Der Blick nach draußen - Zac Woolfitt, InHolland Hochschule, NL - Der Blick nach draußen - Channels

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hochgeladen 23. Mai 2022

Zac Woolfitt ist Dozent an der InHolland Hochschule in den Niederlanden und forscht u.a. über Wissensvermittlung per Video.

Er spricht mit uns über die Zukunft der Lehre und E-Learning, über Blended learning und hybrides Lernen.

Transkription Speaker 1: Hoo hoo hoo hoo hoo. My name is Zach Woolvett. I'm a lecturer at Inholland University of Applied Sciences in the Netherlands, and I have two main functions. One is as a researcher into teaching, learning and technology. And my particular focus is on the use of the video, the video screen, what happens to teaching when we go through the video screen? And the other role I have is as a learning director at our lab in Amsterdam North, where we have integrated learning into the community. Yeah, I mean, it's challenging times for sure, but I also think it's an exceptional moment in the history of education because back in March 2020, the whole world, all of education went online. Over the weekend, Friday we were told no more classes, everything online. So that means not just in one organization or in one country, but the entire world pretty much switched online over a weekend. That is incredible. That's never happened before. We didn't know how to do it. Some have had more experience than others. So what you've got is continuity of education for hundreds and hundreds and hundreds, even thousands of years, and suddenly, bang for one split second, everything changed. We were forced to do something different, which gets us to really confront what is education, how are we educating? Why are we educating? How do I come across on video? And then we had two years of online education or mixtures of online education, and then that moment is gone. So it's like a sort of a hard reset. So we've now got this moment potentially post-pandemic when we can go back to the campus where we where things are loose structures are broken. Nothing's as it was before. We have a little window of opportunity to reinvent education. But very quickly, that window could close. That opportunity can close. So it's us for us as innovators, for educators, for people inspiring leaders to come up with new ideas on how to use education. What do we want to get rid of from the past and what do we want to keep from what we've learned? What we don't want is just to go back to how it always was. So that's why I really think this moment is special. Blended learning is a sort of a catch all phrase, which in our discussion today, we said, you know, is it still a relevant term? Everybody has their own take on it. What my current understanding is, or the definition that I'm sort of working on, is that it's taking advantage in a planned way of the the affordances, the qualities of all the different elements synchronous teaching, online, asynchronous, face to face, online, formal, informal, working individually, working in a group, working with a professor. It's taking all those elements and and saying, what is the value of synchronous education? What's the point of doing something live and what's the point of doing something asynchronously? Which is better for the current situation or the moment that you need? And blending those elements together in a in a thoughtful way with a sort of pedagogical vision to get the maximum out of the different elements that are that you're blending to ensure that the education is has a high quality, is effective and is fun. To start with, hybrid learning is when you combine people in the room synchronous, live with you in the room with people who are on the screen and you have to sort of. Communicate, interact, engage with the two groups. And first question is, why are you delivering this content live? Is it really if you're delivering content, if you're giving a lecture, is that the right format? The qualities of hybrid learning are at their most effective or interesting? When there's interaction and discussion between the groups, then there's actual value to be there. So the challenges are, first of all, to decide whether you should be having these learning goals in this format. First of all, that's the number one thing which learning goals. Secondly, if you are going to have these learning goals, I would say a discussion, an exchange of ideas, discussing a case together with people in the room online with an expert, then you've got this interaction. Then you have the you've got the pedagogical aspects. Why are we how do you facilitate the discussion? How do you bring the groups together? How do you reach your learning goals in that discussion? And then secondly, you've got the the technical aspects. Do you have an equivalent do you have a good microphone? Can the students at the back of the room be heard by the students online? Can you see and hear each other? Where as a teacher, do I look? Do I look in the eyes of the students in the room? Or do I look into the camera that's filming me, the camera that's filming me? How do I engage with the different groups and how do I bring them together? So it has to be a meaningful use of time. If it's if it's live synchronous, it has to be valuable. And many of the the lessons that were switched to hybrid were just copies of a different format. And they don't always translate well to the hybrid environment. I think there's a sliding scale, actually designated classrooms that are set up specifically for that, a few, maybe one in each location or two in each location. But then there are sort of low, lower level technological solutions which just simply having two screens and a sort of a horizontal microphone with two speakers and with a camera in the middle that can be moved around, I would say maybe ten per location. I'm guessing here. I don't know. And then there's more improvised versions, which is simply for a smaller group, a laptop, and then you, the teacher, sets that up and improvises it. So it depends on the size of the audience and what the goals are. But we have some designated hybrid classrooms in each location.