Virtual learning is of special relevance to the social sciences as it affords educators and students the opportunity to have the world as their lab. Digital literacy and citizenship, which are crucial to preparing our global citizens of tomorrow, are also specific aspects that online learning can focus on. We explore various strategies for a colourful and effective online teaching-learning experience.
 

1. Students have taken ownership of their learning through flipped classes. Some of the tools (discussed in the “Tech Tools” tab) which have allowed for peer learning and for students to take ownership of their learning, have been used very successfully in a flipped classroom setting.
   
    
2. Student agency, personalised learning and self-led learning have all been at the forefront of the digital classroom. Social science discussions in the online realm have been taken to a new dimension with learning no longer within the bounds of the classroom or textbook. Students engage with current and relevant issues from around the world at the touch of a button. This can be personalised as well based on what the student wishes to explore and how it aligns with what is being taught.
   
    
3. Blended learning through both synchronous and asynchronous modes is an effective component in the educator’s toolkit, as both have different benefits and challenges. Using a blend of both can make way for greater opportunity in terms of student-led learning as well as peer teaching and learning.
   
    
4. Social science can be brought alive through arts-integrated learning. Using imaginary contexts can help deliver deeper and more purposeful learning. For example, our “Kahaani Palampur Ki” project for Grade 9, presented here on Sway [https://sway.office.com/Sf1W5KU4Ojgdpxp1?ref=Link&loc=mysways], is a successful example of how willing participation in a fictional situation gives a different purpose and dimension to learning, where the learner actively acquires knowledge, as opposed to absorbing knowledge through teacher delivery.
   
    
5. Further to arts-integrated learning discussed above, the Teacher- and Student-in-Role strategy has proved effective in the social science virtual classroom. The teacher and student willingly enter into a fictional space in order to engage with the topic of learning in consideration. Here, it is important to note that the emphasis, specifically of the teacher-in-role, need not lie in the delivery of the role, but as a facilitator in guiding the learners to arrive at the concept, consequence or conclusion themselves.

Virtual learning, while seemingly disconnected, can potentially be a greatly democratising space. Even the simplicity of using the chat function in all video calling platforms can ensure that every student's voice is heard. We explore some of the tech tools used for a dynamic digital teaching-learning experience.
 

1. Social science teaching can be made vivid and engaging through the addition of media to teacher/student presentations. Pear Deck (an add-on for slides) is used in our online class liberally. It is both a teacher-paced and student-paced app that enables engaging, interactive questions and activities inside the presentation). Near Pod is also used (a platform for introducing new concepts by adding quizzes, audio, activities, drawing boards, games and more to the lesson).
    
2. MS Sway is a versatile tool that can be implemented very effectively for both individual and collaborative project or presentation work. It is a free-form customisable web canvas which can be used to create and manage reports, text, multimedia etc.
    
3. OneNote can be used as a substitute for class notebooks; the teacher can teach on OneNote too, including adding graphs, videos, links, tables and more - and even using a digital pen such as a WACOM to add diagrams.
    
4. Edpuzzle, a tool used for assessment, allows for interactivity to be added to videos, by way of questions, notes, audio, polls etc. It can be used on videos from a vast number of resources such as YouTube, TED, Khan Academy and so on which offer engaging videos on a wide variety of topics, subjects and levels.
    
5. To encourage collaboration in class, interactive platforms such as online bulletin boards (Padlet, Google Jamboard) can be used. Teachers have used Padlet for discussions, to summarize and for revision work. Teachers can post a concept, task or question along with associated learning resources on the Padlet Wall and students can then record their answers/progress on the wall and collaborate on each other’s answers, thereby enhancing the potential of peer learning.
   
    
6. Online debate platforms such as Kialo and Artikulate are also great to foster debating skills and get multiple perspectives on pertinent issues.
   
    
7. Another important way to foster collaboration and peer mentorship is by using breakout rooms on the platform of choice (Zoom, MS Teams etc) - pair or small group work can be encouraged here, helping shy children find their voice and encouraging peer-learning.
   
    
8. Coming to assessments, in the online class, conducting and recording short Formative Assessments can be done effectively through numerous tools - think Google Forms, Quizziz and Mentimeter. Short quizzes also enliven classes, making learning more engaging. Beyond quizzes, polling and feedback is also possible through Menti, encouraging student voice and participation.
   
    
9. In a similar vein, creating exit slips/tickets for the online class can be useful to gauge comprehension. MS Forms has been used successfully in conjunction with MS Teams. GoFormative is another example - this tool can be used to design live formative assessments in-class or create exit tickets. GoFormative can also be used for practice of diagrams.
    
10. Exam.net can serve the purpose of exams and long-form assessments. Additionally, graph work can also be tested on this platform, particularly useful for Economics assessments.
    
     
11. Coggle or MindMup are interesting mind mapping tools which can help in the instruction of content-heavy topics.
    
     
12. Chalo Padho is a platform particularly used by middle school educators, that helps reinforce concepts and makes learning more gamified, social, personalized and application-oriented, thereby enabling more effective flipped classroom sessions.
    
     
13. A Learning Management System (LMS) has been one of the foundations for successful online classes. In a way, the “new age notebook”, systems such as Veracross and ManageBac keep communication between all the stakeholders open and organised. Such LMS are used in assigning homework assignments, grading, report cards, feedback, parent-teacher communication and so on, thus providing a compilation of all learning.