Embedding Learning Launch in Online Pedagogy 

 Challenge : 

 COVID 19 pandemic has forced us to bring some substantial changes in our life and one such   change is in the way we teach and learn in schools . Normal classes were suspended in most of   the educational institutes across India from March 2020 . Since we started the new academic   session in April 2020 , classes are held on online platforms due to lockdown and social   distancing norms . As everyone was caught unawares by this pandemic , no school was prepared   with an e - learning pedagogy . The result is , everyone is in the race to transform and convert a   conventional pedagogy designed for an on - campus physical classroom to the virtual mode using   various online platforms . This poses a major challenge in imparting effective learning keeping in   mind the holistic development of the child . This is also aggravated by the digital divide that   exists in our society . 

 As an educator , in addition to teaching my subject , I have to keep in mind the co - scholastic and   other learning outcomes which are imparted to the students through co- curricular and extra- curricular activities in the campus in pre - COVID 19 era . Both scholastic as well as co - scholastic   development of a learner in online mode of teaching and learning process requires not only a   pedagogy suitable for the e - learning ecosystem , but also a paradigm shift in our approach to   learn virtually . This would take time for all the stakeholders . Students and teachers alike are   making an earnest effort and it is pertinent at this point of time not to ignore the holistic   development of the child . Time will only unfold whether our efforts have been well directed   towards overcoming these hurdles to the desired extent . Could Learning Launch be the   panacea ? Let us find out . 

 Selection : 

 Being a student friendly tool learning launch initiates the learner to 3 L ’s i.e. look , listen and   learn and thus creating ‘ awareness ’ - awareness in every aspect , whether it is an awareness of a   problem ( social , political , environmental , et al ) , sense of empathy , sense of wonderment , sense   of values etc .   Awareness sparks curiosity and a curious learner starts questioning . Once the   learner starts asking lots of questions it reflects that the leaner is undergoing the process of   understanding the problem through research and experimentation / trial and error . The process   of understanding may involve reading articles , watching videos , interviewing , surveying or   analyzing data . This leads in acquiring new knowledge and applying this newly acquired   knowledge to find solutions of the problem . In the process of finding potential solutions , the   learners not only share ideas , but brainstorm by analyzing and combining ideas to generate a   concept . Thus an artefact emerges , which provides the basic framework for a prototype . 

 At this stage the learner is excited to experiment with their creation ( prototype ) and take a   note of things / points that work out well or otherwise . If there is something that needs   attention the learners revise the steps of experimentation again and again , making it error free   and thus leading closer to success . When it is done , it is ready to launch . In this phase , the   learner / s are ready to share their work with others . 

 Application : 

 In order to facilitate the scholastic as well as non - scholastic learning outcomes in this new and   virtual ecosystem , I first re - established my teaching goals and also clearly defined what my   learners will achieve during the course . Keeping these goals in mind the entire module was   divided into smaller topics with subtopics . Empathy is required while deciding on the elements   of the pedagogy to be delivered . Hence my endeavour was to take into consideration the   learning needs of the students . Apart from the subject knowledge , students need to acquire   skills to collaborate and work in teams , take initiative for self - learning and peer learning ,   develop interpersonal communication skills , presentation skills , and familiarity with digital   platforms . So keeping myself in place of the learners and taking into consideration the flow of   the course content , I tried to embed the design thinking tool of learning launch in my online   teaching and learning sessions . 

 As e - learning coach Connie Malamad says , “ One of the most important areas we can develop as   professionals is competence in accessing and sharing knowledge . ” Inspired by the quote , “ The   key to a successful learning environment is structure ” , I decided to develop a structure in my   virtual classrooms and thus Peer Assisted Learning groups ( PAL groups ) were created with the   following objectives and modus operandi . 

 Objectives : 

 1 . Facilitating peer learning through active knowledge creation and continuous feedback . 

 2 . Developing social learning skills through interpersonal approach which includes empathy ,   self - awareness and self - regulation . 

 3 . Enhancing online learning competences and team - work . 

 Modus operandi : 

 1 . Each PAL group will consist of not more than 8 students . 

 2 . Each PAL group will have a Peer Co - ordinator ( PC ) on rotation basis for a tenure of   approximately 4 weeks duration . 

 3 . The role of the PC will be to co - ordinate PAL activities as below : 

 - facilitate smooth functioning of the group and monitor the learning outcomes 

 by resolving doubts / problems related to mathematics , through interacting amongst the group   members and/or , organizing online group study sessions . 

 - motivate and encourage group members to frequently interact with the group 

 members to clarify their doubts in order to complete various activities , tasks , assignments ,   projects assigned by the teacher . 

