To date, the airlines and the airline industry have taken actions such as we have seen from our perception of the current situation have described in essential parts. At this point in time (beginning of May 2020), it is not clear what short-term relaxations there will be for the airlines - and above all when. The question therefore arises as to what immediate measures - over and above those taken to date - the airlines can take to enable regular flight operations to resume in the context of the crisis.
For this purpose we have that developed the following ideaswhich are described in detail below:
Designing the environment of an aircraft - essentially the airport and its operations.
Modifications inside the cabin.
New and advanced technologies.
Changes at Food service or catering.
Cooperation with the tourism industry and optimized Pricing Structures.
Communication with investors.
Purchasing and tax relief.
The ideas we have developed for this show concrete possibilities, dhe From innovativen Airlines hauntedbe killedcould.NEURONprocessingSync and corrections by n17t01 at any time in the Locationto further deepen individual ideas or / and to develop them further until they are ready for application. Interested parties from the aviation industry simply get in touch with us. Link.
Obviously can be found at a part of solution for the essential safety of passengers in essence only in the Inside in the cabin.
Passengers are in principle enclosed in the cabin, which at the same time includes part of the solution:
In terms of a clean room that only someone who has been tested and disinfected before boarding / or has disinfected themselves can get into.
Inhale own air via oxygen masks and extract breathing air via the ventilation system
One idea is, Oxygen masks during the flight and to provide an optimized air circulation.This could possibly be achieved by setting the air nozzles of the ventilation system to suction, whereby the sucked awayair must be disposed of or safely cleaned. New and enhanced technical solutions could be used for this purpose, as described in the following point "New and expanded technology" be described.
New and expanded technology
In the course of securing the aircraft cabin, it is also necessary to consider the installation of new and thatModification of existing technology should be considered.
There are many possibilities for upgrading and converting or technically expanding and reconfiguring systems. These are described in the further course of our idea development.
One idea is the development and adaptation of a "Live-Detection System" of the virus (real-time detection). Also in the future - beyond Corona - such a system will be very useful.
Such a system would be something revolutionary new that would actually be of great help - if not the decisive Solution for the Continuation of the Aviation as we know it.
Currently being evaluated NEURONprocessing that Feasibility anes such a system based on detailed data from our ideation. Interested parties from the aviation industry or interested manufacturers or development partner for such a system, just get in touch with us. Link.
The ideas that emerge from our idea development should trigger a creative process of thinking about our solution approaches in the aviation industry. And this in conjunction with anm downstream Engineering, um figure out how these ideas are to be realized.
Specifically, it is about the resulting follow-up actions for testing, further development and adaptation, both internally and externally - e.g. with research institutions or in cooperation with NEURONprocessing.
Food on board should be be used for the time being only from tubes, in order to be able to noneFabricsas, that previouslyon the been airborne are.
Suitable for this purpose, for example: Quetschies, meals from space travel, etc.. This idea could give room to new innovations of food for the aviation of the future. Airlines could use this to communicate the idea and the need for healthier food - possibly becoming a supplier in this area (diversification). See also > public innovation(forthcoming).
Another option would be well packaged food rations,to be taken with caution.
The partition walls
Another idea is to put additional partitions in Aircraft and, if necessary, to separate them "hermetically" by means of contactless automatic doors.
These could already be designed futuristic, like in the Enterprise (Star Trek) and also accompanied by the same sound (> Futuristic ambience and travel flair / coming soon).
Tourism & Pricing
The airlines can develop attractive packages for business travellers and holidaymakers in cooperation with the tourism industry, which is also strongly affected by the crisis, that can already be booked today.
Even if it is currently not yet apparent, when the booked packages can actually be used, they would be applicable immediately after the corresponding relaxation of the current travel restrictions.
In order to encourage customers to book now, free of charge and flexible cancellation with refund of all costs respectively the possibility of rebooking is a matter of course.
The basic idea of this concept is that airlines and the tourism industry work closely together, to get the optimal result for both industries.
Investors in the industry should invest in the future projects of the airlines so that they can continue to make profits in the years to come. See the ideas in 4. optimum (coming soon).
Airlines will be able to return to smaller, regional airports in order to avoid a greater accumulation of passengers at the major hubs.
There will be more point to point(point to point) Connections added to the flight schedule to avoid unnecessary transfers and reduce waiting times (> Smaller jets / coming soon).
HMilitary airports may also be considered for this purpose, provided that they allow mixed (civil/military) operations.
In addition, it is advisable for the airlines to take advantage of the current situation to agree favourable kerosene prices with suppliers now.
This can partly compensate for the losses caused by the crisis. financialn losses, are offset in the following months.
Generally you come for temporary tax reliefs or subsidies for the aviation industry in order to ensure its continued existence.
Hardly any other industry has been so visibly affected by the ongoing Corona pandemic as the airline industry. International air traffic came to a virtual standstill from one day to the next. The industry, which used to see over 100,000 aircraft movements a day worldwide, carrying vacationers, business people, commuters and cargo, is literally at a standstill. Even the effects of September 11 and the global economic crisis around 2009 on air traffic seem negligible in comparison.
