Realize vol 4 no2. may'20

REALIZE Volume 4 Number 2| May-Jun 2020
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www.cgl.credotrust.org Volume 4 Number 2 | Jun 2020
REALIZE is published by Cambridge Global Learning (EU) which is registered as a learning provider under the UK Department of Business, Innovation &
Skills – B.I.S (Reg.1004713). This Magazine incorporates much of the content of the former International Journal of Interdisciplinary Learning (IJIL)
published by Cambridge Global Learning (CGL). ©Copyright and All rights reserved for publishing, with CREDO Trust and Foundation registered in Dublin,
Ireland. Design is a copyright by Ahmed Javaid (Media Manager). Advertising; Please contact pscredotrust@gmail.com to advertise your products or
services in future issues. Information from this e-zine and the Board Members is available at www.credotrust.org.

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CONTENTS Page
1 INTRODUCTION
1.1 Editorial by Managing Editor 3
1.2 Chairman’s Message 6
2 CAMBRIDGE GLOBAL LEARNING
2.1 Symbol of the Office 8
2.2 Features and benefits of joining the Cambridge Global Learning (CGL) 9
2.3 International Board of Advisors 11
2.4 Short Bio-Data of Members of Board of Advisors 12
2.5 Spotlight on Network Affiliate Programs 21
3 HIGHLIGHTS
3.1 Network Dialogue – Educators’ Forum 30
3.2 Conference Updates 31
3.3 Book Review : The Fourth Education Revolution by Sir Anthony 33
4 SPECIAL FEATURES
4.1 Some ways to make Webinars more professional 34
4.2 A New Reality - Getting Remote Learning Right
Keep It Simple, Schools 36
Restoring Connection: Real-life advice on Transitioning to Online 41
Successfully Taking Offline Classes Online 45
Accommodations, Modifications, and Intervention at a Distance 50
Maintaining connections, reducing anxiety while school is closed 56
ASCD Community in Action 62
A brave new world: A teacher's take on surviving distance learning 64
Teacher Collaboration 68
Why Covid-19 is our Equity Check 72
Four tips for teachers shifting to teaching online 77
A blueprint for remote working: Lessons from China 79
How e-learning can help define your success criteria 84
Learning Engagement in a time of Zoom fatigue 86
The advantages of eLearning 88
Why are some kids thriving during remote learning? 90
4.3 An Agile Toolkit for E-learning Development
Being Virtual Is Not Just Providing People With Technology 93
Coaching Virtually: Not Just for These Uncertain Times 95
Digital Instruction During the Pandemic 97
How to Forge a Strong Community in an Online Classroom 99
Summative Assessment in Distance Learning 102
Call for Papers 105
Subscription Form for REALIZE 106
Application Form for CGL network membership 107

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From the Managing Editor
Welcome to the
May 2020 edition of
REALIZE. The theme
and focus for this
month is on e-
Learning or on-
line learning. This is
not a traditional
editorial as I also want to add my own
pennyworth of ideas on this theme that has
suddenly become more apt, due to the COVID-
19 Pandemic. Let us start first with the various
definitions or buzz words that seem to be now
more widely and randomly used among the
learning community. We hear words like
remote learning, digital learning and formerly
open or distance learning. And, we have virtual
learning and virtual classrooms, and
sometimes we talk of virtual reality,
augmented reality and the increasing use of
Artificial Intelligence (AI).
I am especially interested in the terminology.
For example, back in the 50’s and 60s there
were correspondence courses. I recall pursuing
a certificate course using the International
Correspondence School or ICS which operated
from the UK. Here the emphasis was on
correspondence and then we used airmail. As
I was studying overseas, I would be sent an
assignment, together with reference material,
through airmail and this would take 5 to 7 days
to reach me. Then I would have one month to
work on this assignment, after which I would
then airmail my completed work or answers to
questions, back to ICS in the UK. This would
continue for the next 12 months and finally I
would receive my certificate of achievement.
Then in the 70’s there was teleconferencing,
another form of communication using
satellites. During the 70s, with the opening up
of ‘Open’ Universities, I found myself giving a
lecture in a real classroom full of students and
being filmed onto a 16mm reel, so my lecture
could be viewed on a special TV channel. This
channel was made available to hundreds of
students many miles away, up and down the
country. This was of course before computers
and the internet became a way of life. We
called this open or distance learning.
Shortly after, in the 80s and 90s, we still had
distance learning, but this was blended into
classroom learning. This became known as’
blended’ learning, but the question was, “what
should be the ideal ratio between the e-
learning and face to face teacher contact in the
classroom”? One study done by Motorola
University found that once there was less than
50 percent classroom contact learning (which
by the way gave rise to the term contact hours)
the effectiveness of the learning decreased.
There is also ‘Web-based’ learning and one of
our members in Australia provides a tuition
center that provides math, English and Science
lessons to help thousands of high school
students study. It is all web-based and all
students need is a password to access his
website.
Yet today, one of our affiliate institutions, the
Chartered Institute for Personnel and
Development or CIPD, in the UK, offer their
professional certification courses 100 percent
online. And, this is a growing trend due
primarily to the COVID-19 ‘Lockdown or ‘stay
at home’ policies. Up to recently, Skype was
the norm. Then, with newer technologies we
had cloud computing and masses of data
stored in the cloud that we can access almost
instantly. Podcasts are a good example of this.
Just the other day I wanted to find a podcast of
a radio interview I did 8 years ago, to send to a
colleague. Thanks to the cloud and the
internet, I found it on my tablet and zapped it
to him. Of course, there is also the incredible
‘You tube’, with millions of video clips on
almost anything you want to do, make, or
learn. For the more serious professionals there
are the famous ‘Ted Talks’.
With COVID-19 causing millions of people to
stay at home, being forced to learn remotely,
enter ‘zoom’. Personally, and almost daily,
after several weeks, I have been the recipient

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of ‘zoom’ learning. We also have ‘Google Meet’
as an alternative method. I joined many groups
from different countries featuring the many
aspects of what we now might call remote
learning.
If we were to go back to the Motorola
university studies, the question then is how to
make what maybe 100% of our learning being
virtual, effective? With the use of webcams or
smart phones, we now can still see our learning
facilitators face to face or F2F, for short. Yet,
how do we simulate and immerse the learners,
so their experience is truly interactive and
inspiring and ensure they become and remain
fully engaged?
For this issue, we have provided a wide range
of articles, which we hope will help you make
your remote learning sessions much more
effective. It may be also useful to consider the
diverse makeup of our audience of learners.
We will need to cater for the physically active
type of person, for the social or interactive, for
the visual, the more passive auditory and the
younger digital generation, many of whom
tend to have a shorter attention span.
Activities like quizzes, polls, PowerPoint slides,
cartoons, quick sketching graphic art, video
clips and animation software are all going to
provide variety to the digital learning
experience. We can augment with the use of
mind maps, metaphors, models, charts, and
graphs.
Perhaps also, time for reflection is important,
as research shows this helps consolidate one
set of learnings before adding any more. This
can be done individually or for small group
sharing. In addition, we need to allow enough
time for Q&A. Of course, we need to have
breaks for a physical activity and time for the
learner to take their eyes off the computer
screen periodically and focus on some objects
far away. Ideally of course, if we have a
window to gaze out of, we can exercise our
long-distance vision, which is important for the
eyes and brain. Better still, if there are scenes
of nature, like trees, hills, the clouds in the sky
or birds, this all will enrich the learning
environment.
Among the several articles, there is one that I
would recommend you read. It is titled “We
are doing webinars all wrong, by Joe Urbanski,
where he suggests that teachers, lecturers, or
facilitators should stand up while speaking or
showing visuals, among other points that he
covers. Remember, we are trying to replace
the training or classroom.
Increasingly, we are using more and more
technology to enhance the learning, yet we
must appreciate that our learners are mere
mortal human beings, so timing is of the
essence. People need to eat, sleep and
exercise, to compensate for sitting with their
eyes glued to a computer screen. I am sure you
have come across various formulae for how
long we can focus or pay attention to what we
are learning.
Professor John Medina, in his book ‘Brain
Rules’ maintains that even when we are
aroused and absorbed, our brain can usually
only focus for around 10 minutes. This can be
our guideline for when to introduce an activity,
like a poll, quiz, or game etc. Even when we are
actively using our keyboard or reading
something on our PC or smartphone, we
should get up, walk around, do some beep
breathing and stretching.
Earlier I mentioned the CIPD professional
certification courses. These can take 3, 6 or
even 12 months to complete. The learning is
self-paced and self-directed. They provide
weekly bite sized chunks of learning and easy
to navigate modules developed by content
experts. The technology is also optimized for
use on mobile phone. That then gives us the
term ‘mobile learning’.
This also reminds me of the need for giving
progressive feedback. There are fast learners
or high achievers who are impatient for
feedback on their results. Just as there are slow
learners, who may need help and
encouragement, yet with a form of feedback
that does not cause them to lose face,
especially if they are not learning as well or as
fast as others. Self-checking of results
progressively, can be of benefit here. This was

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found to be the key to the success in
‘Programmed Instruction’, where regular
progressive checking on the learning was used
before the learner moved on. There was no
embarrassment if you did not understand
something, you merely went back to see where
you went wrong, until your understood it.
Finally, to wrap up on a slightly different note,
I find that the use of language and grammar
can either speed up or retard the learning
process. If we are using a lot of technical terms
or jargon, it can be useful to provide a glossary
of terms that people can refer to. For example,
if one does not understand the language, they
may not be comfortable asking the lecturer to
clarify meanings or repeat words.
In fact, this reminds me of something that has
been bugging me or many years. The use of
“he/she” or “his/hers” is often replaced with
the words “they, them, and theirs”. The US
dictionary Merriam Webster has added the
word “they” as a non-binary pronoun that can
refer to just one genderless person. So, it is
now officially permissible to no longer identify
gender. Even apple has added neutral emojis,
which do not distinguish between gender, so
the English language is still evolving and what
may have been incorrect 10 years ago, may
now be acceptable today.
Then, there is the decision to use US or UK
spelling. But that is a whole new topic for a
later issue! For this issue we are more U.S.
centric than usual. However, we officially use
“Globlish” – Global English! So, Happy Reading.
Managing Editor
Email: pscredotrust@gmail.com
Blog: learningmattersed@blogspot.com

