Instructional interface’s blueprint for guiding instructional-technological interactions’ research: the Big Bang shift in K-12

Abstract

This response reviews and analyzes the ten focal topics and three elements introduced in Nacu, Martin, and Pinkard's work, entitled "Designing for 21st century learning online: a heuristic method to enable educator learning support roles". An analogy of the London Stock Exchange's Big Bang is drawn to describe the moment education is currently living. In this context, homeschooling guided learning is analyzed. Nacu, Martin, and Pinkard (2018) offered insightful approaches for the sudden shift to digital that the world has experienced since April 2020. Their inquiries coincided with the questions asked by researchers and teachers around the world when their schools were closed due to the COVID-19 lockdown. Along with Nacu et al.'s (EducTech Res 64(4):1029-1049, 2018) effort, a theoretical framework, an instructional interface model, is conceptualized as a blueprint, to offer a guide for research for instructional-technological interactions. In this scenario, shifting to digital is not just a tech shift but a worldwide creators' mindset shifts.

Proceedings: ITP Research Symposium 2022, 30 November – 2 December

“…Educational institutions may struggle to fulfil this mandate of improving the employability of learners, considering the swiftness with which job requirements have been shifting over the last year and are likely to be shifting in the next few years. As learners may be removed from a formal classroom for a variety of reasons (Beard, 2020;Farnell et al, 2021;Schleicher, 2020), either intentionally or unintentionally, educators must be prepared to take full advantage of the existing knowledge on informal learning and project-based assessments, since both concepts enhance the ability of learners to be more self-directed in their studies (Chang et al, 2018;Helle et al, 2006;Maida, 2011) and take full advantage of technological and learning-design opportunities (Altay et al, 2016;Assaf, 2021;Bennett et al, 2020).…”

“…Another result of the pandemic and the digitisation of tertiary education is a much stronger focus on studentdriven and experiential learning instead of traditional instruction-based studies (Assaf, 2021;Cameron et al, 2022;Gonzalez-Ramirez et al, 2021;Naar et al, 2021). The goal of educators operating in the post-Covid environment has been to create a system that can be set up in a way that the learners could create their own projects in a safe environment, supported through resources, project-delivery infrastructure, and access to the facilitator as required.…”

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“…It has had major effects across multiple industries, social and political life, and the livelihoods of virtually every person around the world. Educational institutions were at the forefront of transformations caused by the pandemic (Assaf, 2021;Farnell et al, 2021) and educational institutions in New Zealand were no exception Marinoni et al, 2020;OECD, 2022;Schleicher, 2020). Schools and tertiary institutions in Aotearoa were closed for a considerable amount of time as the government developed and implemented the action plans to control the spread of the virus.…”

The Dread of Normality: Student Perceptions in Transitioning Between Online and On-Campus Learning

“…It has had major effects across multiple industries, social and political life, and the livelihoods of virtually every person around the world. Educational institutions were at the forefront of transformations caused by the pandemic (Assaf, 2021;Farnell et al, 2021) and educational institutions in New Zealand were no exception (Dai et al, 2020;Marinoni et al, 2020;OECD, 2022;Schleicher, 2020). Schools and tertiary institutions in Aotearoa were closed for a considerable amount of time as the government developed and implemented the action plans to control the spread of the virus.…”