MAUMEE, Ohio--(BUSINESS WIRE)--As most brick-and-mortar schools around the country struggled to become fully integrated online this past spring due to coronavirus, Ohio Digital Learning School (ODLS), an online public school serving students in grades 9-12 ages 16-21 throughout the state, will cap off their school year by celebrating the Class of 2020 in an online-only commencement ceremony.

ODLS is inviting all families and friends worldwide to join the celebration.

This year, ODLS will graduate 100 students. Collectively, the class reports having been accepted to colleges and universities across Ohio and beyond, including: University of Kentucky, Kent State University, Cuyahoga Community College, The Ohio State University, and Columbus State Community College.

Every day our students work hard to further their education journey, said ODLS Head of School Kathleen Harkless. Through all of the challenges of this year, our students have demonstrated their commitment to success. Were excited to celebrate their dedication with our virtual commencement ceremony.

Samantha Marcos Martinez is the Valedictorian and plans to attend a phlebotomy program in the fall. From there, she plans to pursue a degree in nursing or become a Physician Assistant. Marissa Howard is the Salutatorian and plans to pursue a degree in nursing. These students, as well as Ms. Harkless, will be available for media interviews.

ODLS is a Department of Education designated Dropout Prevention and Recovery School. Students at ODLS receive an individualized career plan to identify their strengths and areas of improvement, access to exceptional programs to help at-risk students catch up and excel, and a robust online curriculum that engages and inspires students.

Details of the graduation ceremony are as follows:

WHAT: Ohio Digital Learning School 2020 Graduation Ceremony WHEN: Monday, June 8, 2020, 6:00 PM WHERE: Link available upon request CONTACT: For any questions, please contact Kathleen Harkless at kharkless@k12.com

About Ohio Digital Learning School

Ohio Digital Learning School (ODLS), authorized by the Ohio Council of Community Schools, is a tuition-free online public-school serving students in grades 9 through 12. As part of the Ohio public school system, ODLS is tuition-free, giving parents and families the choice to access the engaging curriculum and tools provided by K12 Inc. (NYSE: LRN), the nations leading provider of K-12 proprietary curriculum and online education programs. For more information about ODLS, visit odls.k12.com

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Turning the Tassels on COVID-19: Ohio Digital Learning School Celebrates Class of 2020 with Online Commencement Ceremony - Business Wire

Carol Cloud Bailey, Special to TCPalm Published 10:00 a.m. ET June 3, 2020

Simpson Stopper (Myrcianthes fragrans) is native to South and Central Florida, Mexico, and the West Indies. It is sometimes used as a replacement for Ficus in formal hedges. The frequent pruning required to shape it into a square, formal hedge stresses the plants, making them more susceptible to pests such as caterpillars and Guava rust disease.(Photo: CONTRIBUTED BY CAROL CLOUD BAILEY)

Recently, the topics of this column have been about caterpillars, pests, native plants, and appropriate management. It seems to me there is much misinformation about gardening, landscaping, plants, and how to manage in Florida. It is different here; we grow things at different times than most of the country and plants grow the entire year instead of for a few months.

I often receive email disagreeing with what I have written in this column. Nothing wrong with that, I often learn from such email as it prompts me to read, talk to qualified experts, and observe local conditions. If I find Im wrong, I endeavor to say so reporting the correct information.

However, I have learned nothing changes folks long held thoughts of old wives tales, myths, and the my neighbor says/does syndrome better than a good education. The best way to grow a beautiful lawn, tree, cutting garden, container full of veggies, or anything else is to simply start, armed with the best research-based information available.

While many of us are still spending a lot of time at home, why not try out online education about gardening? I suggest you try some tailored to Florida conditions and backed by qualified resources and research. Here are a few to check out.

Simpson Stopper (Myrcianthes fragrans) is native to South and Central Florida, Mexico, and the West Indies. It is sometimes used as a replacement for Ficus in formal hedges. The frequent pruning required to shape it into a square, formal hedge stresses the plants, making them more susceptible to pests such as caterpillars and Guava rust disease.(Photo: CONTRIBUTED BY CAROL CLOUD BAILEY)

Native Plants of South Florida (https://nativeplantclass.weebly.com/lesson-1.html) is an online class built by friends Dr. George Rogers and John Bradford. Every so often George and John offer this course as an instructor-attended course. However, it is also built for self-paced instruction and is free to do so. Please be aware no instructor will be present to look over the images requested for the class or answer questions. You will learn all about the plants for this area and the proper place for growing.

