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Home Learning Daily video 30 september std 1 to 12

Home Learning Daily video 30 september std 1 to 12

With an increasing number of states, provinces and even whole countries closing institutions of learning as a response to the COVID-19 pandemic, almost 70% of the world’s students aren't attending school (UNESCO, 2020). COL stands able to share its expertise and resources to enable stakeholders to stay the doors of learning open for all.
Learn more about the International Partnership of Distance and Online Learning for COVID-19.

Since its establishment in 1987, COL has supported governments and academic institutions within the Commonwealth to determine robust distance teaching institutions and build competencies for quality online learning practices. Over the years, it's created many resources, including courses, policy briefs, how-to toolkits, also as guidelines on online learning and related areas that are downloadable to be used by policymakers, teachers and researchers round the globe.

In these unprecedented times, ODL can support learning within the non-formal and informal sectors, also because the formal education sector. Below may be a curated list of resources for policymakers, school and college administrators, teachers, parents and learners which will assist with student learning during the closure of educational institutions. Most of those are available as open educational resources with different licenses. the precise license conditions for reuse and remix are contained within the links.

While some elite schools – most of them private – have moved classes online, many children don't have access to computers, phones, internet, televisions or maybe electricity.

Only 8 percent of Indian households have a computer and an online connection.

“Electricity is additionally a drag – but half Indian homes have quite 12 hours of power each day ,” said Al Jazeera’s Elizabeth Puranam, reporting from the New Delhi , New Delhi.

“To address the challenges, some are taking classes to those children who don’t have access to technology.”

That online education is that the panacea for education woes of youngsters suffering from the pandemic across the country may be a myth. It must be challenged if we are to seek out more suitable alternatives that don't further exacerbate the tutorial inequality that exists between the haves and therefore the have-nots, especially in rural India.

2020 has been a difficult year academically as children across the planet have had their studies disrupted thanks to the extended closure of faculties due to the pandemic. In India, the effect has been particularly severe with complete lockdowns ensuring that the youngsters had no recourse to any of their support systems including schools, teachers, tuitions or group studies. In such a scenario, online education has been propagated because the solution both by private schools also because the governments (Centre and state). The system is functioning beautifully for youngsters with well-resourced parents especially in urban areas, but the underprivileged children in rural hinterlands where the majority of our student population resides, are left woefully behind.

Discussions on counselling, patient safety, ethical dilemmas in our Ophthalmic practice which are usually caught by students while seeing the school on the work can now be taught in these virtual classrooms. Many effective online teaching strategies are available for free; for example: “Building a Community of Learning (Southern New Hampshire University)”.



The government has been touting online classes as a viable alternative, but unequal and patchy access to the web has meant the experience is vastly different counting on location and household income.


According to a National Sample Survey report, 90 lakh students studying within the country's government schools haven't any facility for online education. 24 percent of households are connected to the web through smartphones, and only 11 percent have a computer with an online connection, while things in rural India is worse.


Unified communication and collaboration platforms like Microsoft Teams, Google Classroom, Canvas, Blackboard allow the teachers to make educational courses, training and skill development programs.[ They include options of workplace chat, video meeting and file storage that keeps classes organised and straightforward to figure . they typically support the sharing of a spread of content like Word, PDF, Excel file, audio, videos etc. These also allow the tracking of student learning and assessment by using quizzes and also the rubric-based assessment of submitted assignments.


Along with several researchers, i'm engaging with families across the country who are sharing stories about how they're supporting their children with education needs while schools are closed.

Let us examine the prerequisites for online education for a toddler . the primary and foremost requirement is access to the web . Second, there's a requirement for an appropriate device to render the content. Third, the content itself should be of such a top quality that the kid should be ready to grasp it remotely. Fourth, the resources to realize access to a number of supplementary learning material available online. Lastly, the power of oldsters to support their child in online learning through technical also as pedagogical support.

As you'll see, each of the required conditions above is an exclusion criterion as far as underprivileged children are concerned. i will be able to share certain key statistics so as to underline my points.

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