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Teaching in the Post COVID-19 Era

World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis

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  • © 2021

Overview

  • Describes practical educational technology solutions implemented during the COVID-19 situation and implications for future adaptation

  • Details program-specific designs and curriculum innovations in online teaching/learning that address the needs of International post-secondary students, immigrants and refugees

  • Includes sociological analyses of educational provisions during crisis situations

  • Addresses sustainability of education during the 21st century crisis events and the future of education

  • Represents diversity, both conceptual and practical, in the initiatives reported from different educational contexts

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About this book

This handbook showcases extraordinary educational responses in exceptional times. The scholarly text discusses valuable innovations for teaching and learning in times of COVID-19 and beyond. It examines effective teaching models and methods, technology innovations and enhancements, strategies for engagement of learners, unique approaches to teacher education and leadership, and important mental health and counseling models and supports.

The unique solutions here implement and adapt effective digital technologies to support learners and teachers in critical times – for example, to name but a few: Florida State University’s Innovation Hub and interdisciplinary project-based approach; remote synchronous delivery (RSD) and blended learning approaches used in Yorkville University’s Bachelor of Interior Design, General Studies, and Business programs; University of California’s strategies for making resources affordable to students; resilient online assessment measures recommended from Qatar University; strategies in teacher education from the University of Toronto/OISE to develop equity in the classroom; simulation use in health care education; gamification strategies; innovations in online second language learning and software for new Canadian immigrants and refugees; effective RSD and online delivery of directing and acting courses by the Toronto Film School, Canada; academic literacy teaching in Colombia; inventive international programs between Japan and Taiwan, Japan and the USA, and Italy and the USA; and, imaginative teaching and assessment methods developed for online Kindergarten – Post-Secondary learners and teachers.

Authors share unique global perspectives from a network of educators and researchers from more than thirty locations, schools, and post-secondary institutions worldwide. Educators, administrators, policymakers, and instructional designers will draw insights and guidelines from this text to sustain education during and beyond the COVID-19 era.

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Keywords

Table of contents (73 chapters)

  1. Part I

Editors and Affiliations

  • Project Director, Educational Technology, Yorkville University, Fredericton, Canada

    Ismail Fayed

  • Associate Dean Faculty Development, Yorkville University, Fredericton, Canada

    Jill Cummings

About the editors

Dr. Ismail Fayed is the Project Director, Educational Technology at Yorkville University, Canada. He has 17 years of Higher Education experience in Canada, Qatar, UAE, Saudi Arabia, and Egypt. He obtained his Ph.D. in Education Technology from the University of Science Malaysia (2017) and his MA in Educational Technology and TESOL from the University of Manchester (2009). Dr. Fayed is a co-editor of “Teaching in the Post COVID-19 Era” (2021, Springer), the author of “ESL Writing Enhancement Using Moodle LMS” (2013), co-editor of Computers in English Language Teaching (2011, TESOL-Arabia). He served as an Executive Board member in several non-profit TESOL organizations over the past ten years. Dr. Fayed has participated in several research projects including eLearning, Web 2.0, media production, mobile learning and instructional design.

Dr. Jill Cummings is the Associate Dean of Faculty Development at Yorkville University (Canada) where she develops and facilitates faculty orientations, professional development programs, and scholarly activities. Jill achieved her Ph.D. in Curriculum, Teaching, and Learning at the University of Toronto. She has supervised, developed, and delivered teacher education programs at both the graduate and undergraduate levels. She has also developed and taught MA TESOL, TESL, and Adult Learning programs (online, blended, and face-to-face). Her current research focuses on blended and online teaching and learning, creativity, and assessment and feedback. Jill Cummings is interested in “all things” related to  pedagogy, teachers, and community. She regularly contributes to numerous associations and conferences. Among many publications, she developed and edited “Creative Dimensions of Teaching and Learning in the 21st Century” in 2017. Jill is Co-Editor of “Teaching in the Post COVID-19 Era” (2021, Springer).

Bibliographic Information

  • Book Title: Teaching in the Post COVID-19 Era

  • Book Subtitle: World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis

  • Editors: Ismail Fayed, Jill Cummings

  • DOI: https://doi.org/10.1007/978-3-030-74088-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-74087-0Published: 04 January 2022

  • Softcover ISBN: 978-3-030-74090-0Published: 05 January 2023

  • eBook ISBN: 978-3-030-74088-7Published: 03 January 2022

  • Edition Number: 1

  • Number of Pages: XLIV, 764

  • Number of Illustrations: 18 b/w illustrations, 202 illustrations in colour

  • Topics: Teaching and Teacher Education, Education, general, Educational Psychology

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