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Dousay (2017) argued that when planning a course, delivery format is considered. Will the instruction be synchronous online, synchronous face-to-face, asynchronous online, or some combination of these formats? In the fall of 2020, K-12 teachers began living a designer\u2019s worst nightmare. Just before starting the school year, teachers (designers) planned for a situation that was mostly unknown.<\/span><\/p>\n In previous years, my school\u2019s courses were self-paced, flexible, and student-driven. Students enrolled in two academic courses and two electives. Usually, they attended two mandatory blocks and two flexible blocks per day. The Covid-19 pandemic; however, forced a quick change to a quarter system with two courses per quarter and two blocks per day. Classes became two-and-a-half hours long, with no flexible movement within the school. Students were scheduled for either math\/science, English\/socials, or a combination of two electives. In the first quarter, I was assigned to a math\/science cohort. Although I offered students more guidance within our self-paced program, they were completely overwhelmed.\u00a0<\/span><\/p>\n This week\u2019s LRNT 524 readings about the various design models affirmed my belief that successful course design and delivery depend on the learners. Because today\u2019s learners need skills necessary to navigate a volatile, uncertain, complex, and ambiguous world (Bates, 2015), entire course design and planning cannot be complete until a course begins. Many different conditions influence learning (Dousay, 2017), and due to the fragile situation we face right now, the agile learning design model is the obvious choice.\u00a0<\/span><\/p>\n As my new cohort of students and I begin our second week of quarter two, I will resort to more of an agile design for learning. After all, these students just finished a course combination of two electives and many of the students have not read anything other than social media posts since the pandemic lockdown in March 2020. Their behaviour in the classroom on day one was proof they need time to adjust to a classroom again. I need to be flexible and focus on one thing: form the relationships needed to make meaning and transfer learning. That\u2019s it; that\u2019s all.<\/span><\/p>\n Bates, T. (2015). Chapter 4.7 \u2018Agile\u2019 Design: flexible designs for learning. In <\/span>Teaching in the Digital Age<\/span><\/i>. BCcampus. <\/span>http:\/\/opentextbc.ca\/teachinginadigitalage<\/span><\/a><\/p>\n