With learning being most often visually represented as an activity that takes place when learners & teachers are simultaneously in one space (f2f or online), it's no wonder a mental model of synchrounous teaching as the norm is being built. But it does not have to be this way. 1/
Learning also happens when we're not around. Learning happens individually & collectively, formally & informally. Technology allows us to let go of space and time constraints, but are we mentally ready to let go of the idea we as teachers can (and should) control learning? 2/
There is still an entrenched belief that asynchronous learning is not as valuable as synchronous learning. In the absence of visual cues, presence & participation are more difficult to gauge. But async learning is all about active listening, reflecting & engaging flexibly. 3/
We cannot design learning, but we can design *for* learning. Let's think of creative ways to engage students through activities that are relevant & challenging. Let's accompany and guide them through their journey. Let's train together to learn online without using Zoom. end/
Some ideas for designing asynchronous activities on my blog: educationalist.eu/online-learnin…
"What a student does offline is probably more important than what they do online." @SteveWheeler

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More from @Anda19

24 Aug
Are you planning to design asynchronous learning activities for your courses this fall? It's all about story, structure, sequence and schedule. Add clarity & consistency to that, and you might be onto a winner. Here are some tips on how to approach this. 1/
1. First of all let go of the idea that students are not learning when you don't see them or when you're not around. Instead, challenge yourself to create activities you *know* will keep them engaged regardless of space & time. Remember who your students are & be creative. 2/
2. Start by creating a storyboard for your session (you can do it for entire course but the more granular the better). Think of it like writing the script for a play or a movie: imagine the "bigger picture" first and then craft each separate scene. 3/
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