Word of the Year 2021

While the 2020 dictionary words of the year revolved around the problem of Covid-19, including pandemic, lockdown, superspreader, and quarantine, the 2021 words of the year are more focused on the solution, vaccination, at least in some dictionaries, while others are unrelated to the subject.

The Merriam Webster top lookup was vaccine. Similarly, the Oxford Dictionary’s highest scorer was vax, looked up 72 times more often than in the preceding year, having been used in expressions such as vax sites, vax cards, getting vaxxed, and so on. Other vaccination related expressions cited by Oxford include shot, jab (Scottish jag) and new blends such as inoculati, halfcinated, fullcinated, vaxinista, in more than one sense, and vaxdar (after gaydar, from radar). A humorous new coinage, vaxxie (a selfie taken while being vaccinated) is also cited by Oxford.

The Cambridge Dictionary, which is a learners’ dictionary, cited perseverance as its top look up. According to the dictionary’s publishing manager, there was a spike in lookups for the word in February after NASA’s Perseverance Rover landed on Mars, and some look ups could have been linked to Covid: “Just as it takes perseverance to land a rover on Mars, it takes perseverance to face the challenges and disruption to our lives from Covid-19, climate disasters, political instability and conflict” (Nichols).

Other Dictionaries have cited completely different words as their word of the year. Collins’ top ten include three Covid related terms (double-vaxxed, pingdemic – related to the tracing app- and hybrid working), and three technology related terms, of which NFT comes first (non-fungible token, a digital identifier). Metaverse and crypto are the other two on that list.

Dictionary.com chose allyship, a new entry in that dictionary, as the word of the year because of the way it was linked to people’s everyday lives during the hardships of the past year. Though not new in the language, its use had been rising steadily since 2011, peaking in the last two years.

Here is the definition of the term in its latest, most widely used sense:

allyship (noun): the status or role of a person who advocates and actively works for the inclusion of a marginalized or politicized group in all areas of society, not as a member of that group but in solidarity with its struggle and point of view and under its leadership.

An interesting definition, though "under its leadership" may be questionable.

While the dictionary editors distinguish real allyship from performative allyship, which may be temporary or superficial, they state that the term summarises the work of their lexicographers this past year while updating their dictionary. They were aiming to better reflect the evolving language of identity and social justice. For example, they have focused on terms relating to disability, accessibility (as in screen reader and alt text), homelessness, minoritized religions, and non-native speakers (e.g. translanguaging replacing code-switching).

Happy new words for a better, happier world hopefully. Allyship, I would say, is the most important concept of all for Lebanon these days, whether internal or external.

Post-Pandemic Teaching & Learning

 If you google teaching post Covid, you will probably find more articles dated 2020 than 2021. A year ago, teachers and administrators were planning for after the pandemic, thinking it would be soon. A year later, the pandemic is still with us. With widespread vaccination, however, most people are back in class. In that sense only, teaching is now “post-pandemic”. To some people, this means a return to the old ways after unwanted disruptions. To others, as expressed by Zhaou and Walterson in the Journal of Educational Change, “the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized.” Important among these in the authors’ view are personalized education, practical student-centred teaching, and blending synchronous with asynchronous learning.

One can hardly disagree with Zhaou and Walterson that educators should use this “crisis-driven opportunity” to transform education, not just in terms of what we teach and how, but also where and when we teach. Flexibility is key. On a global scale, it is clear that there is a need for more investment in technology, according to the UN: in some parts of the world, education shifted to radio, television, or traditional snail mail during the pandemic, emphasizing the digital divide. This digital divide (better seen as a spectrum) is evident even where computers and the internet are available. Differences will always exist, but narrowing the gap is important. Even in advanced countries, like the U.K., the long-term vision seems to show investment swaying away from campuses into the cloud as reported by Weale and Adams in The Guardian newspaper this summer: while universities acknowledge that some students felt “short-changed” by the sudden shift online, the general atmosphere signals a revolution in education, or at least clear evolution. The authors add that Covid has been a catalyst in giving the universities global reach, along with a big push online. One Vice Chancellor is cited as saying, “What we are experimenting with now are things like virtual reality and augmented reality for students, particularly in healthcare and nursing. We were going down this route anyway, but Covid has been a big catalyst.”

