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As schools and organisations move to remote education, there are potential gaps in our professional learning of which we should be aware. While many of us are discovering fresh opportunities for online and remote professional learning through podcasts, webinars and online courses, one of the most significant aspects of our professional learning has been curtailed thanks to social distancing.

With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.

Nicholas Negroponte founded the MIT Media Lab (1980), WiReD Magazine (1990), and One Laptop per Child. Nicholas has recently launched a reading experiment to learn whether poor and remote kids (5-10 years old) can learn to read on their own with a solar powered, Android tablet suitably loaded with immersive and constructionist material.

It seems that thanks to COVID19, educators, parents and students are in a rush. It seems the rush started moments after the decision was made to promote social distancing by offering remote learning. From quality learning in classrooms focused on deep learning we shifted into top gear. Packets of work were prepared, online tools rapidly expanded, new options for content delivery were examined and quickly deployed. We wanted to make sure that our students would be kept busy. Parents wanted their children to be busy. - Maybe slow looking is the solution?

We will discuss what schools are doing to prepare for possible closures, how teachers can work efficiently at home, how schools and colleagues can offer support, and how technology can help to keep learning happen.

In this time of COVID19 and remote learning or emergency distance learning the value of encouraging students to investigate their questions should not be forgotten.

This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".

In times when we taught face-to-face, some of these challenges would be overcome through the use of concrete materials, at least with younger students. Unfortunately, it is common for the use of concrete materials to decline as students grow older. Fortunately, this pattern, and the prejudiced beliefs on which it is founded, are today being questioned.

Edward "Ned" Breslin lived in Africa long enough to see NGOs come and go. What he has learned seeing and experiencing lack of safe drinking water is that digging and putting up handpumps are not enough. Rather than taking it as the final stage of a project, organizations should start seeing it as only the culmination of transforming lives. In 2009, he became the CEO of Water For People and championed the creation of a mobile application called Field Level Operations Watch or FLOW. It enables remote monitoring of handpumps and water systems in Africa.

Open source classroom mgt software. Replaces programs like Vision6, LanSchool and NetSupport School. Intelligent Teaching and Learning with Computers, aka iTALC, gives teachers the tools they need to manage a computer-based classroom without the high license fees of commercial software. Key features include remote control, demo viewing, overview mode, workstation locking and VPN access for off-site students. Operating System: Windows, Linux

This is a PD course being offered at the International School of Beijing. Remote participants (non ISB employees) are encouraged to lurk or participate by contributing to forum discussions or blogging on the Steps, readings, and/or essential questions presented in the course.

Fascinating and informative video on the idea that kids can teach themselves how to use computers and learn from it. This applies especially to children in remote areas.

The learning design of this subject is to focus on your own leadership journey and not to study leadership as some remote, theoretical concept that applies to other people. Assessment 1, Part A, starts to build self-awareness by analysing your results on the Gallup Strengths Finder psychometric instrument. Assessment 1, Part B, increases your self-awareness through a reflexive journal, working with your partner, understanding your current capabilities and preparing a report on your leadership journey to the present time. Assessment 2 is a report on your plans for your continuing leadership development. The assessment reports should build on each other and should be seen as an integrated plan for your continuing personal and professional development.

iPads in a Scottish primary school.

At some point, we will need to pause. Lift our heads up and survey the scenery in this new world. Then, let us hope that we ask the right questions. Making time and space for a moment of pause and reflection will be crucial if it becomes clear that this is more than a brief fling with online learning.

n practical terms, any change effort that does not consider the culture into which it is introduced is unlikely to succeed. The worst-case scenario is that the change effort is resisted to such a degree that it is never truly implemented. In many cases, however, the change effort fails to produce the sort of results initially imagined despite the efforts of all involved to adopt the change. Although the new behaviours are adopted, something goes wrong, and it isn't always that the new idea itself is to be blamed. - Maybe it's culture?

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