 - be the point of contact for the teacher to assess group members ’ learning and 

 overall understanding of the subject . 

 - bridge the learning gaps of the group , by clarifying with the teacher ( during the 

 online classes ) , any doubts on the topics that have already been discussed . 

 Insight : 

 The idea of creating PAL groups is equally exciting and challenging . The main challenge lies in   forming groups keeping in mind the learners ’ diverse aptitude , attitude and skills . It is observed   that though the learners have acquired the new IT skills but initially few students interacted    during the teaching – learning process . Most of the students were passive learners . Gradually   students became aware of their   problems , and became curious to learn , started interacting   share their knowledge , gave regular feedback . It came as a pleasant surprise to find that some   of the learners who mostly remained passive during the on - campus classes , started to actively   participate in these online classes . Giving feedback is a skill . Frequent and effective feedback is   an integral component for effective learning . It increases productivity and team harmony and it   became evident among the members of the PAL Groups . The learners developed empathy ,   collaborative approach , mentoring and leadership skills . With collective intelligence , improved   communication skill ,   good understanding and team spirit the learners of PAL groups   distributed the content among the groups . Each PAL Group designed their learning modules   made presentations , created videos , questionnaires , quizzes , etc . and presented it in their own   class .   The modules designed and created by various PAL groups of different classes were   uploaded in school ERP for wider viewing . In this process the learners ( PAL groups ) received   constructive feedback and they again worked on the presentations , thus bringing in lots of   improvement in the final product . My observation is that , the framework has triggered the   enthusiasm and to a certain extent shifting the balance of learning to the learners . 

 Approach : 

 I intend to incorporate the following as we go ahead with the academic session . 

 i. Role clarity for each member of the PAL group . This could be done by designing the activities   for the group in a manner that every member becomes responsible and accountable for   developing a collaborative learning artifact . 

 ii . Create a peer evaluated feedback mechanism that facilitates learning through collective   intelligence through inputs and feedback coming in from the entire class . 

 iii . Establish a rubric to capture initiative , coordination , inter - personal communication and   subject knowledge . 

 References : 

 1 .   The   Launch   Cycle :   A   design   thinking   framework   for   education . 

 https://youtu.be/AsSLvOLkUYn 

 2 . https://www.edx.org/course/launching-innovation-in-schools 

 3 . https://learnlaunch.com/ 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: https://youtu.be/AsSLvOLkUYn
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Embedding Learning Launch in Online Pedagogy 

 Challenge : 

 COVID 19 pandemic has forced us to bring some substantial changes in our life and one such   change is in the way we teach and learn in schools . Normal classes were suspended in most of   the educational institutes across India from March 2020 . Since we started the new academic   session in April 2020 , classes are held on online platforms due to lockdown and social   distancing norms . As everyone was caught unawares by this pandemic , no school was prepared   with an e - learning pedagogy . The result is , everyone is in the race to transform and convert a   conventional pedagogy designed for an on - campus physical classroom to the virtual mode using   various online platforms . This poses a major challenge in imparting effective learning keeping in   mind the holistic development of the child . This is also aggravated by the digital divide that   exists in our society . 

 As an educator , in addition to teaching my subject , I have to keep in mind the co - scholastic and   other learning outcomes which are imparted to the students through co- curricular and extra- curricular activities in the campus in pre - COVID 19 era . Both scholastic as well as co - scholastic   development of a learner in online mode of teaching and learning process requires not only a   pedagogy suitable for the e - learning ecosystem , but also a paradigm shift in our approach to   learn virtually . This would take time for all the stakeholders . Students and teachers alike are   making an earnest effort and it is pertinent at this point of time not to ignore the holistic   development of the child . Time will only unfold whether our efforts have been well directed   towards overcoming these hurdles to the desired extent . Could Learning Launch be the   panacea ? Let us find out . 

 Selection : 

 Being a student friendly tool learning launch initiates the learner to 3 L ’s i.e. look , listen and   learn and thus creating ‘ awareness ’ - awareness in every aspect , whether it is an awareness of a   problem ( social , political , environmental , et al ) , sense of empathy , sense of wonderment , sense   of values etc .   Awareness sparks curiosity and a curious learner starts questioning . Once the   learner starts asking lots of questions it reflects that the leaner is undergoing the process of   understanding the problem through research and experimentation / trial and error . The process   of understanding may involve reading articles , watching videos , interviewing , surveying or   analyzing data . This leads in acquiring new knowledge and applying this newly acquired   knowledge to find solutions of the problem . In the process of finding potential solutions , the   learners not only share ideas , but brainstorm by analyzing and combining ideas to generate a   concept . Thus an artefact emerges , which provides the basic framework for a prototype . 

