Solving the Remote Learning Challenge

The Remote Learning Challenge

I have read many online strategies for solving the remote learning challenge in the last few weeks. I have also heard many faith formation practitioners express the need to communicate with and continue to catechize children and families while their programs are on hold due to the recent COVID-19 effects on our communities. Therefore, I have decided to share how Flipped Catechesis, a strategy I have used for years as an catechist to try to make more of the lesson time, can serve as a primary means to solving the remote learning challenge, all using free resources.

Since there has been so much communication about online resources, I have hesitated to respond with any direction until I recognized two things. Firstly, is the desperation of many educators in parishes and schools where they are not only trying to maintain communication with families and continue catechesis with some sort of remote learning, but to offer sacramental preparation remotely, something many of us has never had to consider before. Secondly, the most striking recognition, in my opinion, is the willingness and desire those who catechize are expressing to learn how they may go about something differently, not simply throwing their hands in the air with frustration.

Review

If you are new to Flipped Catechesis, you may want to review the many posts I have on the topic by searching “flipped catechesis” on my blog www.transformingcatechesis.com. In this post, I defined flipping catechesis, this way:

“Flipping a class involves getting the students (and sometimes parents) involved with the lesson content before the lesson. Then, as class-time arrives, students have already been exposed to lesson content and possibly even instruction. Class is reserved for making meaning of the content through activity based, hands on, and even student led learning. It is important to understand that the degree of instruction or introduction to lesson content during the flip is negotiable. In the catechetical setting the flip may serve more of an evangelistic approach leaving the catechesis for the session.”

Obviously, the key phrases here are before the lesson and class-time. These both assume there will be an in-person catechetical session and in our current situation, we cannot be sure that we will have that opportunity, or at least for the lessons that are presented remotely for solving the remote learning challenge.

Flipped Catechesis 3-Steps

Create the Lesson

If you have been introduced to flipped catechesis, you will recall that the first step is to create your lesson on a Google Form. This will include the title, student information, a video, questions (assessment) and a parent question.

Send the Lesson

I recommend using Remind, a free educational messaging system. You may use any method of communicating, however, from posting the flipped lesson on a website to email, to Flocknote. Any method will do.

Review the Results

Once students have viewed the video and answered the questions, they will submit their work through the Google Form. You may return to the form to view the results. It’s that easy!

Flipping Catechesis for Solving the Remote Learning Challenge

I believe there will a major distinction between flipping catechesis and using flipped catechesis to solve the remote learning challenge. In other words, the distinction is that in the situation of remote learning, we can include more instruction in the video. To that end, in this post I will show how to create meaningful videos that serve as the primary instruction seen in the flipped lesson. Since there may not be an opportunity to even hold a follow up session, flipping catechesis for solving the remote learning challenge becomes even more important.

Create Meaningful Videos

Since it is not likely that you will find online videos for all your catechetical needs, you will need to consider creating your own. Creating your own videos can be done using a variety of tools such as smartphone camera, storytelling apps, screen casting, or dedicated video apps. In addition, you may also use web conferencing tools for “live” meetings with catechists and/or students. They can usually be recorded and shared. Deciding on which tool to use may depend on what type of content you intend to use.

Lecture, Storytelling & Screencasting

Lectures can easily be recorded on smartphones and produce single-take mostly unedited results. Storytelling apps such as 30hands Storyteller can add audio to slides to increase student engagement by looking at images. Here is an example of a prayer I worked on with my fourth grade class. It included children’s voices but in this situation could be your own voice and any images, of course.

Screencasting is a digital video recording of your computer screen and usually includes audio narration. These are typically recognized as instructional videos, but include tutorials, training videos, video lessons, and recorded presentations. They add a personal touch of voice and real time that a simple PowerPoint video does not. I prefer Loom, as it enables a video image of the instructor that shares the computer screen.

Dedicated Video Apps

Video apps such as Adobe Spark Video Maker take all your videos to the next level with tools including a simple drag-and-drop system, uploading videos and sharing the link, adding music and inserting captions wherever you like. This tool is great for adding introduction and text or image slides and audio over slides. Check out this sample video I made with Adobe Spark:

Web Conferencing

Zoom, is a web conferencing tool that makes it easy to run or join video meetings. They have a free 30-day trial. They are temporarily lifting the 40-minute time limit on free Basic accounts for schools affected by the Coronavirus. Click here for authorization.

There are many other web conferencing options, such as, GoToMeeting (14-day free trial), WebEx Meetings (free sign-up boasting meetings with 100 participants, HD video, screen sharing, and a personal room. Use it as long as you like), Skype Meeting (easy video meetings with no sign ups or downloads), and EZ Talks (free for meetings with up to 100 participants, 40 minute limit on group meetings, and local recording).

Video Tips

Teaching through video can be a daunting task if you not used to it! For lecture style videos, you may want to create an outline or script. Make sure you have even lighting and a good microphone. Most computers have webcams and built-in mics, but if you will be doing more videos in the future it may be wise to invest in better equipment. Try to find a quiet, uninterrupted place. Even a person walking through the room can break your concentration!

Keep in mind that published information including text, pictures, and videos found online can be copyright protected. Be sure to cite resources found on the web and get prior permission to include any information copyrighted by the catechetical publisher. The best solution is to take your own photographs and video (or use royalty free images citing references). Do not plagiarize!

Attention Lapses and Spikes

No matter the tool, research shows that students today show patterns in attention lapses and spikes. We all naturally lapse attention every few minutes so be sure to keep videos engaging with pictures and text. Recognize that people learn in in smaller chunks by cutting lengthier videos into sections, where appropriate. You may want to assess understanding as you go!

Take Action!

In conclusion, now that you have all the information you need to get started, take action! Therefore, give it a try! This is easy and free, and something you can learn to do. There are more complex (and expensive) ways to go about producing video lessons, but hopefully this will get you going quickly on solving the remote learning challenge!