To successfully navigate the shift to online learning that the Covid-19 crisis has forced on them, educators need more than digital tools. They also need digital literacies that look beyond learning outcomes.
An Egyptian academic reflects on how people react to her when she travels and on the latest indignity, the U.K. and U.S. laptop ban.
MOOCS could be a second (or first) chance for many women to enter STEM careers. But can the courses be designed to encourage that?
In the second part of their essay, the authors discuss feedback, growth and attitude towards failure.
Ideas from a faculty workshop at the American University in Cairo encourage fresh thinking about supporting student progress.
The writer discusses what are the possible ways to strengthen the voices of scholars from the Global South.
A professor recalls how her personal encounters with Ahmed Zewail, the Nobel-Prize winning Egyptian scientist who died yesterday, have changed her life.
Connectivity, not content, is the crucial feature that gives digital learning its power, the author argues.
Efforts at “quality control” can actually damage, or ignore, what goes on in a classroom, and a learner’s mind, Maha Bali argues.