REALIZE Volume 4 Number 2| May 2020
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Chairman’s Message
Welcome to our May-
June issue of Cambridge
Global Learning's
periodical magazine.
Now, as you will know
from the theme for this
issue, which is on what I
have traditionally
referred to as distance
learning. If you have read our editorial, you will
see that we now hear a lot more about remote
or online learning. What I also talked about
then in my message, was that education and
schooling would embrace more online
learning.
The theme of this month’s magazine is how
online learning has zoomed (pardon the
metaphor). As most of us are now aware,
technology that has produced zoom and other
similar technologies like Google meet, Cisco’s
WebEx, Go to Meeting etc., have all enabled
thousands of people to receive continuing
education. And, this may be the ‘New Normal’.
So, as we move forward, we in Cambridge
Global Learning are supporting many of our
organizational members, such as academies
and colleges who are turning towards the use
of more online learning. We are doing this by
helping them get their new programs
accredited and recognized.
And, on this note of accreditation, I would like
to mention that we have partnered with a new
prestigious professional body in the UK, called
the Oxbridge Trust. This is no doubt due in part
to one of our Trustees who has been appointed
as their Chairman. Yes, it is no less than Prof Dr.
Peter Shephard, I would like to personality
congratulate him on this appointment. This will
enable CGL members to save costs and speed
up the accreditation process.
The Oxbridge Trust has an impressive panel of
assessors who will certify the quality of our
members’ professional programs. In addition,
these will be listed in the British Professional
Qualifications Register. This indeed is splendid
news for many of our new members. What also
is worthy news for our many graduates from
various professional certification programs, is
that they can now apply to get a professional
doctoral level membership award from the
Oxbridge Trust. Please note the use of the
word professional. This is not an academic
award but a membership award upon joining
Oxbridge, yet it is still recognized as a specialist
Doctoral award (DR.S).
What interested members will need to do is
complete an application form listing all their
past professional work experience under the
RPL (Recognized Prior Learning) scheme. They
may use their Continuing Professional
Development (CPD) credit points and if still
these are insufficient, they would need to write
a 3000-word portfolio report. We talk about a
new normal and for those senior and
experienced people who do not have the time,
interest or money to enroll in a traditional
University Ph.D. or DBA degree course, this is a
practical alternative towards achieving a
doctoral level award. I am sure that Dr
Shephard will be informing readers more
about this new membership opportunity for
increased professional recognition.
On the note of new members, I should like to
welcome aboard the following people. Of
significance is a Japanese lady and
entrepreneur now living in Virginia USA who
has a TVET program called the ‘Art of Gift
Wrapping. Her name is Shiho Masuka and is an
excellent example of someone who will train
certify people in this art, from all over the
world, by distance learning. (or should I call it
online learning?). Another new member, our
first from Egypt, is Dr Amr Sadik, the Principal
of Quodrat Consulting. Then there is Prof Dr
Bhuyan from Pakistan, a college Principal who
sent 12 graduates to our International Forum
on Learning (IFoL) in Kuala Lumpur, last
November. They all received their Senior
Fellow award at this event. Most of them were
Medical teaching Doctors. I would like to also

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recognize Priscilla Jacey Jihen, a Co-Principal of
Trail Blazers Global Leadership Academy who
has been training youth leaders in Malaysia
and contributing significantly to poor rural
community development.
Priscilla, together with her partner Philix Joe
Anak Joses, have also been turning their skills
towards producing more online training
programs. And what we hear from them, is
that the Malaysian Government Human
Resource Development Fund (HRDF) has now
produced guidelines for Trainers who seek to
produce more online learning programs. This is
very much in line with the theme of this issue
of REALIZE, which we hope will help enlighten
all our readers on the many challenges facing
the transition from traditional ways of learning
to the increase in remote learning and a digital
experience that may be new for many of us.
Some of our members have commented that
we have been more Euro and Eastern centered
in our past selection of writers and materials.
This time we have much more from the USA.
Many of the articles have a focus on e-learning
in schools, so this will be of interest to parents.
Let me conclude here, on a note of optimism,
that this current problem with COVID-19 has
not totally upset the need to continue
education, learning and training, albeit with a
greater emphasis on remote learning. Now our
challenge globally is on economic
development yet saving time and cost from
travelling and hiring training venues. The
Learning and Development profession will play
their vital part in reducing costs, while
continuing with human capital development.
To all those in the profession of enhancing and
facilitating learning, please keep up your Noble
contribution to Human Development.
Sincerely, Kevin Couling
Lord of Little Neston cum Hargrave and Chairman:
Cambridge Global Learning

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Symbol of Office
Coat of Arms for Cambridge Global Learning – EU
The Crest: Oak Wreath symbolizing the Tree of Knowledge.
The Globe representing our global network.
The Shield: In Azure (Blue) and Argent (White)
designed to look like the back of an
Academic Gown.
The Mortarboard representing
Graduation as an achievement of
excellence.
The Book representing the
Knowledge from which we learn -
including electronic books and the
internet.
The Torch representing the
Education and Knowledge that is
passed on from one generation to
the next generation.
The Motto: Knowledge and Wisdom Globally

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Features & Benefits of Joining the Cambridge Global Learning (CGL)
1. A global virtual network of scientists and practitioners in learning and strategic alliance affiliates.
2. CGL is registered in the UK as an Approved Learning Provider listed with the UK Department of
Business Innovation and Skills and supported by the Department of Employment and Learning
(UK). A division of CREDO Trust and Foundation – registered in Ireland.
3. Qualified members are awarded Fellowships – thus enhancing their image, branding and status.
4. CGL is a not-for-Profit, non-sectarian, non-political, non-partisan and non-hierarchical network.
5. CGL undertakes charitable and philanthropic work – related to learning or facilitation of learning.
6. Learning Centers and programs can be accredited in the UK by CGL.
7. Members share research, knowledge, expertise and best practices, related to Learning. CGL
publishes an E-Magazine – REALIZE. Members receive this inclusive with their subscription.
8. Members, when asked, are paid for assessment of programs being presented for accreditation
and recognition.
9. Members can promote their own expertise, products or services, globally.
10. Members can be invited to submit proposals for consulting work or projects that are made
available to CGL.
11. CGL offers its own professional Certification and a Post Graduate level, Diploma via E-Learning (up
to Level VII – UK Educational framework).
12. Members can earn Continuing Professional Development (CPD) credits toward these and other
awards, including the Professional Doctoral level (DR.S) award from our new UK partner the
OXBRIDGE TRUST and other Academic degrees from partnership University programs.
13. Members can benefit from student counseling services, including the profiling of their learning
style preferences.
14. Members can both receive mentoring or provide a mentoring service.
15. Strategic Alliance Network Affiliates who nominate new members receive a ‘finder’s fee’, upon
their joining as a CGL Network Affiliate.
16. Members can become social entrepreneurs dedicated to philanthropic projects in emergent
economies.
17. CGL has an International Board of Advisors of ‘Distinguished Fellows’, chaired by Lord Kevin
Couling, from the UK.
18. CGL is funded from Professional Certification Fees, Fellowship Awards, Training and Consultancy,
Research Grants, Magazine Subscriptions, Conference and Seminar Fees, Sponsorships and
Donations.

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UK National Qualifications Framework (NQF) – aligned to Cambridge Global Learning (CGL)
awards
There are 8 levels. Here is a summary guideline:
Level 8
 Advanced Professional Diploma
 Equivalent to Doctoral level (e.g. DR.S)
 Cambridge Global Learning – Senior
Fellow
Level 7
 Advanced Professional Certificate (APCAL)
 Masters Level
 Post graduate Diploma/Certificates (Dip.
LAD)
 Cambridge Global Learning – Fellow
Level 6
 Professional award. (E.G. CPT)
 Bachelors with Honours
 Cambridge Global Learning – Associate
Fellow
Remaining 5 levels are not equated with CGL
Fellowship Awards, but Associate
Membership in the network
Level 5
 BTEC/Higher National Diploma
 Professional Certificate/Diploma
Level 4
 Certificate in Higher Education
 Basic Certificate in Computer Studies
Level 3
 National Certificate in Occupational
Health and Safety
 Certificates in Supervision or Training
 General Certificate of Education (GCE) – A
Level
Level 2
 Vocational and Technical Skills and
Knowledge (TVET)
 Apprenticeship Training
 GCSE – grades A to C
Level 1
 GCSE – grade D to G
 Nonspecific basic skills and knowledge
Note: These levels are for assessing abilities to
gain knowledge and skills from general or basic
to specific (as in Apprenticeship or Vocational
Training).
All levels of membership are valid for life and receive the Bi-monthly e-Zine, “REALIZE”
Online learning is not the next big thing, it is the now big thing
- Donna J. Abernathy -

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International Board of Advisors
We formally recognize the following members of our Board of Advisors and we thank them for their
continuing support. They are:
1. Dr. Asma Abdullah (Malaysia)
2. Dr. Balaji Varadarajan (India)
3. Prof. Dr. Cameron Richards (Australia)
4. Dr. David Chiew* (China/Taiwan)
5. Ms. Elmarie Potgieter (South Africa)
6. Mr. Fredrick Mandizvidza (Zimbabwe)
7. Dr. Jeannette Vos (Canada/ USA)
8. Lord Kevin Couling (U.K.)
9. Mr. Mark Treadwell (New Zealand)
10. Dr. Michel Gagne (Canada)
11. Dr. Peter Kline (USA)
12. Prof. Dr. Peter Shephard (U.K.)
13. Dr. Suresh Marcandan (Indonesia)
14. Dr. Svend Hollenson (Denmark)
15. Prof. Dr. T.V. Rao (India)
16. Dr. Will Fastiggi * (UK/Brazil)
*Awaiting acceptance, after nomination
NOTE: We are open for more nominations to join the Board, especially from other countries and
disciplines.
How CGL and its Board of Advisors evolved
In 2010, a then small group of learning professionals, became involved in organizing an International
Conference on Learning and Thinking (ILAT). ILAT had invited 10 speakers, from 10 countries to come
together in Kuala Lumpur on the tenth day of the tenth month (10/10/10). These speakers were
professionals in various aspects of Learning – from Neuroscience, Culture, Coaching, Creativity in
Learning and the Facilitation of group learning. Several of them subsequently were invited to join
CGL’s International Board of Advisors, of whom four were also contributors, in the first issue of IJIL.
So, the idea to build CGL, which was mainly more than a certification body, into a global network,
really took off after ILAT. And now we have representatives (Strategic Network Affiliates) in over 30
countries. And, as a result CGL was constituted in the UK, as a ‘hub’ for the network and decided to
become a virtual global network, and a not-for-Profit, non-sectarian, non-partisan body that is
egalitarian and non-hierarchical. CGL is also registered as an approval learning provider, with the UK
Department of Business and Innovation Skills and supported by the UK Department of Employment
and Learning. In 2017, CGL was acquired by the CREDO Trust and Foundation (registered in Ireland)
as a fully autonomous division and retains its own Board of Trustees. CREDO hosts its Secretariat.