Interestingly, while students all over the world have complained of boring online lectures, whether recorded or live, there has been less fuss among learners, it seems, over the alternative assessment methods used: open book tests, take home exams, projects, and so on, replacing traditional face-to-face exams. Greater emphasis on formative assessment, as in ungraded self-tests, peer reviews, and other low-stakes activities seems here to stay. Students should have cause to celebrate this change – something to look forward to as 2022 approaches. If you disagree, let me know by posting a comment.

Redefining Teachers' Roles

Unsurprisingly, the unusual circumstances of the pandemic have brought to light the need to appreciate the efforts of essential workers such as health care workers and teachers. As expressed in a 2020 UNESCO report, “Education in a Post Covid World: Nine Ideas for Public Action”, “Throughout this crisis many societies have begun to acknowledge the importance of a set of workers who have not always been properly appreciated. We have seen health care professionals appropriately recognized as frontline responders who place themselves at great risk for the good of all.… In many settings this has also been accompanied by an appreciation of the labour of teachers, particularly of their professional expertise and commitment.” The report brings to light how parents tracking their children’s learning at home have been sensitized to the complexity of teachers’ work.

Although some aspects of online teaching may not have worked perfectly, future teaching can take what did work, such as formative assessment and interaction by video or online teams, whether synchronous or not, and blend it with the best of what we had prior to the disruptions. The same UNESCO report praises teachers for going beyond the call of duty during the pandemic, creatively adapting to the situation. It rightly advocates that the spirit of exploration and experimentation “unleashed” during the pandemic should continue.

We have been compelled to redefine teaching and assessment. Teachers may become jugglers of face-to-face, blended, and “hybrid” teaching, to accommodate the circumstances of their institutions and their students. While you may teach in a physical classroom, some of your students may be online, hence the growing distinction between “blended” and “hybrid” teaching – terms that were used synonymously in the past. While blended teaching involves elements that are face to face complemented by elements that are online, one emerging definition of “hybrid” centers on the students – some being in class/ others being online.

 “Going to school” will never be the same again.

Blogging During the Pandemic - Blogging Insights

Those of us who have kept our blogs going during the Covid-19 pandemic must be wondering how this pandemic has affected other bloggers. One blogger, Dr. Tanya, has created a set of questions for bloggers to share ideas around (# blogginginsights):

1.How has the Coronavirus/COVID-19 pandemic affected your blogging? Are you posting more or less than you used to?

I would say, I am blogging at the same rate as before the pandemic, sporadically, several times a year. Still busy with teaching and everyday life matters, the pandemic has not stopped me from blogging or depressed me to a level of complete mental block; nor has it particularly energized my writing.

2.What is the tone of your posts these days, happy, sad, serious, worried?

My posts are still serious and generally cheerful (or so I believe). My readers can judge better. There has been no occasion to be particularly sad or worried about teaching though events have definitely taken a sad, worrying turn generally in Lebanon over the past couple of years.

3.Have you written any posts specifically about the crisis and its effect on your life? If so, please share a link?

Yes, most of my posts have related to the pandemic ever since it started:

• Craving Real Learning? April 2021
• From Pandemic to Infodemic February 2021
• Is Online Learning “Virtual” or Real? December 2020
• Word of the Year 2020 December 2020
• Brave New World of Online Teaching October 2020
• Corona Times: War or Journey? May 2020
• A Virus Gone Truly Viral April 2020

4.What kinds of posts do you like to read these days?

I enjoy reading what others have to say about living in these special times: mainly teachers coping with distance teaching and learning - sharing experiences and tips; administrators commenting on the situation, and so on.

Craving Real Learning?

 

What is a university? A set of buildings and grounds, or an opportunity to gain knowledge and skills, and share widely?

Judging from my students’ comments about their online learning experience in the pandemic, the majority cannot wait to be back on campus. Some have never even seen the university and want to see it as soon as possible. While eager to engage online in a multitude of ways, they crave physical interaction and university social life generally. They are starry-eyed about the prospect of getting back to “normal”. In the past fall semester, only a quarter of my students felt their online learning was “real” as opposed to virtual – and in the spring semester, even fewer did. Will these same students yearn for the flexibility of the online environment once back in class, one wonders? Will some even demand online sections of their own? It is hard to tell at the moment, but what is clear is that higher education will not be the same after Covid-19.

