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1. Online learning in the Zoom environment. What have we learned about education? To what extent can we build on the “silver linings” such as increased shared family time?

2. This image represents how students are helping each other through the use of technology and sharing what they have learned. Before the coronavirus crisis, students used school as a way to see their friends and to work individually on paper in order to learn what they have to learn. Tablets, laptops, and phones were more used to play. During the coronavirus crisis, the students have led to a bigger knowledge of technology and use technology as a way to help their classmates to understand and to learn new material.

3. This connects to prompt 1, “What counts as knowledge?”

4. Knowledge is something that people learn by observing things or reading articles or going to school. In the picture, we see that the two kids have knowledge of this sort of technology because they seem to be using it without any particular issue. This is something Corona might have caused with the combination of the 21st century because younger children tend to be more on devices and during coronavirus when they were at home they had to use devices all day long and also because their parents were doing online work so they couldn’t take care of their kids.

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The guidance below can help us all make the best of new and sometimes unfamiliar distance learning environments. It can help you be ready for some of the more practical aspects of learning from home.

6. Establish times for quiet and reflection
For families with children of different ages, and parents who may also be unexpectedly working from home more often, it's good to build in some time for peace and quiet. Siblings may need to work in different rooms to avoid distraction. Many families will need to negotiate access to devices, priorities for wi-fi bandwidth and schedules throughout the day. Noise-cancelling headphones are an idea. And one day a week is already planned for independent, low-stress learning. Reading is fundamental.
7. Encourage physical activity and exercise
Living and working at home, we will all need some room to let off steam. Moving (independently and together as a family) is vital to health, wellbeing, and readiness for learning. It's a great opportunity to practice exercising 'alone together' with digital workouts and online instructors. Set new fitness goals and plan hands-on, life-ready activities that keep hands busy, feet moving, and minds engaged. You may want to think about how your children can pitch in more around the house with chores or other responsibilities. Now's a good time to think about increasing personal responsibility and pitching in.

Distance learning is a specific challenge for families with young children. Thankfully, early childhood teachers and school friends provide important connections and a connection to familiar people and safe places in unsettled times For a while, parents and caregivers have an even greater share of responsibility in the always-dynamic partnership between home and school, guided by ACS Early Childhood teacher expertise Learning will not diminish, rather it will be enhanced by a rich and focused interaction between school and home This is a time of deep learning, of precious family time and authentic collaboration.

Whilst learning is based at home, it can focus more acutely on learning how to be human - something that cannot be taught formally! Being human is a key element of early learning in schools and requires parents, as our partners and in their role as children's 'first and most enduring educators' to be the main protagonists In distance learning environments, Those who care for and educate young children at home have an unprecedented opportunity to exercise (even more than usual) the gift of nurture, and to reflect on their intuitive emotional response to themselves and their children in times of crisis. It's okay not to be okay.

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The guidance below can help us all make the best of new and sometimes unfamiliar distance learning environments. It can help you be ready for some of the more practical aspects of learning from home. 6.

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The balance between the lives and livelihoods of a populous

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The balance between the lives and livelihoods of a populous

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a) Our ethical dilemma is on the balance between the lives and livelihoods of a populous, seeing as coronavirus lockdowns save lives by mitigating the spread of the disease while also damaging the general economy which all citizens rely upon. The image depicts how recent policies regarding coronavirus are willing to sacrifice the entire economy for the sake of slowing coronavirus spread. The artist compares this strategy to a wrecking ball, meaning that recent policies have been too blunt, and disregard the balance between the two which is necessary for the wellbeing of citizens.
b) This connects to the exhibition prompt 26; “Does our knowledge depend on our interactions with other knowers?”.
c) This shows the need for communication between health experts and politicians/economists in the creation of policy. The knowledge of each side is limited, and it is only through collaboration that the ideal policy can be created.

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More sustainable future (Greenhouse Gas)

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More sustainable future (Greenhouse Gas)

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a) This image is showing LA during the beginning of April. As we can see, because of the corona virus, many of the highways are traffic-free which is unusual for LA.
b) What are the implications of having, or not having, knowledge?
c) This image shows us that not only with little more restrictions but also with more self constraint not only is vehicular pollution down but also in more areas of pollution. It also shows that indeed with more thought in what we do from day to day can affect the world in a more positive way. It isn’t so hard to see that with even less movement in society can make a difference and that it doesn’t take crazy laws to reduce our carbon emissions. In China, carbon emissions were down about 18 percent between April and March because of the falls in coal consumption and industrial output.

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a)On the literal point of view, the image represents an eye with rays of different colors coming out of it. If we look at this image in a more abstract way, we can relate this to the current coronavirus situation. In the past months, we had to adapt our way of living, we had to look at the world differently and find new or more creative ways of doing things. This is represented by the different coloured rays going out of the eye, these new ideas had to be more environmentally friendly.
b) This connects to prompt 13 “How can we know that current knowledge is an improvement upon past knowledge?”
c) Because of the coronavirus, our knowledge now shows that it is possible for humans to live their lives, have basic necessities while saving greenhouse gas emissions. Before the coronavirus many would have probably thought, that humans are too accustomed to their current lives, to cut down on the emissions, but because of the lockdown, people needed to find different ways to do their basic living.
d) The image shows that now that we have new knowledge, people are more creative and have a broader vision of how to be creative during tough situations

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This image shows a young child and their experience of online learning that comes up due to corona-virus today. This would be quite a change for the student as they have never experienced anything like it before. Even though it still connects the student to their teachers and other students, it’s nothing compared to what the real life classroom experience is like.

This connects to prompt 20. What is the relationship between personal experience and knowledge?

In the times of corona-virus, it’s been a lot harder to gain knowledge outside the boundaries of your computer, and a lot of growth comes from relationships and connections, and with that taken away in these times, it’s harder to grow. A lot of classes have given the students a lot more independence, which gives the students a lot of time to learn more things about themselves and their habits. Students have a lot more responsibilities, and the power shifts from the teacher telling the students what to do, to the students who have to organize their time and choose to do the work assigned to them from a distance.

Personal growth depends on things outside general knowledge, like a social life, extracurriculars etc. With those taken away, a lot of students might find it difficult to acquire knowledge during these times.

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a) The image represents a woman wearing a standard ear loop mask outside as a measure of self protection against the COVID-19 virus.
b) This connects to prompt 25: "How can we distinguish between knowledge, belief and opinion?"
c) the image shows how people are wearing masks in public as a response to recent events. Most people are wearing masks however some are not, the ones who are not wearing masks could be doing so because they are of the belief/opinion that it is not necessary.

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a) The image represents the world's current pandemic state and the utilization of masks in order to hinder it.
b) This relates to prompt 25: " "How can we distinguish between knowledge, belief and opinion?"
c) The image itself shows people wearing masks and other not, and as a result reinforces the notion that the idea of having to wear masks in order to prevent the spread of the coronavirus has been established as myth rather than fact. Despite this, the mask still provides psychological comfort whether it's effective or not.

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a) The image represents the "bubble" concept being used to restart the NBA in Disney World.
b) This connects to prompt 31: "How can we judge when evidence is adequate?"
c)The image itself doesn't help, but the description of the NBA's plan does give an idea of how we can return to work in an entirely safe environment given the plan for regular testing, etc. However...and I would continue writing about the problems of contact sports particularly and the limits of this model for other workplaces where daily interactions are very different, etc. etc.