Cahiers du LLL n° 12 bis – Telepresence teaching (and learning)

From the immersive to the virtual classroom

Hybrid or fully online? Synchronous or asynchronous? Unimodal, bimodal, comodal or multimodal? The all-out development of distance learning has led to the creation of appropriate digital systems, either by using what was already in place or introducing innovative environments... Read More

Hybrid or fully online? Synchronous or asynchronous? Unimodal, bimodal, comodal or multimodal? The all-out development of distance learning has led to the creation of appropriate digital systems, either by using what was already in place (such as video conferencing classrooms and web conferencing software supporting virtual classrooms) or introducing innovative environments (such as immersive telepresence classrooms).
To use these versatile, multi-functional technologies, teachers need to take a step back to enable them to adapt their teaching methods and offer learners a suitable environment that overcomes physical and geographical distances.
As for students, the need to "be there" and “be together” while learning remotely has to be taken into account to maintain their commitment and ensure they continue to contribute, despite the fact they are apart. The COVID-19 pandemic has shown us the importance of the professional, collegial and friendship connections we have with those we usually meet face-to-face in a traditional classroom.
Telepresence systems enable all these people to come together remotely (and synchronously) and make it possible to use active teaching methods, driven by the self-regulation of the learners.
But what is telepresence? Do teachers need any special training? How do you attend lessons remotely? How do participants learn in a telepresence setting? What type of student assessment can be used in such an environment?
The result of international collaboration, this short guide looks at these questions from both a research and a practical perspective, inviting you to explore telepresence teaching and learning.


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Specifications


Publisher
Presses universitaires de Louvain
Edited by
Matthieu Petit, Annette Gourvil,
Series edited by
Benoît Raucent, Pascale Wouters,
Collection
Language
English
BISAC Subject Heading
EDU029000 EDUCATION / Teaching > EDU029100 EDUCATION / Teaching / Methods & Strategies
BIC subject category (UK)
JN Education > JNT Teaching skills & techniques > JNMT Teacher training > JNMN Universities
Onix Audience Codes
06 Professional and scholarly
CLIL (Version 2013-2019)
3080 SCIENCES HUMAINES ET SOCIALES, LETTRES
Title First Published
21 June 2022
Subject Scheme Identifier Code
: Psychologie et éducation
: Education et pédagogie

Livre broché


Publication Date
10 July 2018
ISBN-13
9782930517544
Extent
Absolute page count : 326
Code
97066
Dimensions
16 x 24 cm
List Price
30.00 €
ONIX XML
Version 2.1, Version 3

PDF


Publication Date
10 July 2018
Code
PDF97066
ONIX XML
Version 2.1, Version 3

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Contents


Introduction 7
What is telepresence? 8
2.1 Telepresence in teaching 10
2.2 Telepresence teaching tools 12
How do I prepare for telepresence teaching? 22
3.1 Your pedagogical intentions 22
3.2 Your students 23
3.3 Your own digital skills 24
3.4 Your teaching methods 26
3.5 Your ability to handle the unexpected 29
How do I create a telepresence course? 30
How can I be "present remotely" in a telepresence setting? 32
5.1 Community of inquiry model 32
5.2 Presence in the e-learning model 34
5.3 Physical presence of the teacher 36
How do students learn in a telepresence setting? 40
6.1 Learning presence 40
6.2 Online cooperation and collaboration 43
6.3 Setting up online learning spaces 44
How do I conduct a telepresence assessment? 45
In conclusion 48