Disrupting the future of internships abroad: How Global Leadership Adventures (GLA) is marking the path towards a future of virtual internships for youth
Global Leadership Adventures (GLA) is a USA-based study abroad organization that aims to give high-school students life-changing and transformative leadership experiences through travel. Their programs combine service-learning and travel to guide and create the next generation of young leaders to transform the world and their role in it.
A case of virtual activism: How MOCICC, Peru’s largest climate coalition, ensures collaboration and growth in a socially distanced community of empowered activists
The Citizen Movement Against Climate Change (MOCICC) is a civil society network in Peru, made up of 37+ social organizations, NGOs, religious institutions, schools, citizen groups, and activists that spans over 17 regions in the country. MOCICC is recognized by the state as the elected representative of civil society in the National Commission on Climate Change (CNCC).
From a messenger app to an AI-powered social learning platform: How a Peruvian elementary school transitioned to remote learning in a matter of weeks.
San Luis María de Montfort is an elementary school in Mala, Lima (Peru) that has been running for 8 years counting 10 teachers and 80 students. Their mission is to ensure that students grow into strong agents of change through strong self-esteem, reflective and critical minds and the ability to respect and collaborate with other members of their community.
A virtual path to language learning and fluency in the Dominican Republic: The case of T & G Global Institute.
The course architecture provides all the major features needed to develop any course, regardless of the topic of study. Any educational institution could easily apply the CanopyLAB platform to their program, using technology to face the changes we are all expiring today.
From brick and mortar to remote learning: Advice from educator David Pines on how to best support your students
A month into his retirement, David Pines returned to teaching 8th-grade mathematics at Toby Farms Intermediate School in Pennsylvania, something he had not done in 45 years. This blog is an excerpt by Yamanda Boukmakh, Head of Partnerships at CanopyLAB, who interviewed David about his experience returning to the classroom merely a couple of weeks before the school closings due to COVID-19. The following is a collection of David’s reflections, learning, and advice for fellow teachers that are embarking on the same voyage of remote teaching and learning.
An interview with David Pines, educator and former policy maker: Transitioning to remote education during Covid-19.
David Pines is one of those uniquely inspiring educators that you are lucky to cross paths with once in your life. Not only has he taught in elementary, middle schools and universities, he has also worked with the federal US government on policies around youth directing activities focusing on national and international juvenile violence/substance abuse prevention, the environment, media literacy, and youth accountability.
The current pandemic has forced us to completely reinvent ourselves and redesign our daily professional and personal schedules. Online learning is booming right now, and I’ve chosen to interview one of CanopyLAB’s partners Sarah Lasso founder of the NGO the Valkyrie Endeavor, who has created a series of brilliant online courses on the LAB.
Muvule Academy International School in Uganda has 75 students aged 12 months to 6 years. Amidst the COVID-19 lockdowns, the entire school had to reimagine what a successful early childhood program could look like in a virtual setting. Founder Dawn Burks shares insights, experiences, and challenges of opting for a learning platform aimed at providing parents and caregivers the resources they need to ensure their children’s successful learning and development.
Did you know that on the CanopyLAB platform, you can choose from more than 50 exercises when creating courses? But why are exercises so important? How do exercises add value to the teaching and learning experience?
When I was interviewed for my first teaching job 5 years ago, I was asked the following question: How do you incorporate technology into the classroom?
What is the experience of attending a physical or a virtual university? How do we deliberately pick the tools that help craft the digital infrastructure and community we want our students to be a part of virtually? During a time where social distancing is at the tip of everyone’s tongues, has COVID-19 enabled social learning settings online beyond simple streaming and chat functionalities? CanopyLAB’s CEO and co-founder Sahra-Josephine Hjorth shares insightful examples from the first weeks of COVID-19, leveraging her experience in academia and building a fast-growing edtech company.
During a time where social distancing is at the tip of everyone’s tongues, has COVID-19 enabled social online learning? Is edtech mature enough to fill the void? What should we expect from the future of (online) teaching? Thomas Ryberg, Professor of Digital Learning at Aalborg University, discusses the future of learning, bringing insightful examples from his own experience as a university professor.
COVID-19: School closings, global adoption of digital learning and efforts to include emerging economies
Nine days ago, CanopyLAB made a pledge to educational institutions worldwide to help them transition to digital learning through a 6-month free trial of our learning software. Co-founder and CEO Sahra-Josephine Hjorth gives a rundown of the events since then. The interview is conducted by CanopyLAB’s Head of Partnerships, Yamanda Boukmakh.