OLDaily

Designing video feedback to support the socioemotional aspects of online learning
Tracii Ryan, Educational Technology Research and Development, 2021/03/31

This short article (4 page PDF), noting that "anecdotal evidence suggests that many students who made the rapid mandated shift to online learning experienced feelings of displacement, social isolation, and demotivation," cites a study that "found that online students felt more supported, valued and encouraged when instructors provided assessment feedback in the form of asynchronous video recordings rather than text," though admittedly text feedback was more efficient and better organized. Via Neil Mosley.Image: Art of Education on ways to address social-emotional needs when teaching online.

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Petrilli: We're Crowdsourcing the Wisdom of Dozens of Experts on How Schools Can Best Address Unfinished Learning. Some of What They Have to Say
Michael Petrilli, The 74, 2021/03/31

I think that if the Fordham Institute were really crowdsourcing their report on post-pandemic recovery for schools, they'd hear from voices that suggest that 'acceleration' isn't really an option for millions of the students they're targeting. Here's what they recommend: "extra help coming out of the pandemic, particularly in such forms as extended learning time, high-dosage tutoring and expanded mental-health supports... (that) should complement but cannot replace what students need from schools’ core programs." Sounds great, assuming it can be paid for, but where are the students to find this extra time? Particularly those, say, that have home responsibilities or depend on part-time jobs?

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