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Ongoing Academic Delivery during COVID-19

Kevin Lloyd

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As schools reopen, they need to adapt learning to meet new requirements resulting from the ongoing pandemic. Effectively implemented Blended Learning has become a necessity, combining online and classroom learning together with a wide number of parameters to consider. Blended Learning is not going away, and it is not clearly defined, not easily managed and not for everyone. The challenges faced with Blended Learning are from an instructional design, organization, and technical perspective.

1210151901_BlendedLearningstudent.thumb.jpg.70e9b4cf347385afca886092a485d1b9.jpgSome insights to consider when offering Blended Learning from a recent webinar with Dr Matt Harris include:

Instructional Design

  • Blended Learning provides the opportunity to go beyond the classroom and the time schedule.
  • Consider asynchronous learning in the same place to support social distancing while enabling both interaction and working at own pace.
  • The process of interaction and connection with and between students is key.
  • Flipped Learning
    • When the students return to school do not do lecturing, focus on the relational development to allow students to get deeper into the content.
    • Encourage students to schedule remote video connections at other times.
    • With larger classes, create smaller differentiated groups of between 5 and 10 students.


  • Consider which students come back when based on government mandate, student needs and requirements, ability to do online learning.
  • Sufficiently staff to meet on campus requirements including managing social distancing, cleaning, etc.
  • Understand your teaching capabilities. Who is willing to or permitted to come to school? Are your teachers available – perhaps they have gone home?
  • Specialist and practical learning should be part of your planning. Are specialist teachers permitted on campus?  How do you meet practical learning requirements for classes such as art?
  • Special Populations need to be considered and these differ by school. Consider these groups and how you provide access.


  • Online specialist lessons should be done like a YouTube tutorial - show a step-by-step approach using images and the voice of the teacher to create familiarity.
  • Science for primary students should be as tactile and interactive as possible. Have them video their experiments. Focus on the practical elements without the expectation that they will understand the conceptual elements of the work.
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