Only the most necessary flights are being made at the moment, for example to bring people back to their home countries and, of course, freight traffic, which has taken on a new significance as a result of the crisis. If you look at the sky these days, contrails have become a rarity. But the silence is deceptive. In the background, the commercial airlines are working feverishly to re-establish or revive air traffic in order to bring passengers safely and soundly to their destinations again as soon as possible - and to connect the world.
Mood of the industry
There is a depressed mood among airlines worldwide. There has never been anything like this before in this industry and on this scale. The tension is extremely high, as the existence of many companies is at stake.
In addition, the industry is currently lacking ideas that would free it from the dilemma of the current situation. The overall picture leaves the viewer with a bitter aftertaste regarding the current and future development prospects of the aviation industry, which is normally spoiled by growth.
Nonetheless, the aviation industry - and especially its employees - are fully behind their current projects (this refers essentially to the airlines themselves and, in a broader sense, their ventures) and want to keep them alive at all costs.
Employees in the aviation industry
Many employees in the aviation industry like the current 'forced leave' at the beginning. However, this is not a more sustainable and satisfactory state of affairs for them in the long term.
Within the aviation industry there is a high degree of identification of the employees with the respective products (essentially this means the aircraft) and the associated services.
In many cases, the monetary remuneration of employees in this industry plays a subordinate role. The main motivators include being allowed to work in a highly technological and complex environment (which is not accessible to the average person), representing the airline and its image, flexibility in work scheduling - and last but not least the fact that they get to travel the world while working.
In addition, customer satisfaction and safety are the industry's most important assets.
Crisis as an opportunity
The current crisis and the associated requirements are forcing the airlines to develop innovative solutions in a timely manner, which under normal circumstances would probably have lain dormant in the drawers of the companies for years to come.
As perplexing as it may sound at first glance in the current situation, the spectrum of new possibilities (solutions) is very broad and accessible to any competitor in the global market who sees the crisis as an opportunity.
Airline responses to the crisis
Only few companies allow themselves in this critical time to deviate from the originally planned course, which they outlined before the crisis, and to let go of the 'old familiar' or even to take a quantum leap. Those companies that do so will be outstandingly successful.
Right now is an optimal time for all companies to clean up, sort out and restructure the entire portfolio. This has not been possible in the normally tightly timed operational process and is long overdue for many airlines. Most airlines have understood this and are already positioning themselves optimally according to their respective level of knowledge in order to be able to get going again immediately after the crisis.
Airlines that have already pursued an ailing or long-term unhealthy corporate organization and philosophy will not survive the crisis, or will do so only severely damaged. For example, companies that have been more profit-oriented than customer-oriented are now, and especially after the crisis has subsided, threatened with an enormous loss of image, including the associated financial consequences.
This will allow the emergence of new airlines - surpassing the old ones in terms of efficiency and customer orientation - with much better and more environmentally sustainable concepts.
Transmitter of the virus
The airlines are increasingly in the public eye in the context of the crisis. Many passengers can't wait for flights to return to normal as soon as possible so they can go about their usual business. Not to mention the many people who, after the ongoing quarantine, are longing for a relaxing holiday on the beach and in freedom.
However, this euphoria is overshadowed by the fact that, from the public's point of view, air travel has been instrumental in spreading the virus worldwide and could continue to be so in the future.
The current prevailing opinion of health experts further underlines this picture. It is imperative that this circumstance be taken into account in the development of future, preventive solutions in order not to further damage passengers' trust in airlines. To this end, we have already developed our own concrete ideas in the following.
Standard protective measures
Of course, the airlines are already working at full speed to enable a gradual increase in flight operations as soon as possible. To this end, the current technologies and measures known from medical technology must be configured accordingly and put into use. Basically, these include:
Disinfection of aircraft cabins and ground infrastructure
Separation of the aircraft cabin areas as well as the waiting areas at the airports (this can be realized in the simplest case with mouth protection for all participants)
Avoid crowds along the entire travel process
In this context, the airlines also take the opportunity to complement their solution finding and implementation process with public innovation. This can be promising in that these solutions can lead to a high level of customer acceptance.
What nobody knows
The airlines are currently trying to avert the greatest possible damage and are struggling behind the scenes to find solutions. The public is getting virtually no information about the extensive measures that are going on in the background. This is also a good thing, as the companies can present themselves in a new guise - which is hopefully more reality than appearance - after the crisis.
Efforts are being made to find solutions that are in harmony with society and do not have a negative impact on other areas of society. Possible innovations by the airlines may include a better and clearer price structure for the products offered, a greater sense of security for passengers and an industry-wide increase in environmental awareness.
Protect renowned airlines
When looking at the current news concerning the airlines, it becomes apparent that the aim is to protect the national carriers in particular through state funding or through further state participation.