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Short Bio-Data of Members of Board of Advisors
Dr. Asma Abdullah
Dr. Asma retired after spending more than 22 years as a human resource
development specialist in a US multinational based in Kuala Lumpur.
Currently she lectures at the Graduate School of Management, Universiti
Putra, Malaysia on topics related to Training and Development, Organization
Change and Development and Cross-Cultural Management and conducts
coaching sessions for expat managers working with Malaysians. She started her teaching career as
one of the pioneer teachers of a secondary school project after graduating from Monash University
with a Bachelor’s degree in Anthropology and Diploma in Education (Australia). She received two
masters degrees in Instructional Design (University of Southern California, Los Angeles)) and
Counselling (University of Malaya, KL) and a Ph.D. in Social Anthropology (National University,
Malaysia). She has written and published more than 40 articles and 5 books on training, culture and
women.
Dr. Balaji Varadarajan
Dr.Balaji Varadarajan, Founder & Director, Indian Social Sciences Research
Academy (ISSRA), Formerly Director State Resource centre for Adult and Normal
Education, University of Madras and Ministry of Human Resource Development,
Government of India. A Graduate in Theology, Commerce and Law, with
Postgraduate qualifications in Sociology, Public Administration and law. His Ph.D
was in Sociology, Adult Education and Continuing Education. He was awarded a Senior Fellowship from
Cambridge Global Learning in 2017 due to his outstanding service in Adult Education and Life-Long
Learning.
Prof. Dr. Cameron Richards
An Australian academic with extensive experience of working in the Asia-
Pacific region - including positions at the Singapore National Institute of
Education, the Hong Kong Institute of Education, Universiti Teknologi
Malaysia and the University of Western Australia. He has a multi-disciplinary
background which includes specializations in sustainability studies, policy
research, academic research and writing methodology, leadership and

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organizational learning, educational technologies, intercultural communication, curriculum
innovation, and new literacies. As well as a long-term interest in teaching, curriculum design and
assessment strategies for ‘active learning’ (especially in relation to new digital technologies and the
use of ‘e-portfolios’) his work has also focused on educational policy change and innovation –
especially in relation to higher education internationalization and continuing Professional education.
Dr. David Chiew
Heavily involved in tertiary education in China and Taiwan, believing in exposing business students to
overseas travel and study, having led them in seminars in other countries. He is also involved in
publishing, lecturing and facilitating workshops. He currently resides in both China and Taiwan, where
he established an International University with students from China, Japan, Malaysia and Indonesia.
Elmarie Potgieter
As Managing Director of RITE Education and RITE International Inc, Elmarie Potgieter
has led several international education transformation and capacity building
projects in the United Arab Emirates, South Africa, Tanzania, Kyrgyzstan, Lebanon,
Malaysia and Indonesia. In January 2018 Elmarie was awarded the “Malaysian
Women Icon” award for her work in education transformation. She currently leads the development
of the Genovasi Project which was commissioned by the Malaysian Innovation Agency and
Foundation. This project focuses on the creation of an innovative framework for embedding design
thinking and enquiry-based learning in schools in Malaysia and the ASEAN Region.
She also leads an international leadership capacity building programme across four countries.
This programme called “EduLEAD” is rapidly gaining traction and was recently featured on
Kyrgyzstan national television for the impact it has had on schools throughout the host
country. As a result of the programme, schools in Tanzania, Lebanon and Indonesia have also
experienced a significant improvement in learner outcomes, teacher retention and parent
satisfaction in the standards of teaching and learning.
As Education Advisor and previous CEO of the Malaysian Collective Impact Initiative, Elmarie
has brought together more than 70 stakeholder groups to work collectively on community
transformation through literacy development and strengthening student aspirations. This
Collective Impact Model is the first of its kind in Asia. Its success in Malaysia inspired the
development of similar models in Hong Kong and Singapore. Elmarie is the author of “The

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Trust School Standards and Principles” and was also the chief architect of the AMIR
Foundation Trust Schools Programme, which aims at finding a sustainable solution to
transformation of Malaysian public schools. This programme is currently implemented in
more than 100 Malaysian public schools nationwide. Elmarie also led the development of
education projects involving 426 national Principals and Coaches and Project GUSTO, a
collaborative project with Teach For Malaysia and the AMIR Foundation.
Her company, RITE Education, also led the development and implementation of other
nationwide leadership and teacher development programmes in collaboration with the
PINTAR Foundation. She is the Ideator and co-author of “ThinkWise”, a thinking skills
curriculum and development programme for Early Years Education. Her work in the
development of thinking skills is widely recognised and as a result she is a regular guest
speaker and panellist in international events; on emotional intelligence, mindfulness and
positive behaviour management. She is a passionate student of neuroscience and the impact
that this growing field has on teaching and learning.
Elmarie is the president of a chapter of the Soroptimist International organization, a member of the
2017 Science Outlook Committee and in her spare time also a keen photographer, jewellery designer
and performing artist. She holds a BA Hons and a Post-Grad Diploma from the University of Pretoria,
South Africa. She is a Six Seconds Accredited Emotional Intelligence Coach and a Kagan Institute
Scholarship Winner. She has attended numerous courses across the world in education leadership,
change management, neuroscience in education and emotional intelligence.
Fredrick Mandizvidza
Over the last 27 years, Fredrick has excelled as a multiple-award winning Chief
Executive Officer and business executive in both the private and public sectors.
A teacher by profession, Fredrick has spent a significant part of his working life
imparting knowledge as a teacher, college lecturer, speaker, consultant and
coach for people from cross-cultural, different professional and age-group
backgrounds. He has solid managerial expertise in Biomedical Research and Development with a
special focus on drug discovery, development and deployment for HIV, TB and Malaria. He has been
involved in driving translational research leading to commercialisation of biomedical research results.

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As a Certified Wealth Creation Coach and an International Labour Organisation (ILO) Certified
Consultant for the premium Expand Your Business (EYB) programme, Fredrick worked with several
international corporates as well as the United Nations Development Program (UNDP), SNV
Netherlands, MS Demark, among others.
Fredrick has authored four best-selling books, three of them in emerging technologies, covering the
Cyber-Physical System and digital era talent pipeline development. A savvy blogger and conversational
leader in emerging technologies, Fredrick offers fresh perspectives and deep insights into global next
generation business and industry leadership. His interest in, and deep knowledge of, emerging
technologies has seen him undertaking pioneering work in Africa’s human capital development for
Industry 4.0 and digital transformation with 21st century leadership in mind.
Fredrick holds a Licentiate Degree in Education – Biological Sciences (Lic. Ed., Bio. Sci.), a Bachelor in
Business Administration (BBA) and a Master in Business Administration (MBA) in Strategic
Management. He is currently pursuing a Doctorate in Business Administration with a prestigious
university from Malaysia. Fredrick sits on the boards of several companies.
Dr. Jeannette Vos
When not co-authoring books, Jeannette Vos spends her working life these days
touring the world, keynoting at conferences and running workshops on two of
her passions: new methods of learning and how to make the most of your mind
through suitable nutrition and exercise. Apart from her doctorate in education,
she is a Certified National Health Professional from the US National Association
of Certified National Health Professionals. Generally, she manages to combine
both interests: like using ‘accelerated learning’ methods to demonstrate the best ways to link good
nutrition and good health, with fun and good humor.
She has co-authored two bestselling books: The Learning Revolution and ‘Unlimited – the New
Learning Revolution. Dr. Vos is now writing another book on learning, soon to be published.
Going online and asking questions is the best way to learn
- Tom Felton -

16
Kevin D. Couling Esq.
Lord Couling of Little Neston, is the Chairman of Cambridge Global Learning
and is a strong supporter of education and training. He specializes in Heraldry,
etiquette training, either on a one to one basis or for the corporate sector and
operates a consultancy business. In New Zealand, he is a Marriage Celebrant
and Director of several companies including being involved with several
charitable organizations operating worldwide. In the past, he was active in the Equestrian Sports, not
only training horses, but also their novice riders in advanced dressage. He travels widely, resides
mostly in the UK, but also has a home in New Zealand.
Mark Treadwell
Mark Treadwell is an independent consultant working in New Zealand, and around
the world building cultures of excellence in learning and its leadership. Mark’s
work is based on the understanding that our innate curiosity drives us to want to
understand our world. Following 10 years of research, Mark has developed a
scientific model for how the brain learns. From this neuroscientific model an
optimized Learning Process was developed, and clusters of schools are now
applying the Learning Process across a range of contexts within different countries (currently
NZ/AUS/UAE). He a researcher, writer and regular speaker at seminars and conferences, including the
International Conference in Thinking (ICOT).
Dr. Michel Gagne
Doctoral Fellow and President of the Chartered Institute of Management
Specialists (USA) and President of the Cambridge Association of Managers (UK).
Has a Professional DBA and Ph.D., from the International University of
Fundamental Studies, St-Petersburg, and is a Founding Fellow of the Harvard
Medical School Institute of Coaching Professionals. Dr. Michel is a coach,
communicator, motivator, facilitator and with more than 40 years of experience
in more than thirty countries in Europe, Africa, Middle East, and Asia. He is a
High-Performance Consultant and Certified Counselor with the International Society of Mental
Training and Excellence; Master Course, conducted with the Coaching Association of Canada; Licensed
Leader with the Legacy Leadership Institute of Dallas and a Licensed Coach facilitator with Corporate
Coach U International (CCUI).