A Vice Dean at a Moroccan university, Dr Jamal Eddine Benhayoun, has rightly noted, “There is no better time for rethinking the idea and future of higher education than today, as the world seems to have realised that universities matter the most not as buildings but as global networks for the production and exchange of skills and ideas.” Going beyond that, he coined the term NGU – New Global University – for a vision of the best institutions of higher education merging online, regardless of place and culture, allowing open access to high quality learning across the world.

AUB is also changing. As with many other institutions of higher education, learning at AUB will still generally center around face-to-face interaction in the short term, but it will gradually allow for more online opportunities with time. Perhaps people are realizing that, for example, learning to construct a building may be more important than which building you happen to be in at the time.

Lebanon: Weathering the Storm

Visitors to Lebanon tend to wonder why the country is in a chronic and growing mess despite the high level of education in the country – and the large proportion of people with advanced degrees. Is it just “corruption” that is causing the retardation, or is it something deeper? Let us try to define a proper education.

The UNESCO International Commission on Education for the 21st century has identified four pillars of learning:

1. Learning to know (acquiring relevant knowledge)

2. Learning to do (preparing to contribute to economic development)

3. Learning to be (developing personality/ individual self-reliance)

4. Learning to live together (promoting social harmony)

Education in Lebanon has traditionally been very strong on knowledge - perhaps too strong in the sense of emphasizing memorization and cramming rather than true comprehension, analytical and critical thinking. Could it be that practical knowledge, personality development, and a sense of community have not been accorded enough attention, compared with theoretical knowledge? Possibly, at least in the distant past – and such matters take time to change. Even though there may be greater awareness now of the importance of self-reliance, we still see passiveness, attitudes of dependency, and a waiting for Godot tendency rather than concerted efforts for change. The generations that lacked the important skills are still in power, steering a heavy ship in the middle of a stormy, polluted sea. 

With the Covid-19 pandemic impacting education, UNESCO has recently recognised the importance of resilience as a component of learning, resilience being the ability to succeed despite serious threats. Therefore, resilience may be added to the four pillars of learning soon, as mentioned by two bloggers at UNESCO’s International Portal for Educational Planning (“21st Century Skills in the Time of Covid”). The Lebanese will certainly need resilience to weather the current storm.

From Pandemic to Infodemic

 

The term infodemic ( a blend of information and epidemic) is not very new. However, it has become popular lately, with the spread of Covid-19 related news. The Cambridge dictionary has incorporated it.

The Merriam-Webster editors commented last spring that they were “watching” this word although it had not yet entered their dictionary. In fact, almost a year later, a search for it in Merriam-Webster still produces no result. Where it is discussed, here is how they define it: “a rapid and far-reaching spread of both accurate and inaccurate information about something, such as a disease. As facts, rumors, and fears mix and disperse, it becomes difficult to learn essential information about an issue” (“Words We’re Watching: Infodemic”).

According to Merriam-Webster, the term was coined by Washington Post journalist David Rothkopf in relation to SARS back in 2003:

What exactly do I mean by the "infodemic"? A few facts, mixed with fear, speculation and rumor, amplified and relayed swiftly worldwide by modern information technologies, have affected national and international economies, politics and even security in ways that are utterly disproportionate with the root realities. It is a phenomenon we have seen with greater frequency in recent years—not only in our reaction to SARS, for example, but also in our response to terrorism and even to relatively minor occurrences such as shark sightings.
David Rothkopf, The Washington Post, 11 May 2003

Last spring, the World Health Organization warned about misinformation and disinformation surrounding Covid-19 in “Let’s Flatten the Infodemic Curve”. The site encourages information literacy, from checking sources, authors, and dates, to examining evidence and biases. More recently, The Guardian newspaper published an opinion piece by Oxford Professor Melinda Mills entitled “We Must Prevent a Vaccine 'Infodemic' from Fuelling the Covid Pandemic”. Mills fears that researchers’ work on the vaccines will be wasted if anti-vaccination campaigners’ misinformation is not counteracted using effective communication with the public, including local dialogue rather than one-way information-heavy communications.

Similarly, the World Economic Forum is concerned: “There's No Vaccine for the Infodemic - So How Can We Combat the Virus of Misinformation?”. Information literacy is the key, as opposed to – for example - “plandemic” conspiracy theories.