Lufthansa's reaction to the crisis
We would be very surprised if the german carrier Lufthansa has not yet set up a special task force to lead the company out of the crisis in the best possible way - irrespective of the government support that has been promised. Its main task would be to work out appropriate solutions and test them for their applicability. The solutions could be put into immediate use via ad-hoc prototyping, thereby achieving the above-mentioned goals for a gradual increase in flight operations.
The responsibilities and scope of such a task force would not be fully known within the Group, partly for reasons of confidentiality. This would be legitimate in order to protect Lufthansa's strategic realignment. The company would thus not come under unnecessary pressure from outside, especially from the government, regarding the implementation and application of the solutions it has found.
Lufthansa finds itself in a certain stalemate with the German government, which on the one hand is partly responsible for Lufthansa's plight due to the protective measures imposed, while on the other hand the company is dependent on financial support from the state. Lufthansa now has to find the best possible balance between financial protection and government independence.
Current competitive situation
Airlines around the world are currently struggling to find solutions. In this delicate phase, they are supporting each other as best as they can and coordinating on a macro level.
However, a still prevailing competitive mentality within the industry is currently still preventing detailed coordination at all levels. Of course, one secretly wants to be the first to offer flights again.
From the outside, the airlines have a friendly atmosphere and a sporting competition in which, if possible, everyone emerges as a winner.
To the already existing specifications and proposals for the reopening of barbershops / hairdressing salons, we have developed some complementary to enhanced security ideas. These can be implemented to increase the security if necessary:
So far, it can be said that disinfection lamps are not very intensive. The WHO even declares them ineffective. The radiation dose required for disinfection is probably relatively high and possibly unhealthy for humans in the case of direct irradiation. The current state of knowledge assumes that disinfection lamps only help against viruses in the air. For example, there are shaded areas on rough surfaces - i.e. the virus is not reached here by the radiation.
Modified barber chair
BROWN IN SKETCH
The hairdresser's chair can be optionally equipped with a protective device - at least a visor.
1st variant: Visor / windshield on the Hairdresser's chair
The idea is to have a kind of visor or windshield - similar to a motorcycle or child seat - that attaches to the barber chair.
As if a suitable visor or similar is also available as a standard product in different variants - or also in the form as protective equipment.
For fixation bars from the hardware store can be used - if necessary shower bars in large quantities from a manufacturer that you bring on board as a hairdresser association. The optional oxygen cylinder (see oxygen therapy) can also be attached to this.
Second variation: Visor on Body
Like the 1st variant - only attached to the body. This would be possible via a holding corset like for stunt kites. A classic folding visor will not be sufficient in hairdressing.
The basic principle here is: Set the barber chair all the way up and always move the client all the way down.
BLUE IN THE SKETCH
Idea of a high suction exhaust air system above the cutting stations, so that the breathing air can be sucked upwards and, if necessary, filtered and discharged.
The aim is to build up a negative pressure above the workplace - if necessary also with other (air conditioning) techniques.
It is crucial that the exhaust air is directed upwards. This could also be realised via a standard device that is positioned centrally in the store at the right place.
The small Oxygen therapy
TURQUOISE IN THE SKETCH
It is also possible to start with the customer, who can quite easily be in a biosphere of his own.
Optional: Oxygen for the customer
Medical oxygen from the can and the oxygen cylinder brings numerous health benefits.
The oxygen cylinders are simply attached to the hairdresser's chair(s). The customer buys for under 10 euros a Breathing mask with hose for medical oxygen and the hairdresser connects it to the bottle. The oxygen is either charged by the hairdresser - it's on the house.
99.95% medical oxygen and supports the body with e.g.:
Delay of the cell ageing process
Head and neck tension
Strengthening the immune system
New strength and energy with fatigue
Support for respiratory problems
Improvement of the psyche
And many more effects
Disinfection & Standards
Of course, gloves must be worn and disinfectant must be used to clean the work utensils after each customer.
For customers who want to play it safe:
The customer buys 1 x his personal hair cutting utensils such as comb, scissors and long hair trimmer brings the each and can be sure that everything is clean.
Otherwise, all restraints and other hygiene standards should be observed and applied.
The period as a whole is a rather long-lasting phase that people have adjusted to within their means. However, the impact will be of a longer duration as we as a society have only got through the initial phase and we are not returning to full normality any time soon. Even if an absolutely reduced school operation has already begun (as of mid / end April 2020).
In essence, it could be a total of 3 - 4 difficult months. Therefore, the implementation of the new ideas outlined here is necessary as soon as possible.
Over time, all those involved adjust to the situation as best they can. Therefore, it is important for the school and education sector to establish the necessary routines in the context of digital learning and to develop them in the long term - as shown here.
An initial improvement occurs when the majority of all current restrictions are lifted.
Peak only in May
The effects could continue to be felt until the end of the year, although the peak could be passed by the end of May: The epidemic may even peak in May before leveling off relatively quickly.
Improvement from the end of June
From the end of June, there would then be a significant improvement in the general situation (with regard to the pandemic). The more intensive effects could still be felt into the summer - August / September.