17
Prof. Dr. Peter Shephard
A prolific researcher and writer who also enjoys teaching. He has specialized
in the training of trainers, teachers and School Principals. He has authored
seven books and is an Adjunct Professor with an International University,
teaching at Doctoral level in Africa, Middle East, Asia, and the UK. His areas
of research and teaching have been in Education, Learning and Development,
Leadership, Cross - Cultural and Strategic Management. He also does cross
cultural coaching and orientation for educationists and business expatriates. Earlier in his career, he
worked in government, for a US multinational pharmaceutical company and an international airline.
He then moved into management consulting, specializing in Human Resources, employee assessment,
training, learning and development, before taking up various University posts in research, teaching
and Visiting Professorships. He has lived and worked in over 15 countries and currently resides in both
the UK and Malaysia. Peter manages CGL’s International Secretariat in Kuala Lumpur and is the
Managing Editor for the REALIZE magazine.
Dr. Peter Kline
Peter Kline is a broker and developer of state-of-the art learning systems. He
has authored over 15 books and many articles on education, literature and the
arts. He is a founder of The Thornton Friends School, a leading private school in
Metropolitan Washington D. C.
For the past twenty years, he has been involved with various innovative learning
programs, especially integrative-accelerative learning, a process that restores a blend of creativity and
critical thinking to the educational process and focuses on organizational learning enhancement. He
is currently expanding this interest with the development of new approaches to cognitive skills
education and the creation of instructional programs. His latest books include Why America's Children
Can't Think, Ten Steps to a Learning Organization, The Everyday Genius, School Success: The Inside
Story.
Peter has worked with many schools and corporations, notably Eastman Kodak and the New York State
Public Schools to develop major programs for teacher training and corporate culture change. This
saved Eastman Kodak 40% on its training costs and produced results that were 27 times as effective
as those previously achieved in the same area. The program features as a major article in Management
Review. Peter’s achievements in educational reform have been the subject of two TV documentaries:

18
The Everyday Genius and Learning in the Workplace: The Key to Quality and Productivity. He is
currently working on a Flagship Schools project to develop schools that volunteer to become model
schools for what is currently the best way of educating children. He also works with corporations to
develop tools for increasing their efficiency and effectiveness, primarily from transforming them into
learning organizations in which all employees are involved in an open book approach to quality
improvement.
Dr. Suresh Marcandan
Dr. Suresh Marcandan is an Australian management consultant who has been
based in South-East Asia for the past 20 years and has successfully delivered
value-adding consulting interventions in Australia, India, Sri Lanka, Malaysia,
Singapore, Indonesia, Nigeria, and the Philippines. He has over 25 years of
experience in top management positions within the shipping and education
industries, of which 8 years were in the capacity of Chief Executive Officer of reputed multinational
companies. He now resides in Melbourne, Australia.
His areas of interest include corporate strategy, strategic marketing and strategic human resource
management. More recently, he has focused his areas of expertise on the subject of corporate
reputation management and brand management and has published extensively and delivered
conference papers in all the areas of his expertise.
Dr. Suresh is currently the President Director of PT People Power International, an Indonesia-based
management consulting and business advisory practice delivering result-oriented and value-added
consulting interventions that remove the barriers to success and hence improve corporate efficiency
and effectiveness.
Prof. Dr. Svend Hollenson
He is the Associate Professor of International Marketing at University of
Southern Denmark. He has practical experience from a job as International
Marketing Coordinator in a large Danish multinational enterprise (Danfoss)
as well as from being International Marketing Manager in a company
producing agricultural machinery. After working in the industry, he received
his Ph.D. from Copenhagen Business School (CBS). He has published articles
in internationally recognized journals and is the author of globally published textbooks, e.g. Global

19
Marketing, Indian and Spanish editions have been developed in co-operation with co-authors. The
textbook Global Marketing has also been translated into Chinese, Russian, Spanish and Dutch. Svend
travels and presents workshops in many countries.
Dr Talam Venkateswara (TV) Rao
Dr. T. V. Rao is currently Chairman, T VRLS. He was a Professor at the Indian Institute of
Management, Ahmedabad between 1973 and 1994 and a Visiting or Adjunct Professor
since then until recently. He is currently a member of the IIMA Society and its Board of
Governors.HecontinuedtoimplementandpromotenewconceptsinHRDinhisresearch
- based consulting company which focuses on 360 Degree feedback, HRD Audit,
AssessmentandDevelopmentCentersandPerformanceManagementSystems.
Dr.RaowasaVisitingFacultyattheIndianSchoolofBusiness, HyderabadandaHRDAdvisor totheReserveBank
of India. Dr. Rao assisted the Administrative Reforms Commission in reviewing the personnel management
practices for civil services, and also served as member of the HRM Review Committee of Public Sector Banks set
up by the Ministry of Finance in 2009-2010. Dr. Rao worked as a short-term consultant to UNESCO, Bangkok;
USAID Indonesia for the Ministry of Health, Indonesia: NERDA, Malaysia; FAO Rome; and the Commonwealth
Secretariat, London. Dr. Rao has designed and assisted in implementing performance appraisal and other HRD
Systems for a number of organizations in India and Abroad. Dr. Rao’s consulting work is inthe areas of designing
and managing HRD systems of various corporations in India and other Asian countries covering over a hundred
organizations.
Dr. Rao has authored or coauthored or edited over sixty books dealing with Organizational Behavior,
Education Management, Health and Population Management, Entrepreneurship Development and
HRD.
He participated in the review of various Institutions in the Education sector and has worked closely
with the Ministry of Education and the Ministry of HRD. He was an active participant in the review of
the National Education Policy in the mid-eighties, and Adult Education Programs in the late seventies,
IIMA review (Committee for Future Directions, Review of NIEPA (now NUEPA), XLRI, St. Joseph’s and
Mount Carmel Group of Institutions, NID, Center for Environmental education, XIME, Bangalore etc.
On the basis of his work and contributions to Management Education, the Association of Indian
Management Schools conferred on him the title of Ravi Matthai Fellow in 2015.

20
Will Fastiggi
Will Fastiggi has worked in schools in the UK, China, Guatemala, El Salvador, and
Brazil in roles as a teacher, trainer and ICT Coordinator. Graduating with a
master’s in digital technologies, communication & education, from the University
of Manchester (UK). Will has a keen interest in developing the Computing & ICT
curriculum in primary school education and making practical use of digital
technologies for schools. You can find out more about Will from his blog:
technologyforlearners.com. He has been invited to join Cambridge Global Learning’s Board of Advisors
with the award of Distinguished Fellow.

21
Spotlight on Network Affiliate Programs
The main or more popular programs are:
1. Certified Professional Trainer (CIPT)
2. Advanced Professional Certificate in Accelerative Learning (APCAL)
3. Post Graduate Diploma in Learning and Development (PG. Dip. LAD)
4. Certified International Professional Coach™ (CIPC)
5. Certified International Professional Leader (CIPL)
6. Certified International Professional Strategist™ (CIPS)
7. Certified International Professional Facilitator (CIPF)
8. Certified Professional Learning Interventionist (CPLI)
The Certified International Professional Trainer
(CIPT-UK) course provides a pragmatic
approach by providing a batch of learners to
train. Upon completion of your assessment a
(VIVA Presentation) which demonstrates the
competencies learned throughout the
program, certification is awarded by CGL. The
CIPT also receives UK accreditation. Turn
theory to practice with your own training
people.
The modules expand on a well accepted the
tested model which consists of Analysis,
Design, Development, Implementation and
Evaluation, combining other surrounding tasks
and responsibilities of a trainer, such as
reporting and demonstration, marketing as a
trainer, client relationships and presentation
techniques, some of which are rarely included
as part of other ‘Train-The-Trainer programs’.
This is designed as a 2-3 months intensive
program, subject to client’s needs. There is
also a CGL ‘On-Line’ Individual, Professional
Certification version, using Skype, Assignments
and Project Based Learning (PBL). There is also
a CPT available for those without the
exposure to the international/intercultural
content.
The Professional Certificate is accredited by
Oxbridge-UK and listed in the British
Professional Qualifications Register. It is
recognized by Cambridge Global Learning and
graduates receive a Fellow Award from CGL
APCAL is offered as a ‘Distance Learning’ online
program. It focuses on a range of techniques
from the Accelerative Learning repertoire.
These include uses of: Music, Visualization,
Peripherals, Body Sculpturing, Idea Mapping,
N.L.P. and Learning Styles. Also Breathing,
Relaxation, Cross- Lateral Physiological
Movement and Exercises, Multi-modal, Multi-
sensory stimuli and the ‘Multiple Intelligences’
model. It is divided into 4 modules, expected to
be completed by self-study and research, each
taking 1 – 2 months on average. Each module
uses a ‘Project Based Learning’ approach (PBL)
with project reports being evaluated by a panel
of qualified assessors. The modules are:
Project 1: Analyzing Individual Learning
Needs and Styles
Project 2: Designing and Developing a Full
Accelerative Learning Program
Project 3: Facilitating Group Learning
(With Many Accelerative Learning
Techniques)
2. Advanced Professional
Certificate in Accelerative
Learning (APCAL)
1. Certified International
Professional Trainer (CIPT)

