--- title: Deconfinement and Distance Learning - Rising to Meet New Challenges tags: synchronicity, asychronicity, hybridity, hybridation, teaching, enseignement, covid-19 description: Voir les dias avec le "Slide Mode". --- # Deconfinement and Distance Learning - Rising to Meet New Challenges > ### Lyonel Kaufmann - HEP Vaud (Switzerland). Online Educa Berlin (OEB) 03.12.2021 --- ![](https://images.pexels.com/photos/3966555/pexels-photo-3966555.jpeg) Photo from Andrea Piacquadio from Pexels --- <!-- Put the link to this slide here so people can follow --> ![](https://i.imgur.com/ezAGy2r.png) présentation : https://link.infini.fr/lk_oeb2021 --- ## Plan de la présentation 1. Who am I? 2. March 2020 transition to crisis education 3. The context of the 2020-2021 academic year 4. A reflection and an action in 5 axes (or challenges) 4.1. New forms of hybridisation, you will develop 4.2. Asynchronicity, you will favour 4.3 Your distance learning, you will humanise 4.4. Owner of your content and data, you will be 4.5. To Slow Science, you will commit 4. After one year… 5. Bibliography --- ## 1. Who am I? ![](https://i.imgur.com/LuYgB0N.jpg) --- ## 2. March 2020 transition to crisis education ![](https://i.imgur.com/5gg43IC.jpg) Link : https://lyonelkaufmann.ch/histoire/2020/03/30/histoirecafe-episode-2-mes-quatre-defis-dun-enseignement-a-distance/ --- ## 3. The context of the 2020-2021 academic year ![](https://i.imgur.com/OPy1kKh.png) --- ## 4. A reflection and an action in 5 axes (or challenges) ### 4.1. New forms of hybridisation, you will develop ![](https://i.imgur.com/KWl5Pl5.png) Link : https://lyonelkaufmann.ch/histoire/2020/05/16/deconfinement-et-enseignement-a-distance-de-nouveaux-defis-tu-releveras/ --- ![](https://i.imgur.com/XS1KHes.png) --- <iframe width="640" height="360" src="https://tube.switch.ch/embed/e5937738" frameborder="0" allow="fullscreen" allowfullscreen></iframe> --- ### 4.2. Asynchronicity, you will favour ![](https://i.imgur.com/ZTUwe9z.png) Wernimont, J.(2020).[Thoughts & Resources for Those About to Start Teaching Online Due to COVID-19](hhttps://www.hastac.org/blogs/jacqueline-wernimont/2020/03/09/thoughts-resources-those-about-start-teaching-online-due-covid). HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory), 9 mars. --- ![](https://i.imgur.com/juCiFs7.png) --- ### 4.3. Your distance learning, you will humanise > But a **transformative digital pedagogy is one which looks first at the relationship between teacher and student**, and at the multivalent ways that learning flows between them. Paulo Freire named parties in a classroom “teacher-student” and “student-teacher” to better embody the nature of a cooperative learning experience; and it is this learning experience, one **that centers the collaboration, communication, and understanding between teachers and students**, that can open our eyes to a unique digital pedagogy. That pedagogy is **one which favors the person and not the technology, humanization instead of digitization**. That pedagogy, founded on ideals of equity, agency, and critical consciousness, is a critical digital pedagogy. Morris, S. M. (www.seanmichaelmorris.com) (2020). [A Pedagogy of Transformation for Times of Crisis](https://oeb.global/oeb-insights/a-pedagogy-of-transformation-for-times-of-crisis/). Online Education Berlin (OEB), 17 avril. L'article a été traduit en français ici : https://lyonelkaufmann.ch/histoire/2020/04/21/une-pedagogie-de-la-transformation-pour-les-temps-de-crise/ --- ![](https://i.imgur.com/KDdfruq.jpg) Following Glikman (2002) Barrett (2010), it is about developing a professional ethic focused on **"human mediation"** when using technologies. --- ### 4.4. Owner of your content and data, you will be ![](https://i.imgur.com/KcCRBC3.jpg) Source : http://premarkblog.es/las-licencias-creative-commons --- ![](https://i.imgur.com/nT1cpoC.png) Wernimont, J.(2020).[Thoughts & Resources for Those About to Start Teaching Online Due to COVID-19](hhttps://www.hastac.org/blogs/jacqueline-wernimont/2020/03/09/thoughts-resources-those-about-start-teaching-online-due-covid). HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory), 9 mars. --- ![](https://i.imgur.com/dgKuHZF.png) --- ### 4.5. To Slow Science, you will commit > Society should give scientists the time they need, but more importantly, scientists must take their time. > We do need time to think. We do need time to digest. We do need time to misunderstand each other […]. Science needs time. ![](https://i.imgur.com/i7BG5L8.png) #### A good exemple during the pandemic at OEB2020 Education Alchemists: Education Futures Rich Picture (Workshop OEB Berlin 2020) Higher Education: Prospects, Places and Roles for - Learners - Teaching / Learning Facilitation - Learning Technologies - Knowledge - Space / location <iframe