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IO 2 Synchronous Hybrid Education - Multiplier Event 06 10 22

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IO 2 Synchronous Hybrid Education - Multiplier Event 06 10 22

IO 2 Synchronous Hybrid Education - Multiplier Event 06 10 22

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3/03/2023
Designing and investigating
Synchronous Hybrid
education from a learning
lab perspective
Frederik Van de plas, Educational Policy, KU
Leuven, Poject member DigitelPro
Hybridity galore
3/03/2023
3/03/2023
3/03/2023
Ellis, R.A. and Goodyear, P. (2016), Models of learning space:
integrating research on space, place and learning in higher
education. Rev Educ, 4: 149-
191. https://doi.org/10.1002/rev3.3056
3/03/2023
Raes, A., Detienne, L., Windey, I. et al. (2020). A systematic
literature review on synchronous hybrid learning: gaps
identified. Learning Environ Res 23, 269–
290. https://doi.org/10.1007/s10984-019-09303-z.
Bülow, M.W. (2022). Designing Synchronous Hybrid Learning
Spaces: Challenges and Opportunities. In: Gil, E., Mor, Y.,
Dimitriadis, Y., Köppe, C. (eds) Hybrid Learning Spaces.
Understanding Teaching-Learning Practice. Springer,
Cham. https://doi.org/10.1007/978-3-030-88520-5_9.

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IO 2 Synchronous Hybrid Education - Multiplier Event 06 10 22

Editor's Notes

  1. From Picture to ..; It strikes me that whether we’re working on blended, online or hybrid – we try to work on building connection, through engaging activities and incentives to build a community of learners 6 modules on task, group & setup level, adding workshops for participants Materials based on research in Kortrijk’s Living Lab Why should you attend my session? You understand the complexity You will be able to assess your institutions position on the theme Discuss user’s perspective and the infrastructure needed
  2. "Exploring the Universe in Virtual Reality" by NASA Goddard Photo and Video is licensed under CC BY 2.0.
  3. What our course tries to do is to work from formal learning spaces (a space is place in which learning takes place) and discover the needs of synchronous hybrid education. How do you instruct, interact and produce in this environment?
  4. 2 major starting point to find out what works in hybrid spaces
  5. Complex means even more complicated  than physical learning environments ACAD-framework: Goodyear, P., Carvalho, L. & Yeoman, P. Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. Education Tech Research Dev 69, 445–464 (2021). https://doi.org/10.1007/s11423-020-09926-7 Doel hiervan is de complexiteit van werken met een dubbele modaliteit aan te geven. Deze gaat vb. Verder dan ABC-design.
  6. Epistemic design. What do I want my students to do, to learn, to experience
  7. Onderzoek pre covid in hybride setting. Article published in Computers and education The research increased the number of quizzes in a lesson, and even though not all prepared quizzes could be used, students did miss the prescence. Simplicity rules when quantity matters.
  8. Collaboration first leads to a higher motivation and engagement of students. (research pre and post covid with students in 3d bach medecines)
  9. Collaboration first leads to a higher motivation and engagement of students. (research pre and post covid with students in 3d bach medecines)
  10. This does not look like any new element.
  11. (ACR= Self Determination Theory – Motiveren met M)
  12. Engagement in the online group seems to be less, but that might be due to personal preferences It’s tempting to draw conclusions about the efficacy of hybrid teaching by comparing the experiences of in-person and remote students. But that can be misleading. And experiences varied across programs. It’s important to understand these cases as an institution when deciding on implementing hybrid learning environments
  13. innovation through Living Labs Living Labs are a new research, development and innovation (RDI) model characterised by openness and user involvement
  14. Living Lab activities distinguish themselves by confronting the user with technology (e.g., prototype) early on in the innovation process, within their natural environment, and by regarding the user as the co-producer of technology (Ballon et al., 2005). In concordance with Ballon et al. (2005) and Bergman & Frissen (1997), we view that “the user is never an ‘end-user’ but reinterprets technological artefacts within his social context, once they are adopted”. From this perspective, Living Labs offer a prominent research setting to study technologies in situ and in use, and to investigate how technology and social behaviour configure each other.
  15. Gewonnen in januari 2020, dus pre covid Deze oefening deden wij in een onderzoeksproject tussen 2017 en 2019 waaruit het ontwerp van de hybride virtuele klas groeide
  16. Multi-campus university
  17. Policy can change pocesses and practices
  18. General All bespoke situations for specific purposes Picture 1 for practising GP’s Picture 2 optimise some forms of on campus education (a so-called collaborative room) Picture 3 for Educational Masters Picture 4 setup for education & education research
  19. on premisse videoconference is gradually becoming obsolete due to our implementation of Teams and Collaborate -> USB-webconferencing (Collaborate and Teams)
  20. Emergency scaling in small classrooms @KUL Screen (more a less default) Wireless headphone Doccam (if available) to cast chalkboard / document Fast implementation Low cost Ease of use is low  --> Only temporary solution
  21. Tension between 1) and 2)  Scalability (“We cannot have everything everywhere”)
  22. Instruction (teacher -> student) -> Knowledge-transfer, theoretical, etc. Interaction (teacher <-> student) -> Discussion, practical, bidirectional, etc. Collaboration (student <-> student) -> Group work, assignments, projects, etc. No clear distinction -> grey area: Many teachers perceive their teaching activity somewhere between 1. and 2.
  23. Link naar Thomas Cocolios Link naar onderzoek Annelies Raes Already done, but the collaboration crossing the on campus/online devide OUT OF A FORMAL SPACE is not (yet) developed. Perhaps the goal shouldn’t be met in a formal & standardized learning space