The Florida Museum on the campus of the University of Florida is presenting Gardening for Pollinators online (https://www.floridamuseum.ufl.edu/events/blog/gardening-for-pollinators-2020/). The course is self-paced and takes about 45 days to complete. The course focuses on bees and butterflies and how to create and manage gardens to support them. The cost of the course is $15 dollars and it is available through August.

Florida Gateway College in Lake City offers Horticulture Certificates online for a more involved horticultural education. Check out the wide variety of available courses at https://www.fgc.edu/discover/academic-programs/horticulture-and-landscape/. This is a state college and may require admission and course cost are per credit hour.

We also have institutions of higher education close by where in-class or online education opportunities are available. Indian River State College and Palm Beach State Collegehave horticulture programs and classes are registering now.

Each of Floridas 67 counties has a branch of the University of Florida Institute of Food & Agricultural Sciences Extension Service. Some Extension Offices are presenting online course and seminars taught by the local Agent or Master Gardeners. Master Gardeners are trained by the University of Florida experts and work out of these offices. Check out http://sfyl.ifas.ufl.edu/ for publications, programs, and info on finding the local Extension Office.

Gardening myths, misinformation, and old practices are rampant in the landscape and gardening world, beat the heat, join a class, or virtually visit the local Extension Office and get the lowdown on doing it right.

Carol Cloud Bailey is a landscape counselor and horticulturist. Send questions to carol@yard-doc.com or visit yard-doc.com for more information.

Read or Share this story: https://www.tcpalm.com/story/life/columnists/carol-cloud-bailey/2020/06/03/florida-gardening-take-advantage-these-online-courses/5314220002/

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Gardening in Florida: Education is the key to gardening correctly - TCPalm

Sunday was the last day for late northbound migrants, so the only rare bird for this week was a pair of Rose-breasted Grosbeaks, which should have been gone for at least a week. They were clearly adult breeding birds. Bravo!

The next large group of migrants should include southbound shorebirds, which will likely be running late this year due to good weather in their northern breeding territories.

Payne County also usually manages at least one Wood Thrush that spends the summer, so perhaps this will be the next eastern bird to breed here. Generally, all thrushes seem to have an interest in Oklahoma, so time will tell.

It certainly was an eventful month, with plenty of birds that we do see, as well as those that we rarely see.

Boomer Lake has been a virtual hotbed of activity with young birds that are now learning their way in the world. We have juvenile Northern Cardinals, Scissor-tailed Flycatchers, Great-tailed Grackles and Brown Thrashers.

Plenty of other species still have young in the nest, which includes both Baltimore and Orchard Orioles, all of which are nesting in the same trees. This writer has not been bothering the Green Herons, which should have young by now, as should Eastern and Western Kingbirds, Yellow-billed Cuckoo and Great Crested Flycatcher. Prothonotary Warblers are also in a family way, as should be many others. Others still are on their second set of young.

We shared space this year with plenty of wonderful migrants that included several species of flycatcher and this was the year that we achieved a photo of the Alder Flycatcher, as well as an immature American Redstart male. We bid them adieu on Sunday, as we did the Yellow Warbler, and it appears that the Cedar Waxwings also forgot a few mulberries that other fruit eaters are rapidly dispatching for them, like the American Robin, Northern Cardinal, Gray Catbird, both kingbirds and several other species.

Our Bald Eagle pair still remains with us this year as local breeders. One was seen over Boomer Lake one morning on a food run.

The Spotted Sandpiper is believed to have moved on, but they dont travel far, some possibly still remaining within the arms of extreme northern Oklahoma. One juvenile female Double-crested Cormorant was still with us on Tuesday.

Rehabilitators are also frantically working with their charges, both birds and mammals. It has been an extraordinarily busy year for them, especially since they were unable to utilize volunteers due to the COVID-19 pandemic.

