IO 2 Synchronous Hybrid Education - Multiplier Event 06 10 22
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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
- 1. 3/03/2023
- 2. Designing and investigating Synchronous Hybrid education from a learning lab perspective Frederik Van de plas, Educational Policy, KU Leuven, Poject member DigitelPro
- 4. 3/03/2023
- 5. 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
- 6. 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.
- 7. Goodyear, Carvalho & Yeoman (2021) Synchronous Hybrid learning is a complex learning environment. 3/03/2023
- 9. Two audiences need engagement and you boosting it. 3/03/2023
- 10. • Launching quizzes is positively related to all students' motivation. (Raes et al. 2019) • Focus on cognitive activation during instruction • Quizzes involve everyone 3/03/2023 Quizzes and polls
- 11. 3/03/2023
- 12. 3/03/2023 Sequence matters Pretest: Conceptual understanding Posttest: Conceptual understanding & motivation Procesdata: Audiovisual data, log data & physiological data Collaborative problemsolving before instruction Or the other way around?
- 13. 3/03/2023 Sequence matters Pretest: Conceptual understanding Posttest: Conceptual understanding & motivation Procesdata: Audiovisual data, log data & physiological data Collaborative problemsolving before instruction • Activating prior knowledge • Knowing what you don’t know
- 14. Two audiences need engagement and you boosting it. Student led activities help engagement. 3/03/2023
- 16. - 3/03/2023
- 17. In the hybrid setting the remote learners scored lower on reported relatedness; in relatedness to teacher but even more so in relatedness to peers. 3/03/2023
- 18. “I found it good to consult in small groups online. You feel less alone and there is a good interaction with the professor.” 3/03/2023
- 19. Engagement and connectedness can not happen when cameras are off and in- person students are forced to stare at blank screens. 3/03/2023
- 20. “…student attendence did drop among remote participants and those with lower incoming grades tended to opt for the remote mode.” "MBA students who were remote preferred hybrid to all-Zoom teaching, because they could vicariously experience some of the classroom’s dynamism.” 3/03/2023
- 21. Setup How to facilitate? How to scale? 3/03/2023
- 22. The innovation & research Space The Ecosystem Approach through the Living Lab 3/03/2023
- 23. A Living Lab • “Living Labs” are a new research, development and innovation (RDI) model for 21st century innovation characterised by: • openness and user involvement • a non-linear, or even cyclical, innovation process, more cooperation between internal research and development (R&D) and the outside world, and companies benefiting from the synergies associated with this collaboration (Chesbrough, 2003; Chesbrough & Appleyard, 2007) • “Living Labs” are physical regions or virtual realities in which stakeholders form public-private-people partnerships (4Ps) (Westerlund and Leminen, 2011) 3/03/2023
- 24. Mapping Living Labs among other user innovation methodologies. (Almirall, Lee & Wareham, 2012, p.16). User driven Participatory Design driven User centered Learning lab as a methodology 3/03/2023
- 25. EUNIS Award winner 2020 best AV Enabled Education Space 3/03/2023
- 26. Hybrid spaces at scale The institution’s processes & practices 3/03/2023
- 27. KU Leuven across Flanders ABOUT 60,000 STUDENTS IN 10 LOCATIONS SPREAD OVER 14 CAMPUSES 3/03/2023
- 28. Objectives of the institution 3/03/2023 1. Truly International 2. Future-oriented Education 3. Going Digital 4. Interdisciplinarity 5. Sustainability
- 29. Hybrid learning spaces Specific Use Cases 3/03/2023
- 30. 3/03/2023
- 31. Hybrid learning spaces Covid: Emergency teaching … 3/03/2023
- 34. Emergency teaching • Manuals & Tutorials Instructions step-by-step Video tutorial • Training sessions for local support staff (mainly education and IT) for teachers for students (part-time job) 3/03/2023
- 35. Hybrid learning spaces Post-covid: Scaling for Future Use 3/03/2023
- 36. Hybrid learning spaces Project-based approach 1. Didactic requirements (What?) 2. Technological solutions (How?) 3. Rooms (Where?) 4. Support (Who?) 3/03/2023
- 37. • Three main teaching activities 1. Instruction (teacher -> student) 2. Interaction (teacher <-> student) 3. Collaboration (student <-> student) • Per teaching activity Audio requirements Video requirements Didactic requirements for hybrid learning 3/03/2023
- 38. 3/03/2023 Scaling for Future Use Hybrid College Hall (100 seats and more / staired) Basic (154) Advanced (50) Audio – microphone Yes Yes Audio – speakers Yes Yes Audio – wireless microphone Yes Yes Video – camera to see teacher Yes Yes Video – extra camera to see on-site students (Some) (Some) Audio – ceiling mic Video – tracking camera to see/track teacher Yes Video – extra screen to see remote students Technological solutions
- 39. Flat Hybrid Classroom (up to 80 seats) Basic (37) Medium (14) Advanced (6) Audio – speakers Yes Yes Yes Video – tracking camera to see/track teacher Yes Yes Yes Audio – microphone Yes Yes Audio – wireless microphone Yes Yes Audio – ceiling mic Yes Video – extra camera to see on-site students Yes Video – extra screen to see remote students Yes 3/03/2023 Technological solutions Scaling for Future Use
- 40. Technological solutions • Instruction & Interaction • Collaboration • Collaboration across modes Research-based work In progress… 3/03/2023
- 41. Collaborative multilocation learning in flipped classroom 3/03/2023
- 42. 3/03/2023
- 43. 3/03/2023
- 44. Support • Invest in innovation • Invest in scale for the right purposes • Invest in new standards • BUT… • Invest in people! • Student & teacher readiness • Training • In the room support practices 3/03/2023
- 45. 3/03/2023
Editor's Notes
- 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
- "Exploring the Universe in Virtual Reality" by NASA Goddard Photo and Video is licensed under CC BY 2.0.
- 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?
- 2 major starting point to find out what works in hybrid spaces
- 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.
- Epistemic design. What do I want my students to do, to learn, to experience
- 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.
- Collaboration first leads to a higher motivation and engagement of students. (research pre and post covid with students in 3d bach medecines)
- Collaboration first leads to a higher motivation and engagement of students. (research pre and post covid with students in 3d bach medecines)
- This does not look like any new element.
- (ACR= Self Determination Theory – Motiveren met M)
- 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
- innovation through Living Labs Living Labs are a new research, development and innovation (RDI) model characterised by openness and user involvement
- 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.
- 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
- Multi-campus university
- Policy can change pocesses and practices
- 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
- on premisse videoconference is gradually becoming obsolete due to our implementation of Teams and Collaborate -> USB-webconferencing (Collaborate and Teams)
- 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
- Tension between 1) and 2) Scalability (“We cannot have everything everywhere”)
- 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.
- 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