Learning Leaders: Teaching and Learning Frameworks in Flux Impacted by the Global Pandemic

Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: [email protected]; Web site: http://www.cjlt.ca

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Teaching Methods; Learning Processes; Pandemics; COVID-19; Instructional Leadership; Outcomes of Education; Technological Literacy; Information Technology; Informal Education; Educational Policy; Self Esteem; Distance Education; Online Courses; Educational Change; Elementary Secondary Education

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This article builds on the work of EDUsummIT2019's thematic working group 2 (TWG2) focus on "Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?" Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the most significant influences on how learning leaders need to adjust to accommodate the dramatic increase in remote online learning are identified. The major influences include learners' previous knowledge, self-confidence, abilities and motives, and changes between learning initiated by teachers and that by learners. COVID-19 has caused a massive upskilling of people in all facets of society from children to grandparents, from media to consumers, and from policy makers to practitioners. None of the alignments nor factors identified in this article are static and learning leaders need to perpetually reconsider the factors identified to achieve successful learning outcomes. The ongoing challenges for educators in this changing world are in a permanent state of flux with an increasing IT literate society across all formal and informal sectors of education.

As Provided

2021

EJ1316299