22
Project 4: Evaluating Effectiveness and
Results of Learning Programs
Can be completed in 6 – 8 months. Credits can
through RPL and transferred to Diploma Level.
This is offered in a ‘Distance Learning/Action
Research Mode’. It comprises Action Research
projects, which include:
Project 1: Focuses on the role of Learning and
Development
Project 2: In depth study of Applied Behavioral
Science in Learning
Project 3: Action Research Assignment
presented in a 3000-word report.
Can all be done ‘online’ with guided
supervision and materials are provided.
Completion is usually in 9 – 12 months.
THE NEXT 3 CERTIFICATES ARE NEW
With the current emphasis on helping
individual employees to realize their full
potential, the techniques of coaching are fast
becoming essential tools for those responsible
for the growth and development of others.
Coaching is the world’s second fastest growing
business skill, after IT and yet in Africa, Asia,
and the Middle East, it is still in its infancy. It
has been found to give an ROI of 7 times that
of training. This program will also help build
skills needed to enhance the future
performance and the career of individuals or
teams, especially relating to the feedback of
progress.
Coaching essentially relates to helping others
develop skills and attitudes that the coach can
develop that others do not have or have not
yet developed well enough. Mentoring on the
other hand deals more with Advice, knowledge
and confidence building for longer term career
development.
 Influence of Personality, Gender, Needs,
and Culture on Thinking and Learning.
 Defining Coaching versus Counselling,
Training, Mentoring and Facilitating.
 Coaching Individuals versus Groups/Teams
 Why Coaching is So Important and Useful
 Overcoming Barriers to Coaching
 The Coaching Process – The GROW Model
 Coaching Styles versus Learning Styles
 Coaching is about Questioning & Listening
 The Role of Giving Feedback and Appraisal
 Skills in Dealing with Self-limiting Beliefs
 Maximizing Human Potential
 Mentoring Skills and Styles
 Cross Cultural Factors & individual Values
 Overcoming Personal and Cultural Barriers
 Skills in Dealing with Difficult People
 Self-Assessment of own Coaching Styles
and Receiving Constructive Feedback
 Personal Development Action Plan (PDAP)
A key and unique feature of this program is
that all participants will complete a personality
traits survey form, resulting in a detailed
personality profile. This will enable
participants to discover their thinking and
learning relating to their own coaching styles.
3. Post Graduate Diploma in
Learning and Development
(PG. Dip. LAD)
Program Contents
Program Methodology4. Certified International
Professional Coach™ (CIPC)

23
The CIPC program is accredited in the UK by
The Oxbridge Trust and listed in the British
recognized by Cambridge Global Learning
(CGL) and graduates, also receive a Fellowship
Award from CGL
Program design incorporates a variety of
methods to both stimulate active learning and
appeal to the mix of participants preferred
learning styles. Building on participants’
personality profiles, several interactive
exercises, games, and group discussion help
them to understand the different thinking skills
needed. Where appropriate, selected
multimedia, video or power point visuals
augment a comprehensive manual of notes.
The workbooks are professionally laid out,
appealing to the learner, and capturing key
learning points and post program actions. In
addition to the 40 contact hours, students also
require 40 hours of coaching practice with
successful evaluation & feedback.
This can also be designed as a Professional
Certificate course or a less intensive 60 hours
in house program, subject to the client’s needs.
Roles of Neuroscience, Culture, Gender and
Personality in Leadership
There has been more written about the topic
of leadership, than any other subject in
business, management, education, or politics.
And, a more recent paradigm is to differentiate
Leading from Managing. Sometimes we find
people who are great managers, but not so
good at leading, and vice-versa. This gives rise
to the question “are leaders more born or
developed”. Here, Neuroscience comes into
the picture.
Research shows that it can be both, but if the
needed basic innate traits do not exist, then
there are not enough raw materials to develop.
Studies show there is a strong correlation
between certain personality traits and
effective leadership.
That is personality, which is more ‘inborn’ and
to an extent, style preferences. Gender is also
critical. However, culture is another major
influence on style and gender roles. There are
some distinct differences between African,
Asian, Middle Eastern and Western leadership
styles.
There are some of the core issues that are
addressed in this program.
 Influence of Personality, Gender and
Culture on thinking and Leadership
Behavior
 The Importance of Neuroscience in
Leadership
 Leadership: an overview
- Defining leadership
- Leadership as both a science and art
- Leading as more right brained
- Managing as more left brained
- Alignment of vision, values, and mission
 Leading versus managing
 Gender differences and Leadership Styles
 Your job as a leader and/or a manager
 Leaders: Born or made
- Nature versus Nurture
- Learning to Lead
- Qualities of Leadership
 Leadership and Personality
- Intelligence, talent, and traits
- Motivation, Drives, and charisma
- Leadership styles
 Leadership Motivation
- Leadership and Motivation are
inseparable
 Cultural models of leadership
- Eastern versus Western models
 Other Leadership Theories and Models
 Leading a Learning Organization
 Assessing leadership development needs
Program Duration
Professional Leader (CIPL)
Program Contents

24
that all participants complete a series of self-
assessment survey forms, resulting in a
detailed profile of personality traits,
motivational drives and competencies. This
will enable participants to discover their own
preferred cognitive and emotional styles,
which in turn can strongly influence the
dynamics of thinking and learning, relating to
this program.
learning styles. Building on participants’
personality profiles, a number of interactive
exercises, games and group discussion help
augment a comprehensive textbook. The book
is professionally laid out, appealing to the
learner and capturing key learning points and
post program actions.
This is designed as a 2-3 months intensive
program, subject to client’s needs. There is
also a CGL ‘On-Line’ Individual, Professional
Certification version, using Skype, Assignments
and Project Based Learning (PBL). There is also
a CPL available for those without the exposure
to the international/intercultural content.
Strategic Thinking and Leading in
Management Strategy
The word strategy comes from the Greek word
‘strategos’ which means ‘general’, and later
became the name for the ‘leader’ of an army
or a strategist.
A strategy is a general program of actions
directed toward the attainment of goals or
objectives, with commitment to resource
utilization and how this will be applied. It is a
type of ‘Future’ oriented and ‘Big Picture’
thinking, which emerges as a Strategic Plan.
However, not all people naturally think this
way. Although, if senior managers and
professionals are selected and promoted
correctly, these traits will have been identified
as ones’ they possess. Next come the
techniques and skills and then motivation to
use them. But what happens if this personality
trait is weak? Then the skills may even be more
important.
How to formulate, plan, lead, execute and
evaluate strategy in a VUCA (Volatile,
Uncertain, Complex and Ambiguous) world is
fully explored in this program.
Culture on Thinking, Learning and strategic
leadership
 Types of thinking required for strategic
leadership, management, development,
execution & evaluation
 Assessing one’s own style preferences and
how these apply to strategic thinking. The
5 P’s of strategy
 The what & the why of strategy
formulation
 Various schools of thought on strategic
management
 Levels of strategy and different concepts of
strategy
 The process of strategy: fitting values,
vision, mission, goals, planning and
controls in strategic management
 Types of strategy: differentiation &
diversification.
 Stakeholder external/internal analysis, and
integration
Program Methodology
Program Duration
Professional Strategist™ (CIPS)

25
 Human Capital/Resource Management
and strategy
 Organizational culture, change, growth,
and decline
 Generic strategy: Competitive advantages
& costings
 Globalization, geo-centricity &
international strategy
 Strategy, systems, structure & McKinsey’s
7-S model
 Assessing own competencies in strategic
management
that all participants will complete a personality
traits survey form, resulting in a detailed
personality profile. This will enable
participants to discover their own preferred
cognitive and emotional styles, which in turn
can strongly influence the dynamics of thinking
and learning relating to this program.
learning styles. Building on participant
exercises, games and group discussion help
augment a comprehensive manual of notes.
The workbooks are professionally laid out,
appealing to the learner, and capturing key
learning points and post program actions.
This is designed as a 40-contact hour intensive
program, spread over 2-3 months, subject to
client needs. It is also offered as an On-Line,
Professional Certification course, using Skype,
and Project Based Learning (PBL) assignments.
This must be completed in six months. There is
also a CPS where strategy is only localized
WHAT IS FACILITATION AND A FACILITATOR?
Facilitation comes from the word to
“Facilitate”, which means to make possible or
to make easy, to help progress. Thus, a
facilitator is anyone who helps others to
progress, learn and do their work easier or
better. Facilitators are not “Teachers” or
“Trainers”; they merely help to provide
conditions where learning is made easier and
more effective. Facilitators assume
“experimental” learning in more effective and
as such encourage “self-directed” learning and
a group to responsibly achieve their goals.
By the end of this program, participants will be
able to:
 Ensure their roles are clear at the
beginning of a session
 Help group clarify their goals and
expectations
 Help individuals clarify their own roles,
needs, priorities, goals, and expectations
 Maintain a natural and objective position
 Help group stay on target and not digress
 Give feedback on group’s leadership,
working processes and communication
styles (called Interactive Process Analysis)
 Protect and enhance group members self-
esteem and protect individual from
personal attack or defensiveness
 Encourage open and frank – but
constructive – communication between
members (intra) and groups (extra)
 Use different types of questioning skills,
including open, closed, and reflective.
 Identify and select different listening skills,
including critical, biased, discriminative,
evaluative, empathetic and deep listening.
Program Methodology
Program Duration
Learning Objectives
Professional Facilitator (CIPF)

