Introduction

Changes in the personal, societal, and economic realms are among the consequences of the Covid-19 emergency. We might be able to find our way to a future that isn’t bounded by the present.

Life after the COVID-19 Pandemic: Adjusting To the New Normal:

The pandemic might have hit everyone hard, but humanity always finds a way; hence, webinars are being conducted with existing content. New content is not being generated due to the lockdown, and hence the demand for existing courses and LMS access has grown substantially. People tend to work longer and better at home than at the office, as they feel more comfortable; there is no clear boundary between work time and personal time; often, they overlap.

Five Tips To Help You Adjust To The New Normal:

Online and Virtual Training Is the Go-To OptionWith travel time and costs being slashed totally, many people are investing their newfound wealth into developing themselves. They are doing this via courses, and thus, they are looking for short courses rather than longer ones, primarily for two reasons. The first is that nobody knows how long “working from home” will continue, and the second is that shorter courses allow learners to complete multiple ones in the same stipulated amount of time.

1. The Training Paradigm Will Change

Previously, the format was like 70% of the course was offline, and the rest was homework based. Now the scenario has been reversed, and online learning is taking up to more than 70% of the course, and the rest is offline. Thus, online courses need to be more detailed to make up for this shift in control in order to help users navigate easily through a course.

1. Doubts and Clarification Need to Be Addressed Online

ELearning will be the new norm for the learning experience, and doubts and clarification classes need to be held online. There should be enough manpower or LMS capability to handle all of them. Thus, an LMS should be ready to handle the huge workload and the traffic that might come its way.

1. A Huge Number of New Recruits

After the pandemic ends and the recession period is over, there will be a massive list of new recruitments needed to fill the laid-off employees’ positions. Thus, they will all need to be trained. Doing this online is the best way instead of scheduling class after class offline; the instructor will also become tired. Also, scheduling classes’ offline will consume unnecessary resources, which can be avoided if scheduling is done online. Thus, keeping it online and preparing new content for the fresher’s is a good way to be ahead of the curve and prepare you for the future.

1. Training Media Will Be New

AR/VR will become a widespread entity in the near future. This can be used for skill-based training to simulate an identical environment for sales or other complex topics requiring proper hands-on training. This is a concept for the future when a course can be ported for AR/VR mediums too. This type of content will enable trainers to choose an experience rather than other content styles. This type of content will help the learners be more active and pay attention to the course. With the help of assignment help and essay help, service provider more accurate and unique content can be prepared.

Training professionals have to adapt and adjust to this new environment:

With COVID-19 bringing about changes, training professionals also need to change a lot of things about their normal procedures and methods. To adjust to the new normal and move ahead with this new normal, here are a few pointers for training professionals:

• Collect knowledge about the total business operations and its substitute processes
• Learn and enhance skills regarding virtual scenario building in order to help create the proper support for learners
• Build a network and connections, which include subject experts and business or media experts who can help create something detailed and highly impactful

The present condition of Covid-19:

The Covid-19 epidemic, which was only anticipated in science fiction, movie screenplays, and books, has altered everyday life, caused widespread disease and death, and prompted preventive measures such as social isolation, imprisonment, and school closures.

• It has disproportionately affected individuals who offer vital services and those who are unable to work remotely.
• Unemployment has disastrous effects in an already fragile economy.
• Governments tighten borders, and airports lie vacant; the epidemic has become the most visible manifestation of both globalization and DE globalization.
• There are no delays or departures.
• Nothing has remained the same, and no one was prepared.
• The epidemic has shattered the flow of time and thrown everything into disarray.
• The advent of an event resets time, causes dramatic ruptures and imbalances, and produces a contingency that becomes a new need.

Education recodes individual and public reactions to disasters, reflecting what is happening now and anticipating what will happen next. “Values and beliefs should not be simply ignored: they play an essential role and should be considered as a distinct form of assemblage,” writes Arnold working as a teacher in America and also a professional in essay writing help and essay writing service. As a result, education is (post)human, with ideas and values that are inscribed in technology determining its (over)determination.

Will the epidemic help us overcome our addiction to technology, or will it only make it worse?

“According to Pinar”

This idea—that technical development can overcome cultural, economic, and educational crises—has gone into the background. This is what we believe. Our faith motivates us to invest in new technologies and ensures that we will be able to reverse climate change.” While we wait for technology to save us, we should remember to look in the mirror. In this sense, the pandemic may serve as a springboard towards a more sustainable future. An informed approach to climate change would reassert the right to such an education as a global common good by reactivating the humanistic heritage in education.

This strategy stresses the participation of those who are frequently discriminated against, such as women and girls, indigenous peoples, people with disabilities, migrants, the elderly, and people living in conflict-affected areas. It necessitates a lifetime and life-wide open and flexible attitude to learning, one that allows everyone to reach their full potential for a sustainable future and a dignified life.”

“According to Pinar”

The curriculum is a complex dialogue. Climate change is at the heart of that complex discussion, driving the need for sustainable development education and the grooming of new global citizens with sustainable lifestyles and exceptional environmental stewardship.