Natures Vein, our local rehabber in Perkins is still in need of hand sanitizer, Clorox wipes, receiving or fleece blankets, rubber gloves, newspapers and paper towels. Contact the facility at 405-665-0091 regarding donations and/or a drop off point for supplies. The non-profit has already exceeded their last years intake.

As always, writers photos can be found at https://www.debhirt.blogspot.com.

Keep your eyes on the ground and your head in the clouds. Happy birding!

Deb Hirt is a wild bird rehabilitator and photographer living in Stillwater.

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Virtually inspired: Online summer fun and arts education for kids - Stillwater News Press

(1) Science and Christ
https://www.consciousevolution.tv/pdfs/Science_and_Christ.pdf

(2) Appearance Of Man
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(3) Christianity and Evolution
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(4) Let Me Explain
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(5) The Phenomenon of Man
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(6) The Future of Man
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(7) Toward the Future
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(8) Heart of Matter
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(9) Letters to Two Friends
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(10) The Divine Milieu
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(11) Writings in Time of War
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(16) On Love and Happiness
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(17) Vision of the Past
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(18) Letters to Lucile Swan
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(19) Letters to Leontine Zanta
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By Dr. Chuck Russo,Program Director ofCriminal Justice at American Military University

About 25 years ago, I was asked if I could figure out a way for this internet thing to deliver both education and training for law enforcement personnel. At the time, I was working in education at the University of Central Florida (UCF) and also developing training courses at the Association of Public-Safety Communications Officials (APCO Institute).

In January 1997, my first UCF online course was taking shape as was APCO Institutes Virtual Institute. The UCF course, Police and Society, appeared on what we would later call a bulletin board. The courses for the Virtual Institute were constructed using HTML code.Whe

Its important to remember that in 1997 AOL (then still better known as America on Line) had just stopped charging by the hour and Microsoft Office was available on a set of 45 3 inch floppy disks. People who had a 56 Kbps dial-up modem were flying online.

There were no learning management systems (LMS) then like Blackboard, WebCT, Moodle, Sakai, or D2L. For these courses to work they all had to be coded by hand.

While designing and building these courses, I had to keep in mind how criminal justice professionals would access the content. The majority of these criminal justice professionals would be taking courses on their agencys dispatch consoles as well as on the mobile data terminals (MDTs) in officers vehicles.

[Related: Do Cops Need a College Education?]

My biggest fear when designing and building the online education and training courses was that I would unintentionally crash an agencys computer-aided dispatch (CAD) center (9-1-1 operations center). I had to be very careful and take into consideration certain design parameters. This was not an issue to be taken lightly. To alleviate this concern, I kept the design simple. I limited the images to those that were absolutely necessary to convey the information, but including video wasnt an option. To my knowledge by keeping it simple, I never knocked out a 9-1-1 system.

Not only did I have this technical obstacle to overcome, I had another big concern to deal with: No one knew how to learn in an online environment.

Solving this issue took some time and thought. What I initially sketched out was a design that took advantage of things students would already be familiar with: a registrars office, a library building, a classroom building, and eventually a student union type area. These elements were all displayed on a simple map that looked like the kind prospective students would be handed when they first came to the campus of a brick-and-mortar school.

For example, to register for classes or retrieve student records, students clicked the registrars office icon. While this design approach sounds simple enough in todays world, back then it was a major challenge to figure out how to move the student from point A to point B in the online world.

Another important component to the design of online courses was the need to standardize them, much like we see at many educational and training institutions today.

In the traditional in-person classroom, each faculty member would run the course as he or she saw fit. Professors provided a syllabus that might contain just a few words and some resemblance of an outline, while others provided what seemed to be a short book on the course. With each course, the student had to play the game of lets figure out what the professor actually wants from us.

[Related: The Scholar-Practitioner Approach to Teaching: A Criminal Justice Professors Perspective]

Since the online education environment was new, I sought to standardize both the classroom experience and the way students accessed information and resources for the course. For example, every online courses syllabus followed a standard template. The online classroom was set up the same for every course with lists of resources, reading materials, and assignments in the same place.

Once students learned how to learn in the online classroom system, they would know how to navigate future online course offerings.