In other words, it could take longer than planned because the peak has not yet passed. It is possible that the schools will remain closed for regular operations until after the summer holidays.
After that, the curve slowly flattens out and regular operation returns in greater numbers. In combination with the parallel required digital learning, a total period of 8 - 9 months can be achieved, with further opportunities for digital learning through the new ideas, innovations and possibilities.
We may be dealing with a wave-like progression. The effects can be significantly reduced by the measures we have described. It is possible that we will have another wave of infections in the autumn.
School attendance in exceptional cases
In cases of existential threat, it should be possible for parents to return their children to school with a declaration of consent from the end of April / beginning of May. The prerequisite should be that the children do not belong to the risk group and also do not have family members from risk groups in their direct environment.
Another reason should be to avert psychological damage to children when this threatens to become too great. In most cases, the damage is probably caused by a perceived lack of contact, multiplied by a disturbed closeness-distance relationship between child and parents.
The time until normality prevails will in many cases be several weeks beyond the gradual reopening of the schools. This is individual for each school, which is due to the fact that schools or teachers provide their students with different content. Digital assignment sheets, for example, can be checked, discussed and improved in a timely manner. At schools where the supply is analogue or via the mere sending of non-editable (scanned) PDFs, performance monitoring is downstream.
Unless results can be sent in continuously, it will not even be possible to check them until the schools reopen. These teachers will thus be busy for a long time dealing with old topics - if they do this at all. Unfortunately, these topics have no real value at that point, since the topics were already dealt with several weeks ago. This problem is especially true for elementary schools.
The epidemic is possibly the impetus for a complete renewal of the existing (worldwide) school system.
The trigger for this is probably that parents are more concerned with the teaching content of their children during this time. In addition, parents' demands increase as the crisis continues. The same applies to parents' understanding of what their children are - or are not - learning in schools.
As a possible scenario, the previous school system will only have a transitional justification in the long run, mainly to take care of the students. The development goes towards a free, dynamic and digitally flanked learning system.
This renewal of the school system is a longer process that will take at least the next 5 years.
There is unlikely to be a critical phase after the epidemic subsides, as the school system is basically in the process of reinventing itself - or rather, conquering the digital space and free learning through experiences now made.
The transition from the classical to the new school system will probably take place in several waves so as not to overburden the pupils and institutions.
In the future, universities will focus more on practical applications, experiments and research. In the future, the previous content (lectures) will increasingly be taught via suitable teaching platforms.
In educational institutions, how and when they resume operations must be decided on a case-by-case basis, as some educational institutions are confronted with at-risk groups and some rarely if ever.
Teachers and support staff should, wherever time is available, pay strong attention to the development of media literacy - for themselves and for students, so that they can meet them on an equal footing.
Push digital learning
In addition, the elaboration or further development of a concept for digital learning should definitely be pushed - a possible blueprint for this we have described in our Part 3 pointed out. Teachers in particular should make a significant contribution to the development of a learning platform, as they are "on the front line" on a daily basis. At this stage, they can provide "live" support in developing and implementing such a concept.
Determine communication channels
Coordination with the parents should also be carried out in the current phase, which is still continuing. The aim is to find out how best to work with the children as a team (teachers and parents):
What support do parents want in learning at home specifically.
Provide material and by what means.
Possibly make "safe" home visits if parents can't cope.
Provide video conferencing for existing class groups so that children can continue to interact socially.
Joint teams with the school authorities
There should also be a closer interlocking between the school authorities and the schools and teachers in order to enable more practical relevance and a better exchange. All that is needed here is to form cooperating teams for specific tasks, which is no problem from a technical point of view - e.g. via Microsoft Teams or similar solutions. After the crisis, these teams should aim to improve the school system and optimise processes.
Schools can / should cooperate with each other to build up common content (content pools), so that not every school has to create, digitise and integrate the required content itself. In this context, it is also worth remembering the possible direct cooperation with providers of textbook publishers and content platforms (content), so that content can already be fed directly via these partners in the beginning - and later increasingly. In this context, it is important to regulate the necessary licenses (rights and fees, if applicable). In addition, teachers from the same subject areas should coordinate their content at online conferences - if necessary, they should also form permanent working groups (teams).
Pupils of the 6th to 8th classes could take over senior telephone partnership. On 2 - 3 days a week, joint (video) phone calls could be made in order to create closeness for both sides. This would reduce the stress factor regarding isolation, which has a negative effect on the immune system.
School canteens and caterers: home delivery
School canteens and caterers could offer home delivery to ease the burden on families and parents. This would help to preserve jobs.
The remaining reduced teaching time could be used to "clean up" and reorganize the technical infrastructure.
In case of emergency: Premises
Schools can provide premises in an emergency - especially gymnasiums. These could be used for mobile hospitals.
Educational institutions can establish themselves as further education institutions in this time and should use this chance. The new target group here is parents, to support them in teaching children or to flank them - similar to the "tutoring principle", which would also lead to a better quality market for tutoring.
