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TV-based distance learning for the K-12 population can be considered where students lack broadband internet and/or computers, and most people have access to a television and education channels and are able to purchase broadcasting rights if needed

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(AIESYAH, ANNISSA, ARYANNA)                         IDEA OF BLENDED LEARNING       

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(AIESYAH, ANNISSA, ARYANNA)                         IDEA OF BLENDED LEARNING       

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Students can benefit from a digital environment while being part of a traditional school.

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1. Live broadcast

2. Existing pre-recorded broadcast

3. Edutainment Programmes

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Some students learn best independently in their own time with digital technology, but can enhance their understanding through social interactions.

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Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods.

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Even though it can be used in distance learning situations, its true potential lies within the classroom. Having viewed online content (videos) in advance, students can focus on class participation and receive
feedback on their efforts during the lesson. Flipped learning turns class time into a more individualized experience with groups learning at their own pace and teachers supporting those who need it most.

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1. Conducting rapid assessment if household access to TV sets
2. Preparing schedules for tv programmes-   it is critical to develop schedules detailing when, where, and for what grade level and subject the programmes will be broadcast.
3. Communicating regularly-  Teachers and parents should communicate continuously and widely before the programme is launched.

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Teachers first can be faster and more effective to deal with the critical situation during COVID-19 breakout. Teachers in collaboration can understand the comprehensive situation country-wide quickly and react to the change of teaching conditions by creating appropriate lesson plans and adopting new teaching methods.

A firm teacher collaboration needs to be beneficial for all members to consider each others' situations.
Therefore, setting norms and expectations for the community can be the first step to achieve the goal.

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Organizing and monitoring TV-based learning 

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Organizing and monitoring TV-based learning 

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1- Tell students to prepare before watching the programme

2-  Watch TV programmes together with the students

3-  Collect feedback from parents or caregivers

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Formative assessment for TV-based learning

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Formative assessment for TV-based learning

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- Use print material to supplement the TV programmes
Supplementing television programmes with print material, like workbooks, handouts, and newspaper-based activities can improve their learning. Give students guidelines or checkpoints to let them know what they need to submit and when.

- Engage with parents
Teachers can provide a list of items against which parents and caregivers can monitor students’ progress when they watch the programmes and complete the homework. The list can include extra information to support teacher-parent collaboration, like how the results are reported to teachers and what aspects their child needs help with.

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Integrating blended learning in educational practice is not just about cost saving and easy access, it is also about participation and co-creation.

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Teacher's Rights (Izzan, Mimi, Hannani, Tabron)

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Teacher's Rights (Izzan, Mimi, Hannani, Tabron)

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Yellow and Purple Illustrated Information Infographic

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Teacher's roles, working condition and rights under covid19 1

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An effective home-based learning environment has three characteristics:
- Active participation and engagement with family members.
- Collaborative group work, with frequent feedback and interaction.
- Connection to real-world situations and contexts.

Strategies for ensuring
early-child education undisrupted:
- Ensure adequate communication among
parents, teachers and children.
- Provide high-quality and relevant resources for parents.
- Provide effective parental guidance.

Tips for parents to facilitate children’s home-based learning:
- Stay in touch with the child’s school.
- Find online resources to help supplement learning materials from the school, such as virtual museum tours.
- Seek out lesson plans to aid instruction and look for online platforms.
- Create a flexible schedule and routine for learning at home.
- Consider the needs and adjustments required for the child’s age group.
- Look for ways to make learning fun.

Supporting pre-primary education transition from home to school settings:
- Continuously utilize a child- and family-centred approach.
- Build a state-wide initiative to create supportive learning environments.
- Support local, school-driven initiatives to create supportive learning environments.
- Review and revise state policy.

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Working with other teachers, parents, and school administrators

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Working with other teachers, parents, and school administrators

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1) School administrators should try to connect teachers and provide technical and pedagogical support.

- A toll-free helpline, mobile SMS hotline, and where possible, an email account can be set up to offer technical assistance.

- Educational television can be made more interactive by providing questions during lessons and collecting the answers via phone calls

2) Provide socio-emotional support to teachers and students

-  Providing socio-emotional support through this tough time will ease the transition.

3) Establish communities of practice
- Mobilize experienced teachers to provide peer support and coaching to newer teachers, e.g. through mobile applications.

-  Lead to the establishment of communities of practice, informal communities that support teachers’ growth.

4) Tips for parents to create a positive TV-based learning experience for their children

- Watching programmes with their children, including news programmes.

- Placing time limits on TV viewing (per day and per week).

- Helping them to watch TV with purpose, by selecting individual programmes.

- Setting aside periods of time when the television will be off, e.g. when children are doing their homework or when the family is eating a meal together.