width="560" height="315" src="https://www.youtube.com/embed/snCm0U7HxMg" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> ## 5. After one year… ![](https://i.imgur.com/rwh3cou.jpg) > In March 2020 and during the pandemic, digital tools allowed me to maintain links with/among students **in various ways and modalities** (synchronous, asynchronous, videoconference, chat, forum, email, video clips, podcasting). > It was thus possible for me **to ensure the link (relationship), the regulation, the feedback and the coaching of the students**. This was not an easy task. --- ![](https://i.imgur.com/UTUpnI8.jpg) > At the same time, what has been **missing**, what is missing for students and teachers alike, is the whole ecosystem of **third places** that allows for the creation and maintenance of personal links **to really make community** BEFORE or AFTER being online or being immersed in the digital world. > This was especially damaging for students who started their training in Fall 2020. They found themselves, for the most part, alone in front of their computers. --- ### Final thoughts #### Digital : Emancipation and pedagogy ![](https://i.imgur.com/wKo9aHL.jpg) > In the wake of Paolo Freire and with a view to liberation, the aim is to go beyond the mere production by **students** of multimedia artifacts so that they deconstruct their mechanisms AND to insert these productions into a broader reflection that leads students to think about **the socio-cultural meaning of their practices, our human relationship to the digital and that of the society that promotes them**. --- #### Is digital social? ![](https://i.imgur.com/JP9GWmL.jpg) Source : https://www.docpourdocs.fr/spip.php?article546 > The social question is indeed at the heart of digital education. > Following Milad Doueihi (2013), digital is a global phenomenon. It is necessarily hybrid. Digital technology does not predict anything about the social future. > If it follows the educational movement built from the 19th century, it will be even more normative, reproducible and controlling. ---- #### A student's testimony A student's recent comments about an activity done independently in the classroom, but conducted via an online device (in my absence). > Good morning, Mister, > > I hope you are well. > > I just wanted to thank you for organizing this course. > We just completed the different activities in my group and the way you conveyed the information was great. Everything was very clear and we feel like we were able to learn a lot even when you were not there. > > Padlet was very well done and was a great way to learn during the course. > > Thank you for your time in organizing this course. > > I wish you a pleasant weekend. > > With my best regards, --- ## 6. Discussion ### Thank your for your attention ! :sheep: ![](https://i.imgur.com/ezAGy2r.png) présentation : https://link.infini.fr/lk_oeb2021 --- ## 7. Bibliography Arao, B. & Clemens, K. (2013). From safe spaces to brave spaces : A new way to frame dialogue around diversity and social Justice. In L. M. Landreman (Ed.), *The art of effective facilitation: Reflections from social justice educators* (pp. 135–150). Stylus Publishing. Audran, J., Kaqinari, T, Kern, D. & Makarova, E. (2021). Les enseignants du supérieur face à l’enseignement en ligne « obligé ». *Distances et médiations des savoirs [En ligne]*, 35. Mis en ligne le 23 octobre 2021, consulté le 01 décembre 2021. URL : http://journals.openedition.org/dms/6437 ; DOI : https://doi.org/10.4000/dms.6437. Barrett, B. (2010). Virtual teaching and strategies: Transitioning from teaching traditional classes to online classes. *Contemporary Issues in Education Research*, 3(12), 17-20. doi : https://doi.org/10.19030/cier.v3i12.919 DOI : 10.19030/cier.v3i12.919. Doueihi, M. (2013) *Qu'est-ce le numérique?* Paris: PUF. Morris, S. M. (www.seanmichaelmorris.com) (2020). [A Pedagogy of Transformation for Times of Crisis](https://oeb.global/oeb-insights/a-pedagogy-of-transformation-for-times-of-crisis/). Online Education Berlin (OEB), 17 avril. French traduction: https://lyonelkaufmann.ch/histoire/2020/04/21/une-pedagogie-de-la-transformation-pour-les-temps-de-crise/. Glikman, V. (2002). *Des cours par correspondance au « e-learning »*. Paris: PUF. Rodet, J. (2000). La rétroaction, support d’apprentissage ? *DistanceS*, Téluq/UQÀM. Lien: https://edutice.archives-ouvertes.fr/edutice-00000482. Wernimont, J.(2020).[Thoughts & Resources for Those About to Start Teaching Online Due to COVID-19](hhttps://www.hastac.org/blogs/jacqueline-wernimont/2020/03/09/thoughts-resources-those-about-start-teaching-online-due-covid). HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory), 9 mars. --- ## You can find me - http://lyonelkaufmann.ch/histoire - Twitter : https://twitter.com/lyonelkaufmann - my email : lyonel.kaufmann[at]hepl.ch