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EDITORIAL: Learners and Learning Contexts: Systemic Perspectives on New Alignments during the COVID-19 Digital Challenges and Opportunities/ÉDITORIAL: Apprenant·e·s et contextes d'apprentissage : perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19

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Title: EDITORIAL: Learners and Learning Contexts: Systemic Perspectives on New Alignments during the COVID-19 Digital Challenges and Opportunities/ÉDITORIAL: Apprenant·e·s et contextes d'apprentissage : perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19
Authors: Cox, M. J.1, Laferrière, T.2
Source: Canadian Journal of Learning & Technology. 2021 Special Issue, Vol. 47, p1-7. 7p.
Subject Terms: *COVID-19 pandemic, *Asynchronous learning, *Learning, *Artificial intelligence, *Educational technology, COVID-19
Abstract: EDITORIAL: Learners and Learning Contexts: Systemic Perspectives on New Alignments during the COVID-19 Digital Challenges and Opportunities/ÉDITORIAL: Apprenant-e-s et contextes d'apprentissage: perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19 This special issue took an unexpected turn with the intrusion of COVID-19 into our lives, forcing the development of alternatives to conventional teaching and learning. From research using similar participatory approaches, they analyze three cases about how teachers responded to COVID-19 challenges in the interrelated areas of curriculum, pedagogy, technology, and community. [Extracted from the article]
Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: EDITORIAL: Learners and Learning Contexts: Systemic Perspectives on New Alignments during the COVID-19 Digital Challenges and Opportunities/ÉDITORIAL: Apprenant·e·s et contextes d'apprentissage : perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19
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  Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Learning+%26+Technology%22">Canadian Journal of Learning & Technology</searchLink>. 2021 Special Issue, Vol. 47, p1-7. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink>
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  Data: EDITORIAL: Learners and Learning Contexts: Systemic Perspectives on New Alignments during the COVID-19 Digital Challenges and Opportunities/ÉDITORIAL: Apprenant-e-s et contextes d'apprentissage: perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19 This special issue took an unexpected turn with the intrusion of COVID-19 into our lives, forcing the development of alternatives to conventional teaching and learning. From research using similar participatory approaches, they analyze three cases about how teachers responded to COVID-19 challenges in the interrelated areas of curriculum, pedagogy, technology, and community. [Extracted from the article]
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  Data: <i>Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – TitleFull: EDITORIAL: Learners and Learning Contexts: Systemic Perspectives on New Alignments during the COVID-19 Digital Challenges and Opportunities/ÉDITORIAL: Apprenant·e·s et contextes d'apprentissage : perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19
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