Blog N° 7
As I have never taught online, I decided to consult all the articles I could find on the subject, especially those written with a scientific or academic basis. I found several interesting articles, which helped me to better understand the problems of online teaching and gave me a broader picture of the teaching solutions that other educators have tried with more or less success.
Most of the topics were not specifically about the structure of teaching, even less about online movement teaching such as dance, but about the transformation of teaching thinking from a face-to-face system to a digital one.
One of the most interesting discussions I found was after reading an academic article (1) that talked about how the future holds hybrid education systems in which face-to-face and online courses are integrated into one programme. As a result, educators today are focused on finding the best combination of traditional and digital systems.
The conference broadcast on 17 February, 'Online learning: teaching from 2020 and teaching in 2021'(1), will highlight these very issues.
To see the full video recording of the roundtable, visit https://youtu.be/ZIJB6ikeh28.
This panel discussion is the first in a series of debates, workshops and webinars that Skyes University is organising in 2021 to provide an open forum to discuss emerging trends in digital learning at university and school level.
This is one of the common threads with my new research -Invisible Wire- on a new hybrid teaching format for dance that includes a platform for in-depth topics.
References:
(1) Konobeev A.V. (2021). Online Learning: Lessons from 2020 and Teaching in 2021. Professional Discourse & Communication, 3(1), pp. 92-93. (in Russian). https://doi.org/10.24833/2687-0126-2021-3-1-92-93
Articles and websites consulted for the research.
Tiga, Yenny. (2020). DIGITAL TOOLS IN THE HELPING SERVICE. 10.13140/RG.2.2.18502.70724.
Mai, Tien. (2020). Activities to humanize video conferencing.
Gladović, Pavle & Deretić, Nemanja & Drašković, Danislav. (2020). Video Conferencing and its Application in Education. JTTTP - JOURNAL OF TRAFFIC AND TRANSPORT THEORY AND PRACTICE. 5. 10.7251/JTTTP2001045G.
Rop, K.V. & Bett, Nelson. (2012). VIDEO CONFERENCING AND ITS APPLICATION IN DISTANCE LEARNING.
Drexhage, Julia & Leiss, Dominik & Schmidt, Torben & Ehmke, Timo. (2016). The Connected Classroom – Using Video Conferencing Technology to Enhance Teacher Training. 10. 70-88.
Katerina El Raheb, Marina Stergiou, Akrivi Katifori, and Yannis Ioannidis. 2019. Dance Interactive Learning Systems: A Study on Interaction Workflow and Teaching Approaches. <i>ACM Comput. Surv.</i> 52, 3, Article 50 (July 2019), 37 pages. DOI:https://doi.org/10.1145/3323335
VSGI. „An Introduc on to Videoconferencing: A Guide for New Users“. https://web.duke.edu/its/cms/videoConferencing/Intro%20to%20 Vid%20Conferencing.pdf, 2005.
Bates, A. W. „Open learning and distance educa on“, London, Rout-ledge, 1995.
Lüdtke, Oliver & Köller, Olaf & Marsh, Herb & Trautwein, Ulrich. (2005). Teacher frame of reference and the big-fish - Little-pond effect. Contemporary Educational Psychology. 30. 263-285. 10.1016/j.cedpsych.2004.10.002.
Davis, Katie & Christodoulou, Joanna & Seider, Scott & Gardner, Howard. (2011). The Theory of Multiple Intelligences.
Man kann nicht nicht kommunizieren. Das Lesebuch. Herausgegeben und mit einem Vorwort versehen von Trude Trunk. Verlag Hans Huber, Bern 2011, ISBN 978-3-456-85029-0.
Orlandi, Andrea & Cross, Emily & Orgs, Guido. (2020). Timing is everything: Dance aesthetics depend on the complexity of movement kinematics. Cognition. 205. 10.1016/j.cognition.2020.104446.