Later in 1997, the UCF course went live and worked as designed. The Virtual Institute also went live and was a huge success, winning the American Society of Association Executives (ASAE) Innovation in Training award that year. Little did I know it at the time, but it seems I had successfully created the first online training institute in the U.S. (and probably the world). Those opportunities some 25 years ago laid the groundwork for the next years of my lifes work.

I spent the next 20-plus years designing online education courses, working with colleges and universities interested in developing an online presence, and constructing online training centers and corporate universities.

Today, as Criminal Justice Program Director for American Public University System (American Military University and American Public University) I lead a department of approximately 60 faculty members who provide higher education in the online environment. The university offers graduate degrees, undergraduate degrees, certificates, and learning tracks, all in a 100-percent online classroom, serving thousands of students every year and helping them to reach their educational goals.

Thankfully, instructional designers no longer have to hand-code HTML to create an online course. I have worked with many different LMS programs over the last 20 years that provide robust platforms to convey content to students and create engaging student learning environments. Consistency, continuity, and customizability all come together to enable our faculty to create engaging classroom environments without formal instructional design training.

While I dont necessarily see myself doing this for another 25 years, I continue to look to the future to anticipate, predict, and design courses to meet upcoming challenges. Ten years ago, we would never have anticipated the sheer number of students using mobile devices to access course content. Now it is a design variable that cant be ignored and course content must be accessible through these devices.

Today, instructional designers must prepare course content that can be delivered by wearable technology. Whether via smart glasses or smartwatches, lessons and other course content must be designed in a way that it can be delivered to students who have these devices. Universities that seek to succeed in the online environment of tomorrow must prepare today to deliver content via wearable tech or else student satisfaction, and ultimately student enrollment, will suffer.

About the Author: Dr. Chuck Russo is the Program Director of Criminal Justice at American Military University (AMU). He began his career in law enforcement in 1987 in Central Florida and was involved all areas of patrol, training, special operations and investigations before retiring from law enforcement in 2013. Dr. Russo continues to design and instruct courses, as well as act as a consultant for education, government and industry throughout the United States and the Middle East. His recent research and presentations focus on emerging technology and law enforcement applications, in addition to post-traumatic stress and online learning.

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The Design of Online Education and Training Continues to Evolve - In Public Safety

On this episode of the MarketScale Online Learning Minute, host Brian Runo dives into how quantum computing, the next revolutionary leap forward in computing, could apply to online education.

In particular, it can be used to epitomize the connectivism theory and provide personalized learning for each individual, as its not restricted by the capacity of an individual instructor.

In this way, each learner can be empowered to learn at their own pace and be presented with materials more tailored to them in real-time.

In fact, quantum computing is so revolutionary that the education world likely cant even currently dream up the innovations it will enable.

For the latest news, videos, and podcasts in theEducation Technology Industry, be sure to subscribe to our industry publication.

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The Role of Quantum Computing in Online Education - MarketScale

Stan Altman, Special to The Times Published 7:01 a.m. CT May 28, 2020

To subscribe to The Times go to https://help.shreveporttimes.com/subscription-services Shreveport Times

Its old news the coronavirus has disrupted our lives and raised considerable concerns about the digital divide nationwide.

Online learning, broadly defined is not new, so why the pandemonium among parents and teachers alike, concerning its exclusive use today?Primarily because the shortcomings of these tools were tolerated, even ignored, while other more traditional classroom approaches were in use.

But with COVID-19 forcing schools to remain closed and the potential of another wave of the virus this fall, remote learning will likely be the new normal. If we have any hope of successfully educating students, we must confront and address the following five challenges.

The coronavirus crisis has forced emergency actions to be taken in low-income communities that had limited or no access to the internet, digital devices or computers.

Internet providers offered free 60-day service to students from K-12 and colleges and universities provided students free devices. This is a quick fix and not a solution. Going forward, we must provide affordable internet access to everyone and ensure every student has a tablet or computer as part of their personal educational tool kit.

Even if students have access to the internet and computers, many dont know how to use these online tools and the dilemma is further compounded when learning shifts to platforms that deliver classes in real-time:Maneuvering video, audio or simply using a programs chat feature can cause panic among the internet-illiterate.

Many kids, parents and even teachers have been learning on the fly. Training how to use online tools must become an integral part of school preparation.

