Abstract
At the start of 2020, online education experienced a significant increase as educators attempted to mitigate a total stop to learning, fearing their students might lose a critical year of their educational experience. This rise in e-learning, affected by school closures, challenged educators to develop meaningful and timely learning experiences that were accessible and realizable for all their students while at the same time consider diverse digital equity issues affecting full participation. Their drive to increase the learning potentials of their students was a testimony to teachers’ commitment to the students they serve. It also highlighted educators’ sense of responsibility for the academic and social well-being of their students, many of which were negotiating new learning environments at home. This paper describes student involvement in the COVID-19 Engineering Design Challenge, an international Phenomenon-based Learning (PhBL) project developed to provide students in primary, secondary, and higher education learning environments with an opportunity to think about and reflect on challenges surrounding the COVID-19 pandemic and to develop and share their STEM solutions globally.
Highlights
In late December 2019, a new strand of the original SARS virus (SARS-CoV-2) challenged the world [1]
1.5 billion children in 173 countries were affected by school closures in 2020 [4]
The COVID-19 Engineering Design Challenge provides students of all ages with a platform to identify and design solutions to issues and world-wide problems related to the pandemic
Summary
In late December 2019, a new strand of the original SARS virus (SARS-CoV-2) challenged the world [1]. Many teachers and teacher educators rushed to place course content online for their students in response to immediate school closures, while at the same time searching for quality activities for their students to engage in during their rapid and time-consuming transition to online teaching and learning Teachers wanted their students to engage in more than random activities; they sought relevant and engaging projects focusing on STEM (science, technology, engineering, and mathematics) subjects that would naturally encourage their students to be creative, innovative, and learn more about the situation affecting their communities as well as others across the globe. The COVID-19 Engineering Design Challenge provides students of all ages (primary, secondary, and higher education) with a platform to identify and design solutions to issues and world-wide problems related to the pandemic.
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