Do's and Don'ts in Hybrid Virtual Classrooms
We will discuss practical do's and don’ts for teaching and learning in Hybrid Virtual Classrooms.
Student Assistant - Blended Learning Area, Willem de Kooning Academie, Netherlands
Hello reader! I am Lianne Vreezen, a transdisciplinary designer, studying a dual degree in Transformation Design at the Willem de Kooning Academy & International Arts and Culture Studies at Erasmus University Rotterdam. With a focus on (art) education during current practices, I am working together with our student team with the WDKA's Education Station to explore and research i.e. Blended & Hybrid Learning in art education. Outside my interest in (art) education, I am studying transience & the (human) body and mind as well.
Carolina Gomez Almanza
Blended Learning Specialist, Willem de Kooning Academie, Colombia
My name is Carolina Çalık Gomez.I am a Hybrid Learning specialist with an academic background in English and Spanish language teaching located in Hoofddorp, Netherlands with a valid work permit/residence card. My professional and academic experience includes 15 years of dedicated and devoted work divided into three areas.
The first one is on English language teaching TESOL/TEFL and research in Online learning in University Bachelors Programs and Master’s degree programs. The Second one is based on Action Research experiences connected with the design of virtual learning environments; content, curriculum structure, virtual learning objects, navigation path and interface, assessment, and evaluation online/Offline, e-portfolios design by following a framework of diverse educational models such as Flipped Classroom, Blended Learning, Hybrid Learning, Distance education and teacher training. The third one is associated with translation and interpretation online and face to face (English/Spanish Spanish/English).
Vice head executive department teaching with media, Medical University of Graz, Austria
Dr. Herwig Rehatschek studied Computer Science and Electronics and received his M.Sc. and his Ph.D. from the University of Technology, Graz. From 1997 until 2008 he worked at the non-profit research company JOANNEUM RESEARCH. His main emphasis was on eLearning and digital media analysis. He participated in many international EC projects and also managed and co-ordinated some of them. In 1999 Dr. Rehatschek won the Austrian state price in the category learning, knowledge and culture. In 2008 he joined the Medical University of Graz with the main responsibility for the development of the eLearning platform of the university. Since then he was actively involved in the set-up and implementation of the LMS, the development of eLe17ctures, the introduction of a new virtual microscope and the design of a teacher training course (eDidactics – http://www.edidactics.at). He won in 2012 the Dr. Michael Hasiba price for innovative teaching and in 2017 the Austrian state price „Ars Docendi“ for innovative teaching in the category “innovative teaching models having a huge number of students” by implementing a non-linear-story telling concept within first aid and emergency medicine. In 2017 he started a pilot trial with a new lecture recording system. Until begin of 2018 one hundred recordings were online and available to all students of the university. In 2019 a new software platform for the lecture recording system was introduced which also offered a video portal functionality. In 2020 subtitles were added and by begin of 2021 more than 1300 recordings were available.
Researcher/Lecturer, Inholland University of Applied Sciences, Netherlands
Zac Woolfitt is a researcher and lecturer at Inholland University of Applied Sciences in the Netherlands. His focus is the effective use of technology to support the learning process in higher education. And the technical and pedagogical challenges of the transition from teaching face-to-face in 3d, to teaching via video in 2d. Current research includes examining how technology enriched learning spaces play a role in the teacher/student interactions. His blog ‘Video Teaching’ http://zacwoolfitt.blogspot.nl/ follows developments in this field. He has presented at OEB since 2016.
Finding a Path Between Art Education and Hybrid Learning, Lianne Vreezen, Carolina Gomez Almanza
Art Education is going through a period of transition and change: we are facing new didactics, new teaching approaches, new learning management systems, new virtual classrooms, meeting platforms and more. The demand for a hybrid and sustainable (art) education approach that offers flexible and inclusive teaching and learning environments has never been greater. At the Willem de Kooning Academy we are rising to the meet this challenge at this important point in time by running an action research project.
We’ll be able to share with you how we organised our research, but will of course also cover its main findings that can be applied in different educational contexts.
Our goal was/is to identify the needs of our students and tutors in each department in relation to four main aspects: Pedagogy; Didactics; Social & emotional learning and; Technology.
Join us to hear about common tutors' and students' perceptions about the transition of (Art) Education into hybrid learning environments and ideas for creating a positive and open mindset about blended learning. In addition, we look forward to sharing examples of effective pedagogical strategies for migrating face-to-face courses into hybrid learning environments. And, lastly, we will cover approaches around special education needs such as dyslexia, autism, low concentration or hearing impairments when teaching hybrid as well.
Teaching and Learning in the Hybrid Virtual Classroom; Practical Lessons Learned, Zac Woolfitt
In the Hybrid Virtual Classroom a lecturer teaches students who are physically present in the classroom while other students join the class online. Exploratory research was conducted on emerging teaching practice at Inholland. Nine lecturers and technical staff shared their practical experiences of teaching in the HVC. A set of guidelines were developed to support teachers in this context.
- Practical lessons learned from teaching and learning in the Hybrid Virtual Classroom
- An overview of some Hybrid Virtual Classroom arrangements
- Insight into this emerging teaching format and ideas on when and how to manage this in your own organisation
Resilience in Hybrid Learning Environments: Moving to Hybrid Programmes, Natalia Auer
Students may have altered their expectations regarding flexibility of teaching and learning after the pandemic. In its drive for resilience, Malmö University established a pilot project on hybrid learning in September 2020. The project aims to develop research-based concepts for how hybrid programs can be implemented locally. It addresses different aspects of hybrid learning (e.g., didactic considerations). This presentation shares the process and the lessons learnt.
- Analyse the needs when designing a hybrid course
- Evaluate the technology when implementing a hybrid course
- Reflect on how adapt a hybrid course to your context
Supplying Large Groups of Students with Learning Content in Mixed Classroom/Distance Scenarios, Herwig Rehatschek
Universities are regularly confronted with the challenge to increase student numbers in order e.g. to receive more base funding from the state. Depending on the actual amount of students increase, this includes normally a number of tough challenges for the university. We will introduce three technical solutions for this problem and outline disadvantages and advantages.
- In this session you will learn about advantages and disadvantages of three synchronous virtual teaching formats.
- You will learn how hybrid virtual teaching scenarios can be handled.
- From the presentation you will take away our experiences gained from designing and implementing some of the scenarios.
- From our experiences you will learn what is important to consider when you design your own individual virtual learning scenarios.