 At this stage the learner is excited to experiment with their creation ( prototype ) and take a   note of things / points that work out well or otherwise . If there is something that needs   attention the learners revise the steps of experimentation again and again , making it error free   and thus leading closer to success . When it is done , it is ready to launch . In this phase , the   learner / s are ready to share their work with others . 

 Application : 

 In order to facilitate the scholastic as well as non - scholastic learning outcomes in this new and   virtual ecosystem , I first re - established my teaching goals and also clearly defined what my   learners will achieve during the course . Keeping these goals in mind the entire module was   divided into smaller topics with subtopics . Empathy is required while deciding on the elements   of the pedagogy to be delivered . Hence my endeavour was to take into consideration the   learning needs of the students . Apart from the subject knowledge , students need to acquire   skills to collaborate and work in teams , take initiative for self - learning and peer learning ,   develop interpersonal communication skills , presentation skills , and familiarity with digital   platforms . So keeping myself in place of the learners and taking into consideration the flow of   the course content , I tried to embed the design thinking tool of learning launch in my online   teaching and learning sessions . 

 As e - learning coach Connie Malamad says , “ One of the most important areas we can develop as   professionals is competence in accessing and sharing knowledge . ” Inspired by the quote , “ The   key to a successful learning environment is structure ” , I decided to develop a structure in my   virtual classrooms and thus Peer Assisted Learning groups ( PAL groups ) were created with the   following objectives and modus operandi . 

 Objectives : 

 1 . Facilitating peer learning through active knowledge creation and continuous feedback . 

 2 . Developing social learning skills through interpersonal approach which includes empathy ,   self - awareness and self - regulation . 

 3 . Enhancing online learning competences and team - work . 

 Modus operandi : 

 1 . Each PAL group will consist of not more than 8 students . 

 2 . Each PAL group will have a Peer Co - ordinator ( PC ) on rotation basis for a tenure of   approximately 4 weeks duration . 

 3 . The role of the PC will be to co - ordinate PAL activities as below : 

 - facilitate smooth functioning of the group and monitor the learning outcomes 

 by resolving doubts / problems related to mathematics , through interacting amongst the group   members and/or , organizing online group study sessions . 

 - motivate and encourage group members to frequently interact with the group 

 members to clarify their doubts in order to complete various activities , tasks , assignments ,   projects assigned by the teacher . 

 - be the point of contact for the teacher to assess group members ’ learning and 

 overall understanding of the subject . 

 - bridge the learning gaps of the group , by clarifying with the teacher ( during the 

 online classes ) , any doubts on the topics that have already been discussed . 

 Insight : 

 The idea of creating PAL groups is equally exciting and challenging . The main challenge lies in   forming groups keeping in mind the learners ’ diverse aptitude , attitude and skills . It is observed   that though the learners have acquired the new IT skills but initially few students interacted    during the teaching – learning process . Most of the students were passive learners . Gradually   students became aware of their   problems , and became curious to learn , started interacting   share their knowledge , gave regular feedback . It came as a pleasant surprise to find that some   of the learners who mostly remained passive during the on - campus classes , started to actively   participate in these online classes . Giving feedback is a skill . Frequent and effective feedback is   an integral component for effective learning . It increases productivity and team harmony and it   became evident among the members of the PAL Groups . The learners developed empathy ,   collaborative approach , mentoring and leadership skills . With collective intelligence , improved   communication skill ,   good understanding and team spirit the learners of PAL groups   distributed the content among the groups . Each PAL Group designed their learning modules   made presentations , created videos , questionnaires , quizzes , etc . and presented it in their own   class .   The modules designed and created by various PAL groups of different classes were   uploaded in school ERP for wider viewing . In this process the learners ( PAL groups ) received   constructive feedback and they again worked on the presentations , thus bringing in lots of   improvement in the final product . My observation is that , the framework has triggered the   enthusiasm and to a certain extent shifting the balance of learning to the learners . 

 Approach : 

 I intend to incorporate the following as we go ahead with the academic session . 

 i. Role clarity for each member of the PAL group . This could be done by designing the activities   for the group in a manner that every member becomes responsible and accountable for   developing a collaborative learning artifact . 

 ii . Create a peer evaluated feedback mechanism that facilitates learning through collective   intelligence through inputs and feedback coming in from the entire class . 

 iii . Establish a rubric to capture initiative , coordination , inter - personal communication and   subject knowledge . 

 References : 

 1 .   The   Launch   Cycle :   A   design   thinking   framework   for   education . 

 https://youtu.be/AsSLvOLkUYn 

 2 . https://www.edx.org/course/launching-innovation-in-schools 

 3 . https://learnlaunch.com/
### Output: 