=Paper=
{{Paper
|id=Vol-3099/paper0
|storemode=property
|title=Redesigning Educational Innovation in the Post-COVID-19 Era
|pdfUrl=https://ceur-ws.org/Vol-3099/paper0.pdf
|volume=Vol-3099
|authors=Klinge Villalba-Condori,Jari Lavonen,Lung-Hsiang Wong,Aman Yadav
}}
==Redesigning Educational Innovation in the Post-COVID-19 Era==
https://ceur-ws.org/Vol-3099/paper0.pdf
Redesigning Educational Innovation in the
Post-COVID- 19 Era
Klinge Villalba-Condori1[0000-0002-8621-7942], Jari Lavonen2[0000-0003-2781-7953], Lung-Hsiang
Wong3[0000-0002-0402-9199] and Aman Yadav4 [0000-0003-4247-2033]
1 Universidad Continental, Arequipa, Perú
kvillalba@continental.edu.pe
2 University of Helsinki, Finland
jari.lavonen@helsinki.fi
3 National Institute University
lunghsiang.wong@nie.edu.sg
4 Michigan State University, USA
ayadav@msu.edu
Abstract. The context of the COVID 19 pandemic has accelerated the processes
of innovation in education, radically modifying the pedagogical practice of teach-
ers and the learning processes of students, in addition to the precariousness of the
equipment that in many cases has been shown to hinder the normal development
of the educational process. In this edition of CITIE, the variety of educational
contexts explains the importance of contextualization in educational innovation
processes.
Keywords: Educational innovation, Digital education in times of pandemic,
pedagogical practice, educational processes.
1 Prologue
This edition of the 3rd International Congress on Trends In Educational Innovation
CITIE 2020, is focused on Digital Education after COVID-19.
COVID-19 has influenced the education sector all over the world and affecting
learning of nearly 1.6 billion children and young people in almost 200 countries. Clos-
ing of the schools, to prevent the spread of COVID-19, have impacted at least 94% of
the world’s children and young people population [1]. However, the pandemic has en-
gaged educators, researchers, and administrators in the generation of education- al in-
novations related to the use of digital tools and appropriate pedagogy. Innovations have
been designed [2], for example, to expand radio and television-based educational pro-
grams and, especially, distance teaching and learning with digital tools. These innova-
tions have helped teachers in the instructional design and boosting digital tools and
learning platforms to support learners´ learning performance and considering the cog-
nitive load and supporting the development of well-being of learners.
We can cite the large number of studies that were published in 2020, [3] which eval-
uate the digital transformation during the COVID-19 pandemic and recognized the
growth of the use of a variety of digital devices. They described, for example, how two
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
1
2
fifth grade teachers started to work as a team, while using Google Classroom, and
shared the workload by sifting online class responsibilities. During the distance teach-
ing period, the school days consisted of 2–4 live lessons a day via Google Meet (half
of the lessons held by one, half by the other teacher), after an approximately 20 minutes,
live teaching sessions learners had 40–50 minute time for individual work after which
the class gathered again to live session to Google Meet. All the tasks of the day were
sent for the learners in the previous evening. At the end of the school day the teachers
checked children’s’ daily tasks in Google Classroom and started to plan together the
lessons of the next day. This type of team-teaching was recognized as engaging for
learners. However, the learners and teachers were familiar with the Google Classroom
and teachers and learners had appropriate digital skills and equipment. The school was
borrowing the equipment for learners who did not had them at home. In a very different
example, [4] analyzed the use of digital tools during the pandemic in the African con-
text. He recognized based on search for examples, that schools have been creative in
adopting a variety of technology-based strategies and providing lessons and sharing
learning materials and worksheets through videoconferencing and online learning plat-
forms. In some countries, radio programs, and national television were used to broad-
cast school lessons and educational materials.
According to previous examples, the technology has been successfully used for in-
struction, delivering learning materials and in returning assignments. However, devel-
oped approaches have not supported well schools and teachers to carry out their im-
portant role in the socialization of learners and in the provision of services, such as,
school meals. Moreover, learners have lacked peer-support and informal collaboration
sessions.
