Among the challenges for the advocates for high-quality digital learning throughout much of 2020 was distinguishing good practices from the emergency remote learning that was too often implemented poorly by schools, colleges, and universities.
Apparently that particular challenge hasn’t gone away with the new year, because early this morning (New Year’s Day) I was triggered by this sentence in an article in Forbes:
“[H]igh school and college students are exhausted by online learning. They long for the personal connections that online learning simply cannot provide.”
So much for my hope that we could move on to greener pastures with the changing of the calendar.
As I began the new year in this freshly agitated state, I considered how we might finally change this frustrating dynamic, and came upon two related ideas. First, we need to re-brand. Second, we need to make it clear that we are re-branding to distinguish bad educational practice from good practice, regardless of the source of either. As such, a modest proposal follows.
From this point on, advocates for high quality digital learning will refer to the alternative (bad digital learning) as Circumstantial Remote Agonizing Pedagogy. This is the type of learning that…