In the Presence of Technology: Teaching in Hybrid Synchronous Classrooms

Anne-Mette Nortvig

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

3 Citationer (Scopus)

Resumé

Abstract: In a hybrid synchronous classroom that includes both on line and on campus students, technology plays a big part in the teaching. This paper attempts to analyse and discuss how the transparency of technology affects opportunities for the students to interact and for the teacher to be present in different hybrid settings. In order to do so, the paper focuses on three concepts of the human-technology relation. The first is embodiment of technology i.e. when technology almost transparently extends and/or enhances the human perception. The second concept, technological transformation of teaching, is found in the study in the video recorded lectures when e-students are deprived of the traditional student behaviour as interacting with other students and the teacher in the same room. They therefore translate and interact with the recorded lesson not as process but as digital artifact. The last concept is concerned with the influence of technology in the classroom on-campus seen in the teacher’s perspective when the technology is visible as a camera placed in front of him and the teaching is recorded and distributed to the e-students at home. This setting makes him very aware of his teaching performance, but in order to avoid interference in the traditional and preferred face-to-face teaching, it causes him to act as if the camera wasn’t there. To categorise this experience of being in two places – on campus and online – at the same time without being fully present anywhere, the paper introduces the concept of disembodied presence and presents different learning design experiments that have been developed in a physiotherapy e-learning program to deal with the experience of disembodied presence and to thematise the role of technology.
OriginalsprogEngelsk
TitelProceedings of the 12th European Conference on E-Learning
RedaktørerMélanie Ciussi, Marc Augier
Antal sider7
Udgivelses stedReading,UK
ForlagAcademic Conferences and Publishing International
Publikationsdato29 sep. 2013
Udgave1
Sider347-353
ISBN (Trykt)978-1-909507-82-1
ISBN (Elektronisk)978-1-909507-84-5, 978-1-909507-85-2 (CD)
StatusUdgivet - 29 sep. 2013
BegivenhedEuropean Conference on E-learning - Sophia Antipolis, Sophia Antipolis, Frankrig
Varighed: 30 okt. 2013 → …

Konference

KonferenceEuropean Conference on E-learning
LokationSophia Antipolis
LandFrankrig
BySophia Antipolis
Periode30/10/2013 → …

Emneord

  • e-learning
  • social presence
  • physiotherapy
  • desktop videoconferencing
  • human-technology relation

Citer dette

Nortvig, A-M. (2013). In the Presence of Technology: Teaching in Hybrid Synchronous Classrooms. I M. Ciussi, & M. Augier (red.), Proceedings of the 12th European Conference on E-Learning (1 udg., s. 347-353). Reading,UK: Academic Conferences and Publishing International.
Nortvig, Anne-Mette. / In the Presence of Technology : Teaching in Hybrid Synchronous Classrooms. Proceedings of the 12th European Conference on E-Learning. red. / Mélanie Ciussi ; Marc Augier. 1. udg. Reading,UK : Academic Conferences and Publishing International, 2013. s. 347-353
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Nortvig, A-M 2013, In the Presence of Technology: Teaching in Hybrid Synchronous Classrooms. i M Ciussi & M Augier (red), Proceedings of the 12th European Conference on E-Learning. 1 udg, Academic Conferences and Publishing International, Reading,UK, s. 347-353, European Conference on E-learning, Sophia Antipolis, Frankrig, 30/10/2013.

In the Presence of Technology : Teaching in Hybrid Synchronous Classrooms. / Nortvig, Anne-Mette.

Proceedings of the 12th European Conference on E-Learning. red. / Mélanie Ciussi; Marc Augier. 1. udg. Reading,UK : Academic Conferences and Publishing International, 2013. s. 347-353.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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N2 - Abstract: In a hybrid synchronous classroom that includes both on line and on campus students, technology plays a big part in the teaching. This paper attempts to analyse and discuss how the transparency of technology affects opportunities for the students to interact and for the teacher to be present in different hybrid settings. In order to do so, the paper focuses on three concepts of the human-technology relation. The first is embodiment of technology i.e. when technology almost transparently extends and/or enhances the human perception. The second concept, technological transformation of teaching, is found in the study in the video recorded lectures when e-students are deprived of the traditional student behaviour as interacting with other students and the teacher in the same room. They therefore translate and interact with the recorded lesson not as process but as digital artifact. The last concept is concerned with the influence of technology in the classroom on-campus seen in the teacher’s perspective when the technology is visible as a camera placed in front of him and the teaching is recorded and distributed to the e-students at home. This setting makes him very aware of his teaching performance, but in order to avoid interference in the traditional and preferred face-to-face teaching, it causes him to act as if the camera wasn’t there. To categorise this experience of being in two places – on campus and online – at the same time without being fully present anywhere, the paper introduces the concept of disembodied presence and presents different learning design experiments that have been developed in a physiotherapy e-learning program to deal with the experience of disembodied presence and to thematise the role of technology.

AB - Abstract: In a hybrid synchronous classroom that includes both on line and on campus students, technology plays a big part in the teaching. This paper attempts to analyse and discuss how the transparency of technology affects opportunities for the students to interact and for the teacher to be present in different hybrid settings. In order to do so, the paper focuses on three concepts of the human-technology relation. The first is embodiment of technology i.e. when technology almost transparently extends and/or enhances the human perception. The second concept, technological transformation of teaching, is found in the study in the video recorded lectures when e-students are deprived of the traditional student behaviour as interacting with other students and the teacher in the same room. They therefore translate and interact with the recorded lesson not as process but as digital artifact. The last concept is concerned with the influence of technology in the classroom on-campus seen in the teacher’s perspective when the technology is visible as a camera placed in front of him and the teaching is recorded and distributed to the e-students at home. This setting makes him very aware of his teaching performance, but in order to avoid interference in the traditional and preferred face-to-face teaching, it causes him to act as if the camera wasn’t there. To categorise this experience of being in two places – on campus and online – at the same time without being fully present anywhere, the paper introduces the concept of disembodied presence and presents different learning design experiments that have been developed in a physiotherapy e-learning program to deal with the experience of disembodied presence and to thematise the role of technology.

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KW - human-technology relation

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A2 - Augier, Marc

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Nortvig A-M. In the Presence of Technology: Teaching in Hybrid Synchronous Classrooms. I Ciussi M, Augier M, red., Proceedings of the 12th European Conference on E-Learning. 1 udg. Reading,UK: Academic Conferences and Publishing International. 2013. s. 347-353