Is this “new normal” truly new, or merely a rehash of the old?

The outward face of the urgent changes taking place in society—the commercial society—and in schools is digital technology. Distance learning, with platforms multiplying and knowledge degraded to information to be transferred. Knowledge is and will continue to be created in order to be sold. It is and will continue to be consumed in order to be valued in future production: the objective in both situations is exchanged. Knowledge loses its utility value when it ceases to be an end in itself.

The “new normal,” According to the OECD, emphasizes two ideas:

1. Competence-based education incorporates the Delores Report’s knowledge.
2. A new learning framework organized by digital technologies.

Globalization of education challenges:

Economic globalization is reflected and reinforced by such imposed commercialism. “The globalization of instrumental rationality in education challenges the very survival of education itself. Of course, education does place outside of schools—and occasionally inside of schools—but this causal relocation of the school’s primacy suggests a devaluation of academic knowledge in the name of expanding learning venues.

How has the epidemic introduced new to society?

The epidemic has introduced nothing new to society, education, and especially the curriculum, but it has accelerated already existing tendencies characterised by technology. Those who can work “remotely” take advantage of their advantage, as they can take advantage of an increasingly digital world. They are altered as a result of this process, as their own subjectivities are digitalized, predisposing them to a “curriculum of things.

The problem faced in technological advancement:

• The curriculum’s problem in an era of unrestricted technological advancement is coding and STEM (science, technology, engineering, and mathematics), with technology displacing those courses connected to the human.
• It is not a traditional curriculum but focused on current crises, such as climate change, pandemics, mass migration, right-wing populism, and economic inequality.
• These relevant themes, which might be taught as short courses in secondary school and as themed units in primary school, would be influenced by traditional school disciplines.
• Students would be able to see how academic knowledge allows them to comprehend what is happening to them and their parents in their local communities and throughout the world if the curriculum were reorganized in this way.
• Children would be prepared to become citizens of their own countries and the entire globe if they were taught a cosmopolitan curriculum.
• This citizenship would be subjective and social, unique and universal at the same time.

“According to Macdonald”

“The primary ideology of the schools is the idea of achievement,”

Under this philosophy, even attempting to measure quality must be quantified, and the educational process is viewed as a technically controlled quality control process.”

Self-evaluation subjectively internalizes what is beneficial and in accordance with the techno-economy and its so-called norms, with technological forms being increasingly enforced. Even if renamed the Internet of Things, this is still a curriculum based on “order and control” Compulsory cooperation is used to guarantee group mentality and compliance, and school knowledge is reduced to an instrument for economic success.

Impact on Education due to Covid-19:

COVID-19 has wrought devastation throughout the world since its breakout in late December 2019, and education has been particularly badly impacted like any other important industry. Students, schools, colleges, and institutions have all suffered significant consequences.

More than 200,000 coronavirus infections have been documented in more than 160 nations, resulting in more than 8,000 fatalities and leaving some states grappling with severe epidemics. The COVID-19 epidemic will have a negative influence on certain governments’ efforts to increase education spending. In the educational field, we are familiar with developing technology.

“The Future is all about access as well as everywhere, anywhere learning and collaboration, on a local and global level.”

I Pads, tablets, and smartphones are the ‘now’ and will continue to play an important role in the future. The iPad did not exist just a few years ago, but it is currently in high demand and will continue to be so in the future. The future is all about accessibility and anywhere, anytime learning and cooperation, both locally and worldwide. The processes of learning and teaching will become more social. The conventional student unit may exist in the schools of the future generation. With the introduction of educational applications, mobile learning sources or e-learning programmers, massive open online courses and so on, some of the changes have already taken hold.

Mobile learning apps put content directly into the hands of aspirants who appear for competitive exams. The mobile learning apps structure more information to the students about the subjects and chapters for all the classes, including the NCERT etc. The mobile learning apps are also a useful resource for the aspirants who appear for the competitive and civil service examinations like UPSC, IIT, JEE, GMAT, etc. They cover all the topics and, moreover, the apps, have online content and video lectures that help a student develop critical problem-solving skills.

What is Virtual Reality or Augmented Reality?

This is one of the whole new technologies in the education system. And also, the implications of this technology are known to be enormous. The Virtual Reality technique is the implementation of the three-dimensional way of learning in the classrooms. It consists of a device that enables students to visualize the topics and images in a three-dimensional arena.

Conclusion:

“Now is the time to slow down and linger.”

Covid-19 has shifted education online, physically isolating students from one another, from their teachers, and, most importantly, from the in-person dialogical experiences that classrooms may give. The public area vanishes into the pre-designed screen space made possible by software, and the computer now serves as the material foundation for a curriculum of things rather than people. The pandemic curriculum, like the virus, becomes entrenched in technologies that advances our children.

Standardized testing is supported by technology, which imposes software-designed uniformity and never-ending self-evaluation while eliminating real, embodied experience and intellectual freedom. Others, ignoring the evidence, believe that technology can help learners develop and advance through the constantly expanding maze of knowledge. In today’s fast-paced digital environment, education must be both inclusive and non-conforming.