The existing online infrastructures of innovative educational institutions could be used to implement this idea. Educational institutions without such a structure can offer learning topics according to our blueprint of an optimal learning platform (see part 3) - initially still with the aforementioned rudimentary tools and later with a mature online infrastructure (LMS).
In our previous part "What measures can German schools and educational institutions take to maintain educational operations in the short term", we emphasized how important it is now to further develop the existing solutions and learning portals. To this end, we referred to our solution approach as a "blueprint" that provides orientation for further development and can be applied to any technological platform. The decisive factor is to promptly implement all four core elements contained in the blueprint in a solution- or platform-specific manner, to constantly expand and further develop them. The result of this process is ideally an optimal learning platform. Let's get started!
The very simple analogies described here can be adapted in existing systems or transferred to completely new systems/platforms that are adapted to this from the outset. The focus is on the creation of virtual and intellectual spaces that are opened up by the learner. In these spaces, the aim is to achieve a constant gain in knowledge through interaction - in other words, action-oriented Learn. This "journey of understanding" is documented in each virtual room so that the learner is shown which areas they have already accessed. The ideal is to display a kind of graphical "puzzle" that completes itself quantitatively over time and also indicates the learner's qualitative level of understanding.
The elements outlined in our 2nd part "What measures can German schools and educational institutions take to maintain educational operations in the short term" will also be implemented in these rooms at the appropriate points.
1. top level: learning spaces
On the top level, students open up the "learning spaces" already mentioned. These rooms have the function to offer transparency to the learner and to show connections. Such spaces can be set up and used in the short term in existing or to-be-created systems / platforms. In the long term, these spaces should be equipped with established gaming analogies (gamification).
The incentive system of adventure games (https://de.wikipedia.org/wiki/Adventure) has been developed and proven over many years and is simply transferred to the learning area. To avoid misunderstandings: it is about adopting analogies and incentive systems from gaming - and not about developing learning portals as pure learning games.
It is good and important to speak here of spaces that the learner should open up. According to the motto "go in and discover what is contained there". Thus the learner can pursue his interests and inclinations. Through the parallel further and further "completion of the exploration of the room", the motivation grows to also open up a room completely and above all well. Whereby good means: maximum learning effect. In this process, the desire to really know a room well also arises and grows. This results in a lower loss of learning, through motivation, curiosity, incentive and ideally also fun. Again, we use the analogy of an adventure game principle: you have to move attentively through all the scenes (rooms) and you have to "collect" everything important to pass the adventure (as good as possible = good grade). Also as a gaming analogy, there are also exams and competitions on our ideal learning platform, which you have to pass as a learner in order to progress or to get a high "score" (= good grade).
This type of learning follows a constant up and down: something new is explored, finds its way in, is developed more deeply, solidifies and is finally verified. The developed and completed contents and tasks are documented in parallel in the system/platform in order to map the learning progress - analogous to the success of the game.
This room analogy can be implemented right now via DropBox, Box.net, Google Drive, OneDrive, OneNote, Evernote, or similar. A learning portal (LMS) is not a prerequisite - but will be necessary in the further course to become future-proof. Important at the beginning is a parallel documentation (logging) of the learning journey (see above) to show the learner and the teacher / lecturer the learning progress. In the beginning, checklists via Dropbox Paper, Google Forms, Microsoft Forms or similar applications can be used, in which the learner simply ticks off the completed tasks and thus creates transparency for him/herself and the teacher/instructor.
In the later final solution, the feedback should be automatic and via the completion of a visual representation. In principle, as in our puzzle analogy above, in connection with points - or a so-called "scoring" or "ranking". Here students can see, if necessary, how far "fellow students" are on their way in direct comparison in the individual rooms. At least the comparison should be possible in an overview to see how far other "classmates" are. The idea here is cooperation and not competition, because there should be an incentive to help each other. Along the lines of "Say, how did you do that?" - which works mutually, because one student is better or further along here and vice versa.
2nd instruction level: Description
On the instruction level, existing contents and rooms are linked via instructions. Instructions are essentially learning instructions and application examples for the respective rooms. These can also be realized by the systems shown above. For example, with Dropbox it is possible to create simple folder descriptions.
3rd content level: teaching materials
The content level is to be understood as the existing analogue or digital teaching material of the teacher or educational institution: this can be directly integrated, as it is already available - based on the respective curriculum.
Direct access should be given to teaching material providers and existing independent learning platforms in order to feed in or make available content accordingly, as most teachers already obtain their material from here.
If there are no learning videos of one's own, one could also think about cooperating with already successful learning video portals (e.g. LearnAttack by Duden) and YouTube teachers in order to include their videos. Why not set up an advertising-free and free streaming platform for learning videos that is jointly operated by German schools! This would also better preserve equal opportunities - see below.
More ideas for expanding the school and education sector can also be found in Part 4, which we will publish shortly (it is likely that this has already been published at the time of reading - see the general overviewof our project "Optimal digital learning during and beyond the crisis"..