In addition to the innovations, the digi-competence of teachers and learners have
improved during the COVID-19 era. Moreover, it has not been only a question about
digi-competence of teachers and learners but also the nature of competences learned
using digital tools. The education policy documents and curricula emphasize the learn-
ing of competences needed in rapidly changing societies and working life through the
use of digital tools. These competences have been called as twenty first century
skills/competences or generic/transversal/future competences and described as the
broad range of competencies necessary to participate fully in modern societies and sup-
port the employability of the citizens. It is clear the versatile use of digital tools is one
of those competences. One of the latest descriptions of these competences is done in
the Organization for Economic Cooperation and Development (OECD) Learning Com-
pass 2030 [5], which defines the knowledge, skills, attitudes and values that learners
need to fulfil their potential and contribute to the well-being of their communities and
the whole planet. In order to learn these future competences teachers and researchers
have designed innovative pedagogies, which encourage collaboration, co-creation, and
personalized learning with the help of digital tools.
There are quite many studies on teachers and learners´ digital competence during the
COVID-19 time. For example, [6] surveyed early career teachers experiences during
the COVID-19 pandemic and how they adapted online teaching. According to the sur-
vey, almost all teachers reported having maintained communication with students and
2
3
their parents. Most teachers reported having introduced new learning con- tent in addi-
tion to assigning tasks and providing feedback to their students. However, teachers met
challenges in online teaching and assessment. Teachers’ reported that they were able to
provide task differentiation and feedback to students.
The policymakers, educators, researchers and families are interested to become fa-
miliar with the designed digital innovations and pedagogy related to the use of these
innovations during the COVID-19 time and learn how these innovations have been used
in various countries. Moreover, they are interested to learn about learners’ learning of
future competences, engagement and well-being during the COVID-19 period. Espe-
cially, policymakers and researchers are interested to know how the COVID-19 has
accelerated the use of digital tools in education and in the development of teachers'
pedagogical practices. Consequently, conferences, like the CITIE 2020, are needed for
sharing the experiences and research outcomes related to the new pedagogy and the use
of digital tools in education. The CITIE 2020 presented conferences and pa- pers, a
selection of which appear in this volume, which introduce innovations related to the
use of digital tools in education and innovative pedagogies developed and re- searched
during the COVID-19 pandemic.
Finally, we must underscore the importance of innovation in education considering
the context of interventions, including the sociocultural issues, citing the old adage that
the only permanent thing is change, for which we must prepare and constantly adapt in
education [7].
References
[1] UNESCO (2020). Policy Brief: Education during COVID-19 and beyond. New-York:
United Nations. https://www.un.org/development/desa/dspd/wp- content/up-
loads/sites/22/2020/08/sg_policy_brief_covid- 19_and_education_august_2020.pdf
[2] Villalba-Condori, K. O., García-Peñalvo, F. J., Lavonen, J., & Zapata-Ros, M. (2019). What
Kinds of Innovations Do We Need in Education? In K. O. Villalba-Condori, F. J. García-
Peñalvo, J. Lavonen, & M. Zapata-Ros (Eds.), Proceedings of the II Congreso In- ternac-
ional de Tendencias e Innovación Educativa – CITIE 2018 (Arequipa, Perú, No- vember
26-30, 2018) (pp. 9-15). Aachen, Germany: CEUR-WS.org.
[3] Livari, N., Sharma, S. & Ventä-Olkkonen, L. (2020). Digital transformation of everyday
life – How COVID-19 pandemic transformed the basic education of the young generation
and why information management research should care? International Journal of Infor-
mation Management, 55. https://doi.org/10.1016/j.ijinfomgt.2020.102183.
[4] Gyimah, N. (2020). Assessing Technological Innovation on Education in the World of
Coronavirus (COVID-19) SSRN: https://ssrn.com/abstract=3670389 or
http://dx.doi.org/10.2139/ssrn.3670389
[5] Schleicher, A. (2019). The OECD Learning Compass2030, Directorate for Education and
Skills. Paris: OECD. http://www.oecd.org/education/2030-project/teaching-and- learn-
ing/learning/
[6] König, J., Jäger-Biela, D.-J.& Glutsch, N. (2020) Adapting to online teaching during
COVID-19 school closure: teacher education and teacher competence effects among early
career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622, DOI:
10.1080/02619768.2020.1809650
3
4
[7] Villalba-Condori K.O., Adúriz-Bravo A., Lavonen J., Wong LH., Wang TH. (2020) Im-
portance of the Concept of “Competency” in Science Teacher Education: What Are the
Professional Competencies for Science Teachers?. In: Villalba-Condori K., Aduríz-Bravo
A., Lavonen J., Wong LH., Wang TH. (eds) Education and Technology in Sciences.
CISETC 2019. Communications in Computer and Information Science, vol 1191. Spring-
er, Cham. https://doi.org/10.1007/978-3-030-45344-2_1
4