{"id":12982,"date":"2021-07-01T09:53:24","date_gmt":"2021-07-01T07:53:24","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=12982"},"modified":"2021-07-02T08:08:04","modified_gmt":"2021-07-02T06:08:04","slug":"resilient-teaching-a-learning-design-framework-for-a-post-pandemic-era","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/type\/featured-articles\/resilient-teaching-a-learning-design-framework-for-a-post-pandemic-era\/","title":{"rendered":"Resilient Teaching: A Learning Design Framework for a Post-pandemic Era"},"content":{"rendered":"\n

At the start of the pandemic, my colleagues and I developed an open course called Resilient Teaching Through Times of Crisis and Change<\/a>. We wanted to create a learning design framework for instructors to use as they navigated immediate and future instructional challenges. We also wanted to create a course experience that allowed course participants to engage with each other around the challenges they were facing in their unique instructional contexts. We took a community-oriented approach to design<\/a> and incorporated a digital workbook that offered a scaffolded approach to enable participants to build their teaching plans across the duration of the course. Participants had the option to share and receive feedback from peers on their teaching plans using a feature in the workbook as well. Through this course, participants found opportunities to prepare to teach in dynamic and shifting contexts. More detail about the Resilient Design for Learning framework that we advance in this course can be found through our recently published, open-access book chapter<\/a>.\u00a0\u00a0<\/p>\n\n\n\n

As we were designing the course, we knew that we needed to design with two contexts in mind. The first context was instructional challenges brought about by the pandemic, namely the abrupt shift to \u201cemergency remote instruction\u201d in the spring of 2020 and then the shift to fully online learning environments for the following academic year. The second context was the \u201cpost-pandemic era,\u201d a design context which we knew little about as we were developing the course. Yet, we knew from the outset that we wanted the course to remain evergreen and be relevant to instructors who are faced with disruptions in their educational environments for any number of reasons and who must quickly adapt their course designs.<\/p>\n\n\n\n

In my presentation<\/a> at the Media & Learning Online Spring conference<\/a>, I focused on aspects of the Resilient Design for Learning framework that seem particularly salient at the present moment. By way of introduction, the framework consists of three principles: designing for extensibility (designing for anticipated changes to a learning environment), designing for flexibility (creating conditions that allow implementation of extensible designs), and designing for redundancy (developing \u201cduplicative\u201d instructional resources and strategies that can serve as replacements, if necessary). As we move towards a post-pandemic era, instructors may want to focus on these facets of the framework.
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