4. level of knowledge: expertise
The knowledge level defines the knowledge in the heads of the teachers / lecturers that has not yet been integrated into the content level. This knowledge must be prepared and integrated against the background of the structure shown here:
Graphics / Pictures
In addition to our "blueprint" described above, we have developed the following further ideas.
The good old new Classroom
Of course, the traditional way of learning must not be forgotten if one wants to enable holistic learning - especially since purely digital learning is not sufficient. For the future, it is important to (further) develop physical-digital hybrid learning systems. It would already be easy for schools and educational institutions to transmit the usual learning units / workshops from the physical classrooms LIVE (streaming), so that learners at home can easily participate in the lessons. Those who can't be there live work through the recording, which is also wonderful for review and digital reference. This would also help to ensure equal opportunities - see "Equal opportunities" below.
The possibility of social exchange remains important, such as the good old break meeting in the schoolyard or online via social meetings between students. The latter would even be possible on a supra-regional, transnational and international level - see also the idea of "Language tandem with native speakers" in our Part 2. This idea could also be extended to other subjects / departments in order to learn / work globally with each other at an early stage.
A teacher becomes more of a helper for many children / students instead of just one class based on the ideal learning platform to strive for. He develops a personal connection and acts more like a mentor or a confidant, e.g. to accompany and discuss personal development.
Many great and dedicated teachers, who have a fantastic knowledge of digital learning and at the same time care for the children holistically and individually, need to be identified and built up as "Mavens" (innovative experts). The aim is to help all teachers into the "digital saddle". Thus, the existing expertise could already be used in a timely manner to bring the entire teaching force up to an elevated level. And it makes more than sense to engage the people who are already in the teaching profession.
After the crisis, there is no need for external consultants for whom the state has to spend a lot of money and who would inevitably work past the practice - unless they also come from the active(!) education business. It is much more sensible to apply the current experiences already now and to develop further and future training programmes from them. Here, the focus must remain on the current experience and must not become too theory- and research-heavy. This would drag out the process too much and, due to a lack of practical relevance, would meet with too little acceptance and fail.
An idea that goes beyond this is to offer teachers a kind of "Internet & Digital Driver's License". This would take the pressure off them to acquire the necessary knowledge privately. In addition, there would be transparency regarding the current skill level of each teacher. This licence should be renewed or extended in a certain cycle (e.g. annually).
The tasks for the test to obtain the driving licence are to be created centrally and apply to the entire teaching staff in Germany. One could even introduce an EU driving licence that is valid for all countries or is required in each country in order to be allowed to continue teaching at all. The exams can be done online.
It becomes difficult when students do not have appropriate devices or internet at home - or a quiet learning environment in their extended family. Here again the weakest would be disadvantaged. The state would have to provide the appropriate resources so that all the pupils concerned can learn at home or in appropriate facilities.
Alternatively or in addition, learning spaces for digital learning can be created. These can be located in the afternoon in the schools or in local learning rooms for pupils from the immediate vicinity. These should be equipped with Internet access, workstations for socially disadvantaged families and optional childcare services. Why not create an alliance of leading and innovative IT companies that provide a wide range of devices, software, applications and platforms in novel "learn hubs"? If the industry is brought on board, there will be no reason to complain about a lack of young talent in the future. In the transitional period or even permanently, companies could also provide unused workplaces or take on "learning sponsorships".
Learning to learn
The current situation offers another opportunity that should be seized. In the context of new and innovative content, the latest findings should also incorporate learning to learn.
We have developed further highly interesting approaches to this, which we have prepared in an extra paper "Learning to Learn", which is available on request.
The central component of the paper is the brain in its essential learning processes and how these are maximally elicited and sustained.
Here, the relevant neurobiological basic functions in their optimal application are considered as well as state-of-the-art procedures.
We describe an "ideal state" possible today, which is realizable via a "neurobiological learning maximum". Here, the learner of any age group and socialization is made accessible to quasi "optimal states". In addition to psychological methods, this is also achieved through a trend-setting application of neurofeedback - up to brain-active frequencies.
We also describe the optimal design of learning tools from a healthy combination of rudimentary methods and current or future media possibilities.
The structure required for this is to be understood as a minimum, without structurally overloading the realisation of learning. On the basis of our findings, it is necessary to construct the appropriate learning environments for the different target groups (children, adults, etc.) and to take social factors into account.
Mental movement - in the sense of action-oriented learning situations - is another central component that we have defined. This includes the following coordinated elements within a specifically defined framework in each case: Mental activity based on curiosity, desire and the given learning repertoire. Followed by rest phases, internalization and self-reflection.
The model defined on the basis of our data ensures a harmony or synchronous cycle of successive FLOW and REST / EASE phases: The electrifying learning state / implementation flow state (recursive) and the relaxed "rest" phases. These are embedded in the respective superordinate time construct: e.g. a daily schedule based on a monthly or weekly plan and in detail a timetable with time-independent blocks.