26
 Observe whether the group spends time
deciding on process before launching into
their task and feedback the observation
 Summarize possible new learnings and
their on-the-job applicability
 Observe interactions and report
observations
 Evaluate actions of group only, and do it
cautiously and from a personal frame of
reference
 Build on ideas and observations brought
up by the participants. Make comments or
ask questions that cause the group to
really explore the implications of various
comments
 Encourage the participants to take more
responsibility for their learning (i.e.
throwing questions back to the group as
much as possible).
 Assess their own levels of competence in
facilitating diverse types of groups
 Develop a Personal Development Action
Plan (PDAP)
 Receive a Professional Certification and
Fellow award from Cambridge Global
Learning (UK/UE) and Oxbridge
Professional Qualification Panel
recognition
Culture on Thinking and Behavior
 The importance of Neuroscience in
Facilitation
 Cultural models of Facilitations
- Asian versus Western models
- Other theories on models
- Culture, diversity & corporate culture
- High performance teamwork
- Learning organizations
- Assessing future development needs
 Comparing the ‘GROW’ Model with other
theories or models
 Differences between Training Facilitating,
Consulting, Teaching, Lecturing, Training,
Coaching, Counselling & Mentoring
 How Facilitators are effective in
communication and truly ‘deep’ and
empathetic listeners
 Questioning techniques are skills
 Importance of clarifying goals, roles, and
expectations
 Ensuring groups meet their objectives and
outcomes
 How to maintain objectivity and
impartiality
 The role ‘Unconscious Bias’s
 Helping navigate the group through their
journey
 Balancing Content and Processes
 Ensuring individuals remain committed to
the tasks
 Protecting individual group members’ self
esteem
 The role of feedback and ways to provide
it constructively
 Importance of use of questions and
observing behavioral interactions and who
is enabling or inhibiting
 Reporting back to groups on their
interactional effects and drawing out the
shared wisdom of the group
 Skills in ‘Norming, Storming and Forming’
group progress and use of clarifying and
summarizing
 Monitoring the energy of the group and
pacing it
 Helping groups ‘manage’ their problems or
conflict and productive decision-making
 Encouraging group members to take on
more responsibility for their learning and
constant awareness of their behavioral
changes and organizational effectiveness
 Your CIPF award by Cambridge Global
Learning
 Evaluating progress and learning among
individuals
A key and unique feature or this program is
Program Contents
Program Methodology

27
motivational drivers and competencies. This
dynamics of thinking and learning relating to
this program.
Program design incorporate a variety of
appeal to the mix of participants’ preferred
learning styles. Building on participant
exercises, games and group discussions help
multimedia, video or power-point visuals
augment a comprehensive textbook. The book
is professionally laid out, appealing to the
learner and capturing key learning points and
This is designed as a 40-contact hour program
which can be extended over 2 to 3 months,
subject to client’s needs. There is also an On-
line, Professional Certification version, using
Skype, Assignments and Project Based
Learning (PBL). This must be completed in six
months. There is a CPF for localized candidates
WHAT IS LEARNING INTERVENTION
The notion of a teacher as a professional who
is the repository of knowledge is now being
challenged with the advent of Internet where
information is easily available and, in many
instances, free. What is essential is to have a
professional who can help learners to bridge
the gaps in their acquisition of knowledge and
skills. This is the framework of learning
intervention where learners become educated
in areas that they need to take them to the
next level. The professional is the enabler for
the learner to achieve the goals in a specific
area.
By the end of this program, participants will be
able to:
 Ensure their roles as enablers are clear and
concrete
 Help learners to clarify their goals and
expectations
 Help the organization to clarify its own
roles, needs, priorities, goals, and
expectations
 Maintain a natural and objective position
 Help learners to stay on target and not
digress
 Give feedback on learners’ progress and
challenges
 Protect and enhance learners’ self-esteem
and enthusiasm
 Encourage open and constructive
communication by learners
 Provide the tools for the learners to do
reflective feedback
 Show how any new learning has an on-the-
job (OTJ) applicability
 Observe workplace interactions and
impact of the learning intervention
 Create a learning platform that allows
learners to take more responsibility for
their learning
 Assess their own levels of competence in
as professionals
 Develop a Personal Development Action
Plan (PDAP)
 Receive a Professional Certification and A
Fellowship award from Cambridge Global
Learning (UK/UE)
Workshop/Program Duration
Learning Objectives
8. Certified Professional
Learning Interventionist (CPLI)

28
Culture on Thinking and Behavior
 The importance of Neuroscience in
Learning and Development
 Diagnostic meetings and Initial Assessment
 Mapping the Learning Intervention
Landscape
 Intrinsic and Extrinsic Motivation
 The ADDIE Model
 The Dick and Carey Systems Approach
 The Rapid Prototyping Model
 Successive Approximation Model
 The new Bloom’s Taxonomy
 Questioning techniques are skills
 Importance of clarifying goals, roles, and
expectations
 How to maintain objectivity and
impartiality
 Blended Learning Framework
 Planning the Intervention in Bite size
 Gagne’s Nine Events in Learning
 KOLB’s Experiential Learning Cycle
 Balancing Content and Processes
 The role of reflective feedback with double
loop feedback
 A Toolbox of Tips and Techniques for
effective learning
 Monitoring and Pacing the energy of the
learner
 The Gig Learning Practitioner
 Monitoring and Evaluation of the learner
and the learning and development
profession.
 Award by Cambridge Global Learning
(CGL) as a Certified Professional Learning
Interventionist. (CPLI)
motivational drives, and competencies. This
dynamics of thinking and learning relating to
this program.
Program design incorporate a variety of
appeal to the mix of participants’ preferred
learning styles. They are expected to put
together a portfolio of lesson plans,
assessments, and reflections of their
intervention experience. Where appropriate,
selected multimedia, video or power-point
visuals augment a comprehensive manual. The
book is professionally laid out, appealing to the
learner, and capturing key learning points and
This is designed as a 40-contact hour program
which can be extended over 2 to 3 months,
subject to client’s needs. There is also an On-
line, Professional Certification version, using
Skype, Assignments and Project Based
Learning (PBL). This must be completed in six
months.
The Certificates and Diploma curricula and assessment are accredited in the UK by the Oxbridge Trust and recognized,
by CGL–UK, as an approved Learning Provider, who also is the awarding body. All the above programs can earn
exemptions, under the Approved Prior Experiential Learning (APEL) or Recognition of Prior Learning (RPL) schemes.
Thus, experienced Learning & Development or Teaching Practitioners may be able to use ‘Continuing Professional
Development (CPD) and APEL/RPL to gain up to 80% credits, or 50% in fee exemptions. The term ‘Recognized Prior
Learning’ (RPL) is used in the UK and many other countries. Institutional members may also provide these programs.
Program Contents Program Methodology
Workshop/Program Duration

29
The Action or Experiential Learning Cycle

30
Network Dialogue – Educators Forum
THE PURPOSE OF LEARNING - Your Thoughts Please!
To explore some of these issues, discussion and answers are welcomed on any of the questions below.
This is a network – member interactive page. Please send us your thoughts on this topic. Here we
pose 10 questions, to which any reader is invited to contribute their answers.
Here we pose 10 questions, to which any reader is invited to contribute their answers.
1. Why do we learn? (See diagram below and, also IJIL Vol.1 No.2.)
2. What do we need to learn from birth (or before) to survive and grow? (See Vol.2 No.2)
3. What are the basic or primary purposes of learning? (See Vol.2 No.1)
4. Is learning instinctively and innately inborn? (See Vol.2. No.1.)
5. Is the brain ‘hardwired’ for all people to learn some skills?
6. What is the role of language learning?
7. How critical is early language development to successive learning?
8. What are the higher purposes that come later in life?
9. Is there a hierarchy of learning needs or purposes – and how might it look?
10. Can we create a hybrid model – using for example “Maslow’s Motivational Hierarchy of Needs,”
or “Bloom’s Taxonomy” or Gagne’s “Hierarchy of Learning”?
For your thoughts, ideas or more questions – please email to pscredotrust@gmail.com

31
Conference Updates
1. 15th ICTEL 2020 – International Conference on Teaching, Education & Learning
The conference will be held at NH Hotel Amsterdam-Zuid, Van
Leijenberghlaan 221, 1082 GG Amsterdam from 10-11 August 2020.
For more information, go to:
https://teraevents.org/conference/amsterdam-ictel-10-11-aug-2020
Or Contact E-Mail ID: convener@eurasiaresearch.info
2. The Osaka Conference on Education (OCE)
The OCE will be held at The Osaka University Nakanoshima Center,
Japan from 03-06 August 2020
The Osaka Conference on Education (OCE) is held in partnership with the IAFOR Research Centre at
the Osaka School of International Public Policy (OSIPP) at Osaka University.
In keeping with the IAFOR 2020 theme of “Embracing Diversity”, the conference will draw on the rich
local context for contextualization and inspiration, and invite scholars from the region and around
the world to come together to meet and exchange the latest ideas and research, at the time of the
Tokyo Olympic and Paralympic Games, an event that welcomes the world to celebrate peace and
unity
IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of
generating new knowledge and understanding, as well as forging and expanding new international,
intercultural and interdisciplinary research networks and partnerships. It is hoped that OCE2020 will
offer a remarkable opportunity for the sharing of research and best practice and for the meeting of
people and ideas. For more information, go to: https://oce.iafor.org/
3. International Society for Exploring Teaching and Learning (ISETL)
The 51st
Conference on Innovative Higher Education Pedagogy will
be held in Tempe Mission Palm, 60 East Fifth Street Tempe, AZ
85281 Arizona, USA from 8-10 October 2020.
ISETL encourages college and university faculty and practitioners from all disciplines to develop, study,
and apply learner-centered principles of teaching, learning, and assessment in innovative, yet effective
and practical ways. They are especially interested in presentations that demonstrate practical and
creative teaching and learning techniques that are grounded in literature and based on relevant best
practices and/or research that will appeal to colleagues in several disciplines. Preference will be given

32
to presentations that promise to model alternative teaching methods and engage their audiences in
activity and dialogue.
ISETL conferences provide a professional forum for those who have something to share, and the
informal and interactive nature of the presentations makes learners and teachers of us all.
http://www.isetl.org/
4. 6th SIETAR Polska Congress
The congress will be held at Pałac Wielopolskich (Urząd
Miasta) plac Wszystkich Świętych 3/4, 31-004 Kraków,
Poland from 16-17 October 2020.
The theme of this year’s congress: ‘Identities in the VUCA
World’ calls attention to the challenges and opportunities of
managing and negotiating identities in today’s rapidly changing and unpredictable environments. By
including the acronym ‘VUCA’ in their conference theme they would like to invite you to join their
comprehensive discussions and reflect on the conditions of ‘volatility’, ‘uncertainty’, ‘complexity’ and
‘ambiguity’, which characterize our modern-day cultures. They want to explore how people are
adapting to the age of change and acceleration and how the demands placed on them by growing
inter-connectivity and technological advances affect their personal, business, political and social
identities.
For more information, go to: congress@sietar.pl

