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The pandemic holds these keys for better education


At this point, Zoom has more or less become an eponymous owner. It has become interchangeable with videoconferencing and interchangeable with distance learning. He began to sprout his own compound words, like zoom-bombing or zoom fatigue. While it allows us to do a lot, the platform is also a shortcut for a lot of things that people have come to hate. Davidson said that “we know Zoom is exhausting and terrible for attention”, and Taeyoung mentioned how he underestimated the effects of a “landscape where students Zoom for so many other things too. . ” The amount of data collected by Zoom and its attitude towards privacy. Not to mention the bandwidth (and energy) requirement that synchronous audio-video streams must function without problems.

Taeyoung explained that Zoom “can accidentally be a space where the teacher has too much power, so it really has to be handled with care.” Soulellis agreed, noting that in distance education, “all of those things that we take for granted in real-time education and in real space have suddenly been reinforced and exaggerated. Above I touched on how this presents in witness the boredom of long lectures. So if we want to overtake or bypass Zoom, what else is there?

There was a lot of appreciation for the chat rooms and the different whiteboards among all the teachers I spoke to, seeing them as avenues to more participation and more play. “Typing allowed for different ways of doing things. participate, ”said Huang, stressing the impact of written communication for“ calmer students or those less confident in their English. Or if they just didn’t get a chance to speak before the conversation continued, “noting how useful this second channel is in terms of accessibility.”

There was a lot of love for Miro, another breakup app from 2020. “Miro really saved us,” Skolos said. Soulellis felt the same, describing his excitement upon seeing “the swarm activity, the incredible energy where students commented on each other’s work in real time.” Miro also seemed to trump the remembered classroom experience, with Skolos saying the students were more focused and “much more candid and detailed without the pressure to criticize on the spot, in front of everyone.” Chris Hamamoto, who teaches at California College of the Arts, used Figma for a similar interactive whiteboard effect.

Taeyoung took this franchise one step further by activating anonymity and pseudo-anonymity in his classroom. He said the resulting conversations were “very playful, very playful; people would take on different roles. I think it was very cathartic. These anonymous chats would take place as comments in Google Slides, Zoom with cameras and microphones turned off where people would change their names, and in DIY chat rooms that he or his students would design and develop. (I would caution that this did not apply to all students, or all classes. Talking with Taeyoung, he pointed out that he already had a code of conduct in place, that his classes were not about the size of a conference room, and he used that later in the term after a great deal of trust had already been established.)

Hamamoto did the extra work and zapped the analog, sending his students packaged kits as part of an exhibit design class he taught.

Another question to consider is: should we look most of these conferences? Davidson told the story of a professor, Michael Wesch of Kansas State University, who asked his students to “put on their headphones and go for a walk wherever they are, or do their housework,” as he was reading it. I was also invigorated by the use and response to using Clubhouse. The clubhouse has been cited time and time again as the closest to the IRL sensation, “imitate the spontaneity of parties and great social interactions“And compared to”a class with everyone in the world. “Due to their positive launch, several other competitors, more easily accessible, enter the market: Twitter is testing The spaces, and Telegram just released Vocal cats. I plan to hold a large portion of my classes in a space where the students don’t have to look directly at me all the time and are not themselves on stage themselves. I allow them to do what they would normally do in a long studio class: work while continuing to chat, ask questions or listen to the sparks of inspiration in the background.

Speed ​​up the formality

With personal and professional boundaries blurred due to the pandemic, many have attempted to barricade themselves professionally. But breaking down these barriers can open up communication, give people the opportunity to express themselves and, with it, create space for more authentic engaged learning. Most of the people now in remote classrooms haven’t had the years or decades to develop a homework practice. Davidson clearly describes our reality: “We’re in a pandemic, on the verge of financial collapse, leadership collapse, conspiracy theories everywhere – it’s a very strange time to be a student.





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