Live videotransmitteret undervisning
DOI:
https://doi.org/10.7146/lom.v6i11.8565Keywords:
Live Video Streaming, IT og Læring, Didaktik, Fleksibel uddannelseAbstract
undertitel: - Erfaringer og metodiske principper fra Bioanalytikeruddannelsen, VIA University College
AbstraktPå Bioanalytikeruddannelsen i Aarhus, VIAs sundhedsfaglige højskole, har man i en længere periode haft et kombi-hold, hvor man kombinerer traditionel og live transmitteret undervisning (via et innovativt valg af videokonferencesystem). På de såkaldte netdage er der mulighed for enten at møde op til undervisningen, som man plejer, eller at deltage i undervisningen hjemmefra.
Artiklen præsenterer et deltagende aktionsforskningsprojekt mellem projektteamet på udannelsen og forskere fra Aalborg Universitet. Målet var at: afdække potentialer og barrierer ud fra et it-støttet læringsperspektiv; udvikle robuste didaktiske undervisningsscenarier; samt kvalificere underviserne og hermed forankringen af projektet. Forskningsdata blev indsamlet gennem videooptagelser, ”dagens spørgsmål” til de studerende, fokusgruppeinterview med lærerne, og Pædagogisk Dag-workshop. Analysen sætter fokus på erfaringerne under anvendelse af professionshøjskolernes Rektorkollegiums Studieaktivitetsmodel. Slutteligt samles der i artiklen op på de teknologsike, sociale og didaktiske-pædagogiske relationer set i lyset af projektets mål og resultater.
Abstract in English
At the education for Biomedical Laboratory Scientist at Aarhus, VIA's healthcare college, they have a combi-class, combining traditional and live broadcast teaching (via an innovative choice of video conferencing system). In the so-called net-days, there is the option to either attend the classes as usual, or to attend classes from home.
This paper presents a participatory action research project between the project team at VIA and researchers from Aalborg University. The objectives were to: identify potentials and barriers from an IT-supported learning perspective; develop robust didactic teaching scenarios; qualify teachers, and secure the anchoring of the project. Research data were collected through video recordings, "questions of the day" to the students, focus group interviews with teachers and Educational Day workshop. The analysis focuses on the experiences applying the university college’s presidium Student Activity Model. Finally, the paper sums-up on the technological, social and didactic-pedagogic relationships in light of the project's objectives and results.
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