Teaching online is different than in-classroom instruction. Using course administrative systems is different than simply assigning reading from a textbook and collecting hard copy assignments. It requires unique skills knowing how to write on a blackboard or whiteboard or showing a digital presentation is no longer sufficient.

K-12 teachers need to complete formal training including courses and fieldwork, while teachers at a college or university, do not. Training in developing pedagogy and in the use of online tools should be required of all faculty.

We can become adept at using online tools, if the basic infrastructure rules remain consistent, but in my 50-year experience as an educator developing this knowledge and familiarity has been difficult because it is constantly changing.

When I began delivering online synchronous lectures 10 years ago, it was via Adobe Connect.Just as I became familiar with this feature, my college switched to Ciscos WebEx, then Blackboards Collaborate.

Today, faculty and academic meetings might be held using a number of different programs Zoom, GoToMeeting, Web Meeting, Google Hangout, WebEx, etc. They all possess similar features, but they are different.

Its like learning to drive on the right side of the road in the United States, but during a visit to Great Britain, you must quickly adapt to driving on the left.

The underlying infrastructure of these platforms must be streamlined and resources, in terms of staff and materials, provided to support and assist faculty in effectively using these technologies.

As the use of online education increases, its imperative we assess its impact on student learning. The current belief is that online education is not as effective as the traditional classroom.

But how do we know, given we are only just beginning to develop measurement assessment tools for educational outcomes, not just test taking ability?

Our growing tech economy requires an educated workforce with essential skills, such as critical thinking, and we need to develop measures that test student ability to apply their knowledge to solving real world problems.

The whole economy is increasingly moving toward online infrastructure so solving the digital divide is critical as we navigate the next century together. To meet this need will require us to address these five challenges by recognizing they cannot be solved in isolation, but as a single system. Solving the digital divide is just the first step towardimproved online learning outcomes at all educational levels.

Stan Altman is President, Science and Arts Engagement New York, Inc; Professor, Marxe School of Public and International Affairs, Baruch College; and Visiting Professor, The City College of New York. He is a member of the Digital Infrastructure committee and The Shreveport Economic Recovery Task Force.

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Stan Altman: 5 challenges that must be met for effective online education after COVID-19 - Shreveport Times

KEARNEY The coronavirus pandemic created unprecedented challenges for K-12 educators.

When schools across the country closed their doors to slow the spread of COVID-19, teachers who rely on in-person classes and face-to-face interactions to connect with students were suddenly thrust into the world of online learning whether they were ready or not.

The rapid transition to remote education was met with fear and uncertainty in many classrooms, but Angie Palmer had a different reaction.

She was prepared to take up the challenge.

I had no anxiety, no worries about making this adjustment, Palmer said. I was ready to go, and that was a great feeling.

A business teacher at Broken Bow Public Schools, Palmer is enrolled in the University of Nebraska at Kearneys masters program in instructional technology.

The knowledge shes gained through that program became an invaluable resource when the central Nebraska school district announced it was moving to online learning for the final seven weeks of the academic year.

With just two weeks to plan for the change, Palmer found herself a step ahead of most colleagues.

UNKs instructional technology program introduced her to a number of remote-teaching tools many of which were offered free of charge during the pandemic and she already had the training to succeed in an online environment.

I didnt feel like I had to spend extra hours learning how to do things first, and then apply them to my online classroom, said Palmer, who teaches accounting, entrepreneurship, IT applications and personal finance at the high school level.

She used Flipgrid and Padlet to create and share videos and other instructional materials, posted assignments in Google Classroom and met with students via Zoom. It was a big adjustment with some stressful moments, but Palmer is confident her students wont miss a beat this fall.

Overall, I think its been a great learning moment for the kids, she said. Those who are juniors and seniors, they really discovered how ready they are for college life, where you need that self-discipline, time management and structure.

The coronavirus pandemic was also an eye-opening experience for educators, who quickly recognized the value of utilizing technology in the classroom.

Martonia Gaskill, director of UNKs instructional technology program, has seen an uptick in applications over the past two months, including people who want to start graduate classes as soon as this summer.

