DISTANCE LEARNING

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Distance Learning

Distance Learning

The COVID-19 pandemic is one of the examples of strong discontinuity in social life, already changing something in our way of thinking, living and teaching. 

The current public health emergency is reminding us that only one habitable planet exists, that interdependency among nations, human beings and ecosystems cannot be ignored without consequence, and credible solutions to global problems cannot be based exclusively on national or nationalistic perspectives.

The school shutdown is depriving teachers and learners alike of the personal relationships that are fundamental to the exercise of teaching and learning. Then Distance learning (DL) presents both risks and opportunities. DL is risking a further decrease of students’ active participation and forced exclusion of an important portion of students. In this context, content and methodologies of Global Citizenship Education can, as always, together with the digital competences, help to mitigate such risk, facing students’ reasonable questions and connecting their lives and local environments to the great global challenges, stimulating the active participation and competences of citizenship: such competences have been highlighted in recent weeks as one of the essential tools for the resolution of this crisis (e.g. respect for common rules for the protection of the public health and the community of purpose towards a decreasing number of infections)…

Distance learning is creating a set of teaching solutions among partners and teachers involved in the Get up and Goals! project too. We are collecting and making available here some resources to inspire and facilitate many European teachers.

They will find practical tools and activities adapted to DL connecting school subject disciplines with global issues.

In this section you can find some of the maps taken from the geostory manual "A global history of humanity" produced by CISP in the framework of the European project Get up and goals!.

Its use is suggested both in classroom teaching and in distance learning.

European students generally know some basic facts about the Roman empire.
Meanwhile it may surprise them that outside Europe... This map aims to make students aware of different points of view and larger perspectives (decentralization ability)

European students generally know some basic facts about the Roman empire.
Meanwhile it may surprise them that outside Europe... This map aims to make students aware of different points of view and larger perspectives (decentralization ability)

What am I learning from COVID-19 and especially how am I learning it? Through which paths and tools are our minds reading what is happening and how can we connect these paths with those forms of knowledge organization that are school subject disciplines?