journal article Identifier An unambiguous reference to the resource within a given context https://doi.org/10.1016/j.ece.2021.01.012 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The Philippines Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource International Subject The topic of the resource Worldwide articles Description An account of the resource A collection of worldwide articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The COVID-19 pandemic has changed education forever. This is how Subject The topic of the resource COVID changes education forever Description An account of the resource The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom. As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay. Creator An entity primarily responsible for making the resource Cathy Li & Farah Lalani Source A related resource from which the described resource is derived https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Publisher An entity responsible for making the resource available World Economic Forum Date A point or period of time associated with an event in the lifecycle of the resource 29 Apr 2021 Contributor An entity responsible for making contributions to the resource Cathy Li & Farah Lalani Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource hyperlink Language A language of the resource English Type The nature or genre of the resource hyperlink Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant worldwide Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource International Subject The topic of the resource Worldwide articles Description An account of the resource A collection of worldwide articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Undergraduate students’ perceived stress levels in summer term 2020 - A comparison to preceding academic terms Subject The topic of the resource Students perceived less stress in Summer term 2020 than before the pandemic Description An account of the resource The COVID-19 pandemic tremendously affected teaching and learning in both schools and higher education settings. In Germany, university students had to shift from in-person group learning in lectures and seminars to new forms of e-learning and distance teaching. Even before COVID-19, stress was a common experience among university students, and these changes have reinforced students’ stress levels. Based on a sample of n = 110 German university students, this study explores whether students’ perceived stress levels in summer term 2020 differed from their perceived stress levels in preceding academic terms. The results show that students experienced lower levels of stress and higher levels of joy in summer term 2020 compared to preceding academic terms. Despite limitations in the interpretation of these findings, possible explanations such as changes in academic and non-academic workload or decreased demands in university exams are discussed. Creator An entity primarily responsible for making the resource Simone A. Goppert & Maximilian Pfost Source A related resource from which the described resource is derived https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672783/abstract Publisher An entity responsible for making the resource available Frontiers in Psychology Date A point or period of time associated with an event in the lifecycle of the resource Accepted for publications 6 May 2021 Contributor An entity responsible for making contributions to the resource Simone A. Goppert & Maximilian Pfost Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource hyperlink Language A language of the resource English Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context 10.3389/fpsyg.2021.672783 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Gernmany Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource United States Subject The topic of the resource Articles related to United States Description An account of the resource A collection of articles related to United States Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Teaching and Learning During COVID and Beyond Subject The topic of the resource Teaching and Learning During COVID and Beyond Description An account of the resource The COVID-19 pandemic is significantly impacting families, both in terms of their physical and mental well-being, as well as their financial stability. According to recent data from the American Psychological Association, parents are experiencing significantly high levels of stress. i As schooling has shifted online, children—many of whom have spent months in social isolation, while families experienced both economic hardship and health distress—are also being affected. High numbers of parents are reporting that their children are facing social and emotional health challenges, including loneliness, anxiety, and depression.ii Many children are being exposed to varying levels of trauma that may undermine their sense of safety and stability, and have long term impacts on their daily lives, including their ability to engage in learning. Distance education has not met the challenge of addressing present educational needs, even under the best of circumstances.iii In many cases, students are without devices or internet access; teachers lack experience with remote learning; parents do not have the additional time to devote towards their children’s studies; or students simply did not show up online.iv Significant disparities exist in access to technology and broadband connectivity, which are further exacerbated across the urban-rural divide. This is particularly evident among the most vulnerable students, many of whom required accommodations in ordinary times, including those with disabilities, in foster-care, or living in poverty. Furthermore, instructional capacity is an additional barrier impeding the transition to online learning, both in terms of teacher preparation programs and as many school districts struggle to provide adequate guidance to teachers on instructional delivery and tracking participation and progress. v These factors contribute to learning loss and further increase the risk that millions of students will have large gaps in educational attainment, impacting their preparation for a lifetime of learning and employment. Preliminary research is already bearing this out. The average student could begin the next academic year having fallen behind academically by as much as of seven months.vi These losses are expected to be greater for minority and low-income children, further widening racial and socioeconomic achievement gaps.vii Black and Latinx students could experience learning losses up to an equivalent of 10 months. As schools look to reopen in the fall and work to transition students back into the classroom, they will face numerous challenges, including preparing school buildings to meet new state and federal health saftey guidelines, ensuring smaller class sizes, temperature checks, increased access to disinfectants, and personal protective equipment. At the same time, administrators and teachers will need to catch students up, perhaps through reviewing skills and content that would have normally been covered during the previous academic year, investing in summer instructional programs, and opening early for students with special needs. Additionally, the social, emotional, and behavioral needs of many students will be greatly increased. Moreover, with schools not reopening uniformly and some parents uncomfortable with sending their children back to school before a vaccine is available, remote instruction will need to be strengthened. These new requirements will have to be addressed at a time of significantly shrinking budgets. Large majorities of parents, across all demographic groups, believe that schools should rethink how students learn, by developing innovative ways to teach children due to COVID-19.ii This crisis provides an opportunity for educators, communities, states, school districts, and the federal government to reexamine how students are educated and address all dynamics of learning by integrating academic achievement with social and emotional learning; trauma-informed practices; and principles of motivation and engagement. Isolation, disrupted routines, and ongoing uncertainty are highlighting the importance of emotional management, relationship building, and problem-solving. These critical skills can help students learn and cope with stress, instability, and trauma—both while distance learning and in a school setting. Creator An entity primarily responsible for making the resource American Psychological Association Source A related resource from which the described resource is derived https://www.apa.org/ed/schools/teaching-learning/dynamics-learning/covid-19-beyond.pdf Publisher An entity responsible for making the resource available American Psychological Association Contributor An entity responsible for making contributions to the resource Kenneth Polishchuk Rights Information about rights held in and over the resource Open access Format The file format, physical medium, or dimensions of the resource hyperlink Language A language of the resource English Type The nature or genre of the resource hyperlink