We offer courses that prepare teachers to create web-based learning environments and motivate 21st-century learners using a variety of tools and top online technologies. Educators at all levels are looking for these skills right now, Gaskill said.

The UNK program shows teachers how to effectively harness the power of technology and trains specialists who become technology leaders in schools and businesses. Concentrations are offered in instructional technology, information technology, leadership in instructional technology and school librarian.

Our IT students enroll because theyve embraced the potential of technology and our program will prepare them to become innovators and leaders in K-12 schools, Gaskill said, noting that a masters degree in instructional technology often leads to career advancement opportunities and salary increases.

I believe our IT program is going to be even more popular in the next few years, Gaskill added.

More than 100 people are currently enrolled in the program, which is delivered entirely online to accommodate working professionals.

Palmer, who earned her bachelors degree and teaching endorsement from UNK, plans to finish the program this fall.

No matter what her classroom looks like then, shell continue utilizing modern technology to prepare her students for life after high school.

This program has been really beneficial because it opened up a whole new world I didnt even know really existed, Palmer said.

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University of Nebraska at Kearney program prepares teachers for online education - Grand Island Independent

LONDON--(BUSINESS WIRE)--The online education market size in India is expected to grow by USD 14.33 billion during 2020-2024. The report also provides the market impact and new opportunities created due to the COVID-19 pandemic. The impact can be expected to be significant in the first quarter but gradually lessen in subsequent quarters with a limited impact on the full-year economic growth, according to the latest market research report by Technavio. Request a free sample report

High Internet penetration has led to the creation of an extensive customer base for companies operating in the e-learning market. As the traditional education system in India is insufficient in providing services to all the segments of the education and skill development market, learners are looking for alternative education sources, leading to the growth of the online education market in India. The country offers significant opportunities for players offering products or services based on digital platforms. For example, Bangalore-based BYJUS, an Ed-tech company, launched its mobile app in 2015. This app has been downloaded by more than 6 million users across India. Hence, with the combined incremental penetration of the Internet and smartphones in the Indian economy, the user base for e-learning is expected to increase, thereby driving market growth.

To learn more about the global trends impacting the future of market research, download a free sample: https://www.technavio.com/talk-to-us?report=IRTNTR43422

As per Technavio, the government initiatives toward digitization in education will have a positive impact on the market and contribute to its growth significantly over the forecast period. This research report also analyzes other significant trends and market drivers that will influence market growth over 2020-2024.

Online Education Market In India: Government Initiatives toward Digitization in Education

Digital initiatives taken by the government of India is one of the factors fueling the growth of online education. Initiatives such as ePathshala, which hosts educational web resources for teachers, students, parents, researchers, and educators, have helped the rural population to get familiarized with online education. For higher education segments, the Indian government has come up with virtual labs and virtual classes to provide remote access to labs in various disciplines of science and engineering with participating institutes such as ITs, IIITs, and NITs. The virtual labs cater to students at the undergraduate and postgraduate levels as well as to research scholars. Such government initiatives have created a surge in demand for online education from users and institutions in rural and urban areas.

Factors such as the emergence of cloud computing, and the growing popularity of big data and learning analytics will have a significant impact on the growth of the online education market value in India during the forecast period, says a senior analyst at Technavio.

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Technavio's SUBSCRIPTION platform

Online Education Market In India: Segmentation Analysis

This market research report segments the online education market in India by product (content and services).

The content segment led the online education market share in India in 2019, followed by services respectively. During the forecast period, the content segment is expected to register the highest incremental growth due to factors such as the ease of accessibility of content, and the availability of customized content.

Technavios sample reports are free of charge and contain multiple sections of the report, such as the market size and forecast, drivers, challenges, trends, and more. Request a free sample report

Some of the key topics covered in the report include:

Market Drivers

Market Challenges

Market Trends

Vendor Landscape

About Technavio

Technavio is a leading global technology research and advisory company. Their research and analysis focus on emerging market trends and provides actionable insights to help businesses identify market opportunities and develop effective strategies to optimize their market positions.

With over 500 specialized analysts, Technavios report library consists of more than 17,000 reports and counting, covering 800 technologies, spanning across 50 countries. Their client base consists of enterprises of all sizes, including more than 100 Fortune 500 companies. This growing client base relies on Technavios comprehensive coverage, extensive research, and actionable market insights to identify opportunities in existing and potential markets and assess their competitive positions within changing market scenarios.