33
Book Review
The Fourth Education Revolution
By Sir Anthony Seldon
AI will offer every child ‘an Eton education’
Review by Kaya Burgess
The Times newspaper, London, UK
Artificial intelligence will soon provide “an Eton
education for all” children, allowing every
school pupil to learn from their own
personalised device rather than from a
classroom teacher, a former headmaster has
said.
Sir Anthony Seldon,
now vice-chancellor
of the University of
Buckingham (UK)
was head at both
Brighton College and
Wellington College.
He said that the
education system in
Britain is well suited
to the 20th
century but is vastly underprepared
for the 21st
century and the “revolution” that
has already begun through artificial
intelligence.
Giving each pupil a computer or tablet in the
classroom could provide “one-on-one learning
individualised to the needs of every child in
every subject and developed to suit that child’s
learning”, Sir Anthony said.
He was discussing his book The Fourth
Education Revolution at the Henley Literary
Festival.
Sir Anthony Seldon with Oladimeji Abidoye,
the co-author of the book.

34
Special Features
SOME WAYS TO MAKE WEBINARS MORE PROFESSIONAL
By Joe Urbanski
First, we said our heads were “in the clouds.”
Then, it was our data that was stored in the
cloud. Now, it seems like our lives are taking
place in the cloud—via the Internet. The novel
coronavirus has changed how we do business,
how we lead our teams, how we develop our
people, and even how we raise our families—
and this trend is likely going to continue into
the foreseeable future because, number one,
it’s not all that bad and, number two, people
are going to get used to it. The only thing I
cannot get used to is how companies and
trainers have used this as an excuse to be lazy.
I do not mean lazy in the typical sense.
Companies are doing more than usual to
support their people and their communities.
Businesses large and small are contributing
where they can. And you have been invited to
136 webinars so far.
So then, how do I mean lazy? Why are talent
development “professionals” delivering
webinars while sitting in chairs? What the
heck is that about? It is either lazy, naïve, or
disrespectful. Is that how we create high
energy? Is that how we interact with an
audience? Is that how we engage with the
human soul from the platform? No way! And it
is certainly not as much fun—for them or for
us.
Professionals do not sit on stage; we are not
reading the news. We are up. We are
energized. We are ready to inspire
participation. And I do not mean just in a Q&A
section at the backend of the webinar.
Let us start there: What is a webinar? There is
no Latin root for the word; we have only been
using it since the 1990s. A webinar is a seminar
on the web. What is a seminar? It is a meeting
or conference for discussion or training.
Discussion. It is not a lecture (which is an
educational talk).
What does this mean? The same strategies that
we deploy to create a high energy, interactive,
engaging, and fun experience for a stage
performance are the ones we should use for a
digital experience. We need to change our
mindsets, our approaches, and our language.
1. It is not just a webinar; it is a digital
experience. Think about how you can
transform this simple online training into
an event that people experience feelings
instead of only thoughts. Use our Learn-
Say-Do-Reflect (LSDR) model to make your
training a want-to, not a have-to. (See
graphic and get to this session.)
2. It is not just a presentation; it is a
performance. Do not just provide a chatty
lecture with graphs and charts that you
think are interesting. Stand up and give
your learners the energy they deserve. Do
more than just provide information. Get
yourself engaged to get everyone else
engaged. (Again, see the LSDR model.)
3. It is not just a group of attendees; it is a
community. If a seminar is a “meeting for
discussion or training,” we need to make
certain the lines of communication are
open during the entirety of the event. If
you create the space for conversation, it
will happen. Find ways to create
connection between everyone’s insights
and actions so they help you co-create the
experience.
4. It is not just your home office; it is your
studio. Get the right staging and lighting
and sound equipment to look like a pro. If
you are on camera and you have a window
behind you, it is time to redesign your
office. This is a new skill that you are going
to need as a trainer as the world gets used
to working from home and remote

35
experiences, so be ready. And do not
worry, a beautiful front stage usually looks
ugly backstage.
This all sounds nice, but does it work? Of
course, it does. We at the Total Solutions
Group have been providing remote culture-
driven solutions for businesses since 2004, and
we have been deploying these strategies for
creating an energizing participant experience
since computers and smartphones had HD
cameras.
Join us in transforming the standard and less-
than-satisfying sit-down webinars and remote
training into standup experiences that
maintain the same approach you would in live
learning experiences.
ABOUT THE AUTHOR
Joe Urbanski is the
COO of the Total
Solutions Group
(TSG), a strategic
consulting, training,
and coaching firm
committed to driving
a transformative
impact to what’s
really most important to an organization’s
value proposition
and results. TSG’s core focus areas are
organizational and culture transformation,
strategic planning and business growth,
leadership development programs, and train-
the-trainer certifications. When it comes to
empowering people and organizations, Joe is
committed to helping you co-create your own
learning experience. For more than a decade,
he has honed his electrifying facilitation style,
performing for as many as 2,400 participants
during full-day training sessions, three-day
retreats, and multiyear programs. He has
delivered more than 525 on-site and online
workshops for more than 400,000 participants,
including executive leaders, corporate trainers,
and everyone in between. Joe is honored to be
ranked among the top 10 percent of speakers
in the Society for Human Resource
Management and ATD.

36
A NEW REALITY - GETTING REMOTE LEARNING RIGHT
Keep It Simple, Schools
By Justin Reich
To ensure equity and engagement in remote learning, schools
need to zero in on key priorities, including enrichment and
manageable projects.
On March 26, Massachusetts’ Education
Commissioner Jeff Riley released a thoughtful
pathway forward for remote learning during a
pandemic (2020). The plan has three main
principles. First, care for students. Prioritize
keeping students fed and sheltered, supporting
emotional needs and mental health, and
attending to the most vulnerable students.
Second, create opportunities for projects and
enrichment. The state recommends that
schools focus on student interests, family
projects, and reinforcing previously taught
skills over addressing new material or learning
objectives. Third, set realistic expectations. The
state suggests that schools aim for about one-
half of a typical school day of learning time,
with a combination of student-driven learning,
educator-recommended activities, teacher
check-ins, physical activity, arts, and play. For
credit-bearing classes that do continue, the
state recommends switching to credit/no
credit grading for work.
My intuition is that whether by fiat, by
recommendation, or by necessity, most school
districts across the country will adopt similar
models that focus on projects and enrichment
over trying to maintain a regular schedule of
classes. The vast majority of American schools
are not set up to rapidly switch to remote,
online learning in the midst of a pandemic.
Many families lack access to devices and
broadband internet, and even families that do
have a computer at home often don’t have one
for each school-age child. Meanwhile, many
teachers are not familiar with digital learning
pedagogies, and some districts don’t have the
curriculum resources prepared to support
remote teaching. As growing economic
uncertainty raises anxiety and causes hardship
in families and the pandemic potentially causes
widespread illness among students and
teachers, the barriers to remote education will
grow.
Even in the best of circumstances, effective
distance learning can be difficult to accomplish.
Research suggests that young people have
great capacity for online learning, but much
less facility and persistence with online
schooling. Young people are remarkably facile
at using the internet to learn how to cook a
new recipe, beat a level in a video game, or
explore their interests (Ito et al., 2012).
Unfortunately, the research on pursuing
formal schooling and courses online provides
much less cause for optimism.
Over the last decade, researchers have
identified a kind of “online penalty” in terms of
grades and dropout rates when students
switch from face-to-face to online learning
(Dynarski, 2018). High achieving, affluent

37
learners tend to be minimally affected by this
penalty: students who do fine anywhere will do
fine online. But most students do worse in
online courses, and the online penalty is more
severe for vulnerable and struggling
students—students with low prior
achievement, ethnic and racial minorities, and
younger students. These are the same groups
of students most likely to be hit hard by COVID-
19 and a possible economic recession. In the
best of circumstances, we’d expect these
students to struggle in a transition to online
learning, and we can expect yawning gaps in
outcomes to emerge during a pandemic. As a
result, a focus on projects and enrichment is
probably not only the most equitable way
forward for the weeks and months ahead, but
likely the most effective for keeping students
learning and engaged in school.
Even in the best of circumstances,
effective distance learning can be difficult
to accomplish. Schools now pivoting to
online learning can learn from the
experiences of virtual schools already in
operation.
Key Questions to Address for Remote
Learning
For schools and districts that want to adopt
Massachusetts’ proposed remote learning
model—one based on projects and
enrichment—there are four big questions to
address:
How will you publish good projects and
enrichment activities?
Schools now pivoting to online learning can
learn from the experiences of virtual schools
already in operation. Full-time virtual schools
typically operate with an asynchronous
learning model that depends upon parents and
caregivers acting as coaches. Schools publish
curriculum materials, parents help their
students proceed through these materials, and
teachers provide assessment of student work
and coaching to students and parents. At
younger ages, more of this happens with
students working under the direct supervision
of parents (a tremendous challenge during a
pandemic), but as students get older, there is a
greater expectation for independence and
synchronous learning with teachers and peers.
To simplify, virtual schools do two things: they
publish curriculum materials and they coach
students and families. For regular public
schools and district to pivot to distance
learning, they’ll need to become good at the
same two things.
For students to pursue projects and
enrichment, schools need to recommend and
distribute them. As much as possible, these
curriculum materials should be accessible to
learners in every dimension. They should be
designed so that students can pursue them
independently, with limited support from busy
parents who may be working, caring for other
children, or sick. Instructions should be simple,
with realistic expectations as well as
opportunities for extension. They should be
disseminated in as many ways as possible:
printed and mailed packets, online document
downloads, text message broadcasts, pre-
recorded phone messages, and radio or
television broadcasts. Schools should prioritize
low-bandwidth options for families with
limited internet access. Materials should be
translated into multiple languages and adhere
to accessibility guidelines for disabled learners.

