Teachers, students, and parents have shown resilience in the transition to online learning, but certain subjects can pose different challenges based on access to resources and environments. 

In Design classes on the WAB campus, students and teachers are used to having access to a wide variety of machines, tools, and equipment, as well as in-person collaboration. So how have the teachers and students managed the transition? 

“Design is so multi-dimensional that even without the tools that people think of right away, there are still so many things that can be done,” Design Teacher Brian McEwen said. “The transition was mostly about finding a new unit on graphic design to which the students could apply their skills and knowledge, in particular those having to do with problem-solving for a client, which lies at the heart of the subject.”

The teacher teams worked together to develop creative solutions to delivering content, maintain engagement with the students, receive and assess work, as well as provide detailed personalized feedback. They also had to create new units that would require them to use resources in their on-campus workshops.

Students in Grade 10 are working on typography, branding, and visual identity. In Grades 6 & 7, students have a choice in which online design project they complete, with a focus on how they understand and employ the design cycle.

One unique challenge for the teachers has been that they are all working around the globe in different time zones.

“Our teaching team has adapted to that challenge by setting up a collaborative folder to work in asynchronously and to schedule Zoom meetings for face-to-face contact alongside our existing WeChat group,” Design Teacher and Learning & ICT Coach Keri-Lee Beasley said. “Our team members have taken turns to prepare lesson content or collaborated on aspects of a lesson together, and we always try to add a touch of humour. Rob’s “Dad jokes” have now become a lesson standard, which I think helps humanize us as teachers, and provide a bit of light relief.”

And while the teachers have strived to make learning as normal as possible, they all agree that the lessons they’ve learned as teachers will improve their practices in the future – even when the community resumes learning on campus.

“There are just so many things I’ve learned during this time,” said Design Teacher Rob Laglands. “My first thoughts are always about our school’s Future of Learning at WAB (FLoW21) initiative and how online learning has ‘forced’ us to deal with a lot of those Targets. The ones that really stand out for me and that have been solidified over the past six weeks are the importance of collaborative planning, team teaching, and mentoring. It has also been a great opportunity for us to look at individualized schedules for students. They have proven that it is possible for them to set their own schedules while still completing all of their learning.”

“This type of learning is a challenge for everyone,” Keri-Lee added, “But I have been impressed with the resilience and flexibility of the students; the incredible dedication, passion, and commitment of my colleagues; and the unwavering support and understanding of the parent community. I am truly grateful I work at WAB.”