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Research Report with COVID-19 Forecasts - Online Education Market In India 2020-2024 | Increased Penetration of Internet and Smartphones to Boost...

Melody Serra (top row, center), a former kindergarten teacher, teaches a class to young children over Zoom. Credit: Emily Kaplan for The Hechinger Report

BROOKLYN, N.Y. Before I became a journalist, my life was structured according to school bells: I woke up at 6 a.m., drove to school, and spent my days in my second grade classroom, attending to the needs of 7- and 8-year-olds.

After becoming a freelance journalist, my daily life looked much different: I woke up when I wanted, except when I was traveling on assignment. I talked to dozens of people per day, or to no one at all. I stopped thinking about methods for keeping track of pencils and havent thought about spelling rules in years.

Until the coronavirus happened.

55.1 million number of public and private school students stuck at home during the pandemic

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Now, I find myself dusting off old strategies and using out-of-shape teaching muscles. And while the in-person nature of my situation may be unique Im quarantining with the family who lives upstairs, spending time with the children while their parents work Ive discovered that Im part of a group of former teachers returning to education during the pandemic to help educate the 55.1 million public and private school students stuck at home.

Motivated by a desire to contribute, former educators around the country are returning to the classroom, virtually. Many are volunteers who are eager to help bored kids and overwhelmed parents, while others are using teaching to pay the bills while their professional lives are uncertain.

Related: Teachers need lots of training to do online learning well. Coronavirus gave many just days.

Melody Serra is a 33-year-old former kindergarten teacher living in San Francisco. After making a career switch, she now teaches software engineering to low-income college students, some of whom have children.

When schools began to close in the Bay Area, Serra said several of the parents in her classes were anxious about how they would get their work done with children at home. I realized that this was something that everyone was worried about, she said.

Some parents are asking us just to read to their children because they dont have time to do that anymore.

Serra decided to put together a virtual class for her students children and opened them to any child who might want to join. Now, she offers a free hour-long class over Zoom, a video conferencing program, three times a week.

Every class covers a broad theme, such as outer space, octopuses, or Antarctica. Her students range in age from 4 to 10, and while most are located in the Bay Area, she said shes had children drop in from as far away as the United Kingdom.

On the other side of the country, the coronavirus has put medical student Melissa Robinson, 24, on hold, waiting to finish her third year at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell on Long Island. Finding herself with more time on her hands since clinical rotations have been suspended, Robinson organized a group of her classmates into a tutoring corps that provides online help to students in four high-poverty neighborhoods near campus.

Some parents are asking us just to read to their children because they dont have time to do that anymore, she said.

And while Serra and the Hofstra medical students provide instruction for free, some educators are taking paid virtual teaching jobs with existing online education outlets.

Andrew Geant, the co-founder and CEO of Wyzant, a website that connects tutors to students, said his company has seen tutoring applications increase by 75 percent since stay-at-home orders began to take effect in March. The new applicants represent a 40 percent increase in applications from licensed teachers.

[Licensed teachers] know the standards, they know the techniques, and they know where kids will need to be when school does reopen.

Brian Galvin is the Chief Academic Officer of Varsity Tutors, a company whose focus, pre-coronavirus, was helping students prepare for standardized tests. In recent weeks, the company has focused on developing a program called Virtual School Day, which offers 100 live classes and guarantees at least 30 hours of video instruction for every grade level, every week. From his home in Ventura, California, Galvin told me that many of the people the company has hired to create this curriculum are former teachers or teachers at independent schools that have not shifted to online instruction.

Galvin says hes been impressed by their expertise.

They know the standards, they know the techniques, and they know where kids will need to be when school does reopen, he said.

Related: Coronavirus is making it easier to become a teacher in a state with severe shortage of educators

At least here in New York City, no one knows quite when that will be and the kids Im spending my days with arent holding their breath. The third grader in my charge said that though she wishes she were back with her friends, shes become accustomed to staying at home.

It feels normal but abnormal. Like, now it feels normal but it isnt normal.

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Volunteer teachers and others step up to online education - The Hechinger Report