For us, the "teacher" is more someone who is responsible for implementing and adhering to the model - like a kind of (role) play leader.
As further points find consideration:
The necessary free space for thinking and thoughts.
A breeding ground of well-prepared learning material, involved teachers and parents and a broad social understanding - e.g. that wrong learning environments and wrong learning styles make people ill.
Clearly defined learning content - also through joint planning by teachers and students (= higher acceptance).
Planning the right learning environment based on all the components defined in our concept or all the resources and knowledge currently available.
First of all, the 1st part described current situation a good starting point - because necessity is known to be the mother of invention. The principle applies: it is better to do something than to do nothing at all, even if one overshoots the mark. For example, the uncoordinated "flooding" with tasks to students by individual teachers - without consultation among themselves.
After this first phase of the crisis, it is now necessary to bundle and structure the further possibilities. For this, a "blueprint" is needed, similar to our solution approach, which we describe here in the further course. The special feature and quality of our solution lies in the fact that it is geared towards a future optimum of digital learning - beyond the crisis - and does not pursue a political agenda.
Basically, all parties involved can continue to work as before in the crisis. In parallel, however, it is necessary to bring either our or another far-sighted solution approach on the path of implementation, which defines as a basis it a suitable learning platform!
Learning platform as a basis
The aim is to use an existing digital learning platform that fulfils the criteria described below - or can be extended to do so in the short term. The focus is on digital classrooms as a common, central "storage location" for learning material and as a starting point for video conferencing. The current class group should be divided into self-sufficient learning groups that support each other (size approx. 5 pupils). These can also be supervised more easily by teachers and lecturers. In general, the aim is to maintain the regular routine and not to soften structures in the daily routine. For this purpose, educators should work out the optimal measures so that the impact of the crisis does not become even greater.
Teachers use a system of rules to check whether and how students have worked:
A kind of well-intentioned control system so that no student "falls behind."
This is necessary because many students are not always able to learn on their own and cannot focus on a task alone.
This is where a teacher/instructor needs to be able to intervene if the system provides them with appropriate feedback.
The platforms needed at this stage must cover the following areas (see Part 3):
Individual video-based learning units
Video Calls in the Group
Group Learning Chats
Contact students individually by telephone: Telecommunicate with instructors via relevant media for a committed period of x minutes per week.
Access via collected hyperlinks to archives of software and learning materials that might be relevant for learning units to be completed (beyond the learning plan, if applicable).
Extensive media literacy training for students and participants
Social digital meetings for exchange between students (in class).
Pupils teach pupils
Older students can teach younger students - according to teachers' specifications - and grow themselves in the process. This would also be possible internationally and would be particularly suitable for languages - for example as a language tandem with native speakers.
The human being in the center
It is primarily of great importance to put the cohesion of teachers / lecturers and students in the center. We humans need honest contacts, at best physically. If this is not possible, then the best possible platform-based "virtual image" must be created. Here we must hope for the support of parents and relatives, as this cannot be taken for granted.
The merging of schools / institutions - if necessary also on a city-by-city basis - should be made possible and promoted. Not every school is allowed to "cook its own soup" and must benefit from existing competences and structures.
Furthermore, those responsible should also ask the platform providers whether short-term training of teaching staff can take place in order to be able to use corresponding applications optimally. Providers could also make free licenses available on a transitional basis. An interesting overall package could be put together here: setting up a platform in a timely manner and giving teachers a jump-start.
Likewise, reputable tutoring providers could be involved.
Now it's time to share knowledge and make it available!
Such platforms would have to be set up as quickly as possible, if they have not already been started, in order to maintain teaching operations. The distribution of tasks via e-mail and the associated lack of structure must not be allowed to continue! The introduction can take place in waves. This serves the better understanding of those concerned, so that pupils and parents are not overwhelmed by a one-off flood of information.
Outlook: Making teachers "fit" across Europe
Perhaps one could get the entire German - or even European teaching staff "fit" in this sense within half a year. There are already masses of useful and easy-to-learn applications/platforms that have been documented and tested accordingly. If every teacher is familiarized with the four core elements of communication, webinars, information generation and information distribution in half a year, this would be a very big step towards navigating the "tanker school" in the right direction - this would also take a big mental load off the teachers.
In an international comparison, Germany is not optimally positioned in terms of digital education across the board - even if the will to do so is certainly there. Now, the crisis is bringing a forced dynamic to the topic of eLearning. The more farsightedly one acts out of this situation, the more likely it is that this crisis can be used as an opportunity to be in a much better position in the future.
Every educational institution and every teacher improvises as best they can - within the respective possibilities, skills and tools (tools) that are available. Schools and institutions that already had an existing eLearning-solution (LMS-system), use them as consistently as possible.
Overall, the work may not always be didactically clean or of high quality - which cannot be expected in the short time available - but work is being done!
School management and teachers
In large parts, there is an excessive demand on school administrators and teachers, as they have to implement their "teaching mission" via a digital intermediate medium on the one hand - and parents as mediators on the other. A central body that develops the optimal strategy and makes it available is missing.
