OVERVIEW
Last March, 1.5 billion students and 66 million teachers were suddenly torn out of their classrooms. In a GSoLEN videoconference, the OECD’s Andreas Schleicher noted the responses—differing and similar— in each part of the world created a global laboratory for observing what was working and developing approaches for transforming education as the pandemic receded. With vaccines now being administered, education and policy leaders across the U.S. and the globe are moving from performing systems triage to planning what learning will look like as in-person classes resume. The GSoLEN network identifies immediate issues critical to equity and emerging from COVID-19, connects experts, and creates working groups to provide science of learning (SoL) applications and strategies that can be adapted in different nations and cultures.

EXPANDING THE NETWORK
GSoLEN continues to grow globally, with a reach into over 60 countries with over 600 participants. It represents a broad cross-section of international scientists, education leaders and practitioners, policy experts, philanthropists, and education technology companies from 26 countries including: Argentina, Australia, Austria, Belgium, Brazil, Canada, Chile, China, Denmark, Finland, France, Germany, India, Iran, Israel, Italy, Kenya, Mexico, the Netherlands, Nigeria, Spain, Qatar, Uganda, United Kingdom, United States, and Zaire. Members bring to GSoLEN their own networks that engage in various ways to share and support SoL- informed activities within the network and across the world. The network has formed a 42 member international advisory group and an initial steering committee comprised of leaders from Argentina, Brazil, China, and the United States. With participation from the advisory group, GSoLEN is developing this strategic plan while addressing tactical issues such as global partnerships, communication, fundraising, and topic-focused workin groups.