38
At every level of schools, we need to find
new ways to listen to each other at a
distance.
I appreciated a remote learning lesson plan
from Kelly Gallagher, an English Language Arts
high school teacher in Anaheim, California. He
encouraged his students to journal two pages
a day about their experiences and to seed their
writings with interesting readings, news
reports, or stories from the pandemic. He
promised to share his own writing, and he also
encouraged students to read for 30 minutes
each day. That’s it. While he published more
details online, the gist of his syllabus fits into a
text message.
Given all of the complexities of curating,
translating, screening for accessibility, and
publishing projects and enrichment activities,
teachers and schools should focus on these
kinds of activities, which are simple, rich,
extensible, reinforce important skills, and tap
into student interests and agency.
How will teachers remotely coach students?
Teachers will need guidelines about how to
support students and families safely,
compassionately, and regularly. There are four
categories of ways teachers can engage
students: (1) whole-class broadcasts, (2)
individual coaching and check-ins, (3)
synchronous meetings, and (4) facilitating
small group and peer learning. Schools should
provide teachers with guidance for how best to
approach these four modes in their local
context.
Teachers will need to regularly send messages
to their students to provide support, offer
feedback, celebrate progress, mourn loss as
illnesses and deaths mount, and offer
guidance. In an Advance Placement class, this
might mean recording lectures for students
who are determined to take the tests this
spring. In an elementary class, teachers might
read chapters of the class book. Again,
teachers should prioritize accessibility: making
materials available in simple, low-bandwidth
communications with attention to translations
and accessibility. In contexts with diverse
learners, this may mean that whole class
broadcasts will need to be limited (weekly
rather than daily), as it can be time consuming
to produce accessible materials.
Teachers should check in with their students as
regularly as possible; the best virtual
schoolteachers report that they spend most of
their time reaching out to students
individually. These communications could
happen by phone calls, messaging services, or
video conferences, but districts will need to
provide guidance about how to safely facilitate
the communications and how to keep parents
and caregivers informed and involved. During
check-ins, teachers can offer tutorials,
feedback on projects and enrichment work, or
just support, care, and listening during a
challenging time. There are major obstacles to
how much educators can teach and instruct at
a distance during a pandemic, but hopefully
many schools can find coaching and support
models that work.
Since we know that students who struggle
academically and who have unstable home
lives will be the most severely affected by the
transition to online learning, teachers should
make a special effort to reach out and connect
with these students. The students who need
the most help during these challenging times
may be the least likely to reach out.
The last two communication modes—
facilitating whole class and small group/peer to
peer meetings— will be the most challenging.
Not only is it logistically difficult to have

39
students meet at the same time, but there are
privacy issues with having cameras turned on
(and potentially recording) in teacher and
student homes across the country.
Synchronous meetings can be a powerful time
for celebrations and community building, but
they raise challenging issues. In the early days
of the pandemic, online college courses were
beset with trolls interrupting lectures, sharing
pornographic images, making vile comments in
chat boards, and so forth. Teachers face
additional risks of having their teaching
recorded and broadcast without permission, of
witnessing abuse in homes, and other potential
issues. With strong cultural norms, thoughtful
selection of technology tools, careful attention
to default settings, and clear guidance for
teachers, these can be powerful modes of
learning, but they come with risks that schools
need to understand and address.
How will you partner with students, teachers,
and families?
The coronavirus pandemic feels like something
that is being done to us. There is a sense of
powerlessness as we watch our worlds
contract to our homes, apartments, and
temporary shelters. But our response to the
crisis can be something that we can do
together. At every level of schools, we need to
find new ways to listen to each other at a
distance. If school leaders haven’t surveyed
teachers, students, and families about how
things are going, today is the day to start. Even
a simple three question survey can gather
valuable data: “How are you? What has been
going well for you? What could we do more of,
or do better, to help your learning?” Teachers
can ask these questions of students; schools
can ask these questions of parents; districts
can ask these questions of faculty and families.
Asking these questions will do two things. First,
the answers to these questions may provide
useful new ideas. Perhaps more important, the
more that stakeholders feel like they are
partners co-constructing a response, the more
invested they will be in learning.
How will you plan for re-entry?
In its guidance, the state of Massachusetts
recommends that schools aim to get in about
50 percent of the typical amount of learning
time. Many students facing difficult home lives,
poverty, disengagement, or illness will simply
miss all or most of their learning during the
next few weeks or months of school closures.
While schools are understandably scrambling
to set up modes of remote learning, perhaps
the most important work of this period should
be planning ahead. What gets taught in your
school during the spring quarter that students
really need to be successful in future years?
What do students learn at the end of 3rd grade
or the end of a pre-calculus course that they
will need in the beginning of 4th grade or the
beginning of a calculus class?
Grade-level teams, department heads,
curriculum coordinators, and coaches should
be looking ahead to these challenges. How can
you make more time for that urgent material in
the fall? How can courses be rearranged so that
if a fall class typically starts with 1 day for
review on an important topic, teachers can
make time for 3 or 4 days? With federal and
state stimulus money for schools, what might
be possible for summer school in August or
extended-day time in the fall?
In the current scramble to remote learning, it
may feel like nothing is more important than
making something that works for tomorrow or
next week. But given all of the challenges that
schools will have in teaching during a crisis in

40
April and May, it may be more productive to
invest substantial time in planning for making
things up in summer and fall.
A Cautious Approach to Experimentation
I have spent the last ten years studying
education technology and online learning, and
yet I have written very little about fancy digital
tools in my advice here. That’s because
spinning up new school technology initiatives
during the best of times is challenging; during
a pandemic it is just extraordinarily difficult. As
much as possible, schools should try to publish
materials and check in with students using
their existing technology infrastructure. How
much can you publish and disseminate through
phone trees, text messages, email, simple
webpages, or your existing online
infrastructure? How much coaching and
checking in can be done with tools that
students are already using? It may be that after
days or weeks of remote learning, a glaring
weakness in the distance learning
infrastructure emerges, where some kind of
new technology might be worth introducing.
But generally, keep it simple.
Publish good projects and learning resources.
Make them accessible. Disseminate widely.
Check in with students. Solicit feedback. Plan
for re-entry.
Schools that do a few simple things well, listen
to stakeholders, and plan for the future will
likely be in the best position on the other side
of this crisis. My hat is off, and my heart is with,
all of the teachers and administrators serving
students and families in these difficult times.
References
Dynarski, S. (2018, January 19). Online Courses
Are Harming the Students Who Need the Most
Help. The New York Times.
Ito, M., Gutierrez, K., Livingstone, S., Penuel, B.,
Rhodes, J., Salen, K., Schor, J., Sefton-Green, J.,
& Watkins, S. C. (2012). Connected Learning:
An Agenda for Research and Design. DML
Research Hub.
Massachusetts Department of Elementary and
Secondary Education. (2020). Remote Learning
Recommendations During COVID-19 School
Closures.
About the Author
Justin Reich (jreich@mit.edu) is an assistant
professor at MIT and the director of the MIT
Teaching Systems Lab. He hosts the TeachLab
podcast (teachlabpodcast.com) and is the
author of the forthcoming book Failure to
Disrupt: Why Technology Alone Can’t
Transform Education from Harvard University
Press. Follow him on Twitter at @bjfr.

41
RESTORING CONNECTION: Real-Life Advice on Transitioning to Online
Learning
A distance-learning expert shares tips on moving to teaching online in a
difficult time.
Mike Flynn, a former 2nd grade teacher, is the
director of Mathematics Leadership Programs
at Mount Holyoke College in Massachusetts,
where he and his colleagues have created an
innovative and highly regarded onlinelearning
system for graduate students in math
education. He is also a widely sought distance-
learning trainer who has worked with K–12
school districts and higher education faculty
around the country on best practices for online
instruction. He recently launched a popular
online teacher support group based on a series
of free video training sessions.
With many schools making the transition to
onlinelearning platforms in response to the
coronavirus outbreak, we talked with Flynn
about what school leaders and teachers need
to know.
What should schools or educators be looking
for in an online-learning platform, especially
if we’re talking about a fairly quick transition?
The first thing I always recommend is to think
about what teaching practices or pedagogy
you want to leverage—that’s the priority.
Often people will make the mistake of looking
at online learning from the perspective of
what’s available in terms of technology and
then figuring out how to use that as a teacher.
It’s more important to look at how do you want
to teach and what’s out there to help you do
that. So what I find easiest—the combination
that causes the least amount of disruption—is
to use some kind of videoconferencing
platform, along with the Google Suite, because
those applications are so easy to use. For the
video conferencing, in some ways it doesn’t
matter which one you use—it’s a matter of
finding the one that has the features you want.
Do you have any advice for school leaders on
rolling out a new platform for a large group of
teachers? What would you focus on in
training?
In a time like this, people are going to be
scrambling, and there’s a steep learning curve.
In the short term, I think one important piece
of advice is to help teachers prioritize what’s
the most important for them with students.
Everyone’s going to be operating on limited
amounts of time—elementary teachers in
particular might just be meeting with students
for a short period of time. So you need to figure
out what are the most important things to
cover.
The other important advice is to be mindful of
our learners, who are all going to be nervous
currently. At this point, there is probably a little
bit of fear and uncertainty setting in. So
whatever bit of normalcy teachers can inject
into these live online settings is important. For
elementary teachers, that might mean holding
your morning meeting, or in kindergarten, you
might have a morning song. Or for high school
teachers, think about an engaging or
interactive routine that you always do with
your class that you can bring into this new
setting. The point is to help students see that
we’re still a class. Yes, we’re in a different
space, but there’s still some familiarity to what
we’re doing. And then as you move forward,
you start thinking about how do we leverage

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