On the one hand, many teachers are very well prepared for the current digital Homeschooling prepared. There are no problems working with digital classrooms or with video calls. On the other hand, there are many teachers who are completely overwhelmed with the sudden crisis situation. This has nothing to do with age. Rather, the personal readiness is decisive in how far the use of digital teaching and learning methods can be applied in the critical phase.
Parents and children
Parents and children are sometimes overwhelmed by the flood of information that teachers give them with the best of intentions. This results mostly from the fact that teachers do not or cannot coordinate with each other. Digital learning is not yet a matter of course. It is advantageous that children (pupils) are fundamentally curious and usually approach the matter in a playful manner.
For parents, school is also always a form of childcare, which now has to be organised in ambitious homes. This creates a lot of extra work for parents and, if possible, relatives: general care, lunch and help with school material and homework. Thus parents become the substitute teacher, assistant and controller of the learning progress. To ensure that sport is not neglected, parents must also keep an eye on this.
In some families there are - despite the extra workload - also very positive effects. People talk to each other more and spend more time together. In other families, negative effects dominate, as some parents are not really interested in their children and thus do not (can not) invest time in a reasonable educational and occupational offer for their OWN children.
Parents themselves, of course, face their own personal issues and fears: Corona Virus, job and existence. In extreme cases this - in connection with the currently restricted freedom of movement - unfortunately also leads to cases of domestic violence. Often the learning environment described above is not created in these families and often the necessary technical basis is not given. There are still households in which the Internet, computers, Tablets or smartphones are not available to all family members, or only to a very limited extent.
Some classrooms and teachers in primary schools are very well equipped with digital learning media and hardware. This mostly location-bound infrastructure is of little use to individual pupils at home, of course.
Special software for students of higher grades provides a group-oriented, dynamic elaboration of learning content and the building of high-level human group values. In the context of the pandemic, here too it is not possible to switch overnight to a digital classroom with all participants, for example via chat, with all the requirements.
For educational institutions, the equipment with learning systems is rather average and the staff often only knows how to handle the hardware and software in a bumpy way. Learning units as videos or even simultaneously in chat can be counted on one hand. Up to now, online education providers have tended to be regarded as competitors. These in turn currently have a clear advantage in terms of their infrastructure - but not necessarily in terms of the content currently required. A first idea (1) on this: Partnerships of traditional and online education providers have great potential for the future.
Things look better at the universities. They have been experimenting and working with digital learning for some time now. The first universities are already streaming "live from the lecture hall".
The ideal way to learn is currently neither conventional nor digital. The motivation to learn is in danger of (further) declining. Even an improved structure of digital learning does not change this much. The idea is too widespread that digital lessons must look or be structured in exactly the same way as in school.
In addition, digital learning is not yet equally suitable for all pupils, but only from a certain age. Not that young children cannot do this. However, digital media in excess are not really in line with a good and brain friendly overall cognitive development. And what about our fellow human beings with physical and mental limitations?
At the end of the day, school is also the space for social interaction. Learning and building respect for others and oneself are fundamental to successful schooling. This currently seems to be made more difficult over distance and through digital communication channels. This is where online groups and one-on-one conversations can help to do damage control. Many schools and teachers are already practicing this in an exemplary manner.
In the next part of our project "Optimal digital learning during and beyond the crisis". is concerned with the question "What measures can German schools and educational institutions take to maintain educational operations in the short term" - in other words, initial innovative ideas to develop the current situation in a constructive and future-oriented manner.
The current Corona crisis is affecting the education sector differently - depending on how far the respective institution is in its eLearning implementation. This crisis and the change must now be actively and strategically shaped with a view to the future.
As of today, we will start publishing our results on the following questions on a daily basis. We have implemented these as part of our optimized idea development (ideation) for crisis management and innovative future orientation. Further information can be found on our website:
In principle, the ideas developed can be transferred - even if this applies to some countries to a limited extent, as different structures prevail there. The essential core ideas can be adopted to a large extent - albeit in country-specific adaptations and in connection with local peculiarities and sensitivities. In addition, there are different legal regulations.
Differentiation between town and country
A differentiation must also be made as to whether the region in question is urban, peri-urban or rural, as the transport needs there are different. The transport idea of taxis is essentially city-based and works there because of the short distances - and thus in countries with large (main) cities. As a consequence, taxi transport is not suitable for countries with rugged settlements or low population density.
Feeder / commuter services work best between (inner) city and suburban areas - but also at rural level as a feeder to public transport or directly to the destination.
Somewhat delayed, the big change in the taxi industry is happening everywhere
All measures can be extended to the international taxi industry. Differences might exist in countries where Uber, Lyft, and others have already heavily displaced the taxi industry. However, the current circumstances should apply to these companies as well.
NEURONprocessing is a platform where we offer high quality IDEA development (ideation), train professional IDEA developers and IDEATION teams - as well as provide the necessary software for IDEA development and IDEA publishing.