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Natasha, Shazrin , Anis                                               

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Natasha, Shazrin , Anis                                               

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3.1 Online Platform-based teaching and learning

KEY FEATURES
-National platforms (MoE-DL - Online learning platform provided by the Ministry of Education, containing digital textbooks, videos, online teaching applications and other useful resources.)

-Platforms developed by NGOs
-Platform developed by companies (ClassDojo)

Steps to deliver instructions:
1. Select a suitable online platform-based. Join using school community.
2. Create the class on the chosen platform as enclosed
3. Invite students to join the class
4. Load the class with resources.

Formative Assessment for online platform-based learning:

- assess student learning (quizziz, poll)

-personalized learning experience (small groups within classess)

-find lesson plan and resources (make use of internet)

-build professional learning community (PLC)

-reward positive student behavior (create personalized badges)

-make the most of teacher's dashboard (class's summaries)

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Free resources for TV-based distance learning

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Free resources for TV-based distance learning

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Key features of teacher directed live-streaming lessons and flexible learning (SHAZ, NATASHA, ANIS)

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Key features of teacher directed live-streaming lessons and flexible learning (SHAZ, NATASHA, ANIS)

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- Teachers need to flexibly
adjust learning objectives and content, adapt teaching sequences, and mix teaching methods.
- Teachers with stable access to the internet and digital devices prefer to organize live-streaming sessions of their own so they can facilitate students’ flexible learning and avoid being bound to a fixed sequence of events.
- Live streaming is based on video conferencing applications, especially those that offer free versions such as Microsoft Teams, Zoom, Lark and Google Meet.

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Design and delivery of teacher-directed live-streaming lessons

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Design and delivery of teacher-directed live-streaming lessons

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1. Plan the schedule of live streaming lessons. Teachers need to keep a coherent timetable according to students’ ability levels. Preferably, for primary school students, sessions should be no longer than 20 minutes, and for secondary school students, no longer than 40.

2. Improve live-streaming teaching by appropriate teaching methods and technology. Technologies that teachers encountered during livestreaming teaching can save teachers' energy and time other than being burdens. technologies enrich learning activities, such as timely discussion boards and online posts, allowing more flexible teaching and learning forms (including collaborative learning).

3. Check and test technology tools before delivering live streaming. Teachers should check whether digital devices, applications, and internet connections work properly, to avoid interrupting the teaching process. Teachers should try to avoid shifting across multiple applications during a live-streaming session.

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Organizing and monitoring livestreaming lessons

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Organizing and monitoring livestreaming lessons

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- Teachers should ask questions frequently during the live streaming lessons in order to find out whether students have mastered the content.

- Teachers could use a survey website to administer bespoke questionnaires for each class, which can provide a picture of the students’ progress and satisfaction with the learning.

- Teachers should devote time to discussing students’ emotional and psychological state. Their ability to maintain positive, compassionate, and meaningful relationships with their students may help students deal with COVID-19-related stress and trauma.

- Teachers can help students check their understanding by creating a checklist with the learning objectives of the session or unit, and then prompting students to indicate the extent to which they have met each objective.

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Asynchronous video-based flipped learning. 

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Asynchronous video-based flipped learning. 

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Understanding
When many students join live streaming sessions at the same time, it can be challenging for teachers. In such situations, teachers can pre-record video clips and request that students watch them online or download them to view later (within the study schedule). Teachers can also record their live-streaming sessions as video-based learning resources. If the video lessons are used appropriately by teachers, they can cater for students’ need for flexibility and become a useful approach to distance learning.

Designing and delivering video-based lessons
-  First, teachers should draft a script or outline of ideas for the session.
-  The next step is to record the lecture using digital tools, with attention to framing, lighting, setting, and audio.
-  Thirdly, integrate supporting materials to enrich the video sessions.

Organizing and monitoring video-based flipped learning.
-  Teachers’ videos can be supported by documents, text, photos, and slides for a full presentation. They can demonstrate processes and key steps through interactive animations. Discussion boards can support students’ interaction while not requiring them to be online at the same time.
-  Tactics for administering effective online discussions include the following:
1. Communication of clear guidelines that establish expectations for students’ contributions.
2. Creation of questions and prompts that require complex thinking and application of ideas.
3. Contributions to the discussion by teachers, including feedback and coaching.
-  Students will also benefit from collaborative group projects, which are relevant to all online distance learning models

Online tools to help with group work.
1. Student presentation.
2. Case studies
3. Role play
4. Three-step interview
5. Critical debate.

Designing and conducting formative assessment for live-streaming lessons or video-based learning.
1.  Substitute performance tasks for traditional assessments.
2. Collect data over time
3. Focus on feedback
4. Use digital tools