Presses universitaires de Louvain onixsuitesupport@onixsuite.com 20260422T0918Z eng

COM.ONIXSUITE.9782390612377 03 01 Presses universitaires de Louvain 01 SKU 103655 02 2390612377 03 9782390612377 15 9782390612377 02 01 00 BC 00 01 7.87 in 02 7.87 in 08 3.63 oz 01 20 cm 02 20 cm 08 103 gr BE 10 02 19 01 02 Cahiers du Louvain Learning Lab 01 01 Cahiers du LLL n° 12 bis – Telepresence teaching (and learning) From the immersive to the virtual classroom 1 B01 01 Onixsuite Contributor ID 6601 Matthieu Petit Petit, Matthieu Matthieu Petit 2 B01 01 Onixsuite Contributor ID 6602 Annette Gourvil Gourvil, Annette Annette Gourvil 3 B09 01 Onixsuite Contributor ID 5538 Benoît Raucent Raucent, Benoît Benoît Raucent 4 B09 01 Onixsuite Contributor ID 5537 Pascale Wouters Wouters, Pascale Pascale Wouters 01 eng 00 52 03 10 EDU029000 10 EDU029100 12 JN 12 JNMN 12 JNMT 12 JNT 24 INTERNET Psychologie et éducation 24 INTERNET Education et pédagogie 29 2012 3080 SCIENCES HUMAINES ET SOCIALES, LETTRES 01 06 03 00 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. 02 00 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... 03 00 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. 02 00 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... 04 00 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 16 00 Pour les enseignants de l'enseignement supérieur soucieux d'améliorer la qualité de la formation des étudiants. 17 00 Les Cahiers du Louvain Learning Lab (LLL) de l'UCLouvain constituent une collection d'ouvrages à destination des enseignants de l'enseignement supérieur soucieux d'améliorer la qualité de la formation des étudiants. La collection s'enrichit de deux nouveaux cahiers thématiques chaque année. Le point de départ de chaque cahier consiste à recueillir auprès des enseignants les questions qu'ils se posent en matière pédagogique sur une thématique particulière. Chaque sujet est ensuite traité de manière synthétique en 2 à 6 pages et illustré par des exemples et citations. Chaque section peut être lue indépendamment des autres. Ainsi, rédigé dans le but d'explorer la pédagogie universitaire, chaque cahier permet au lecteur de choisir sa trajectoire de lecture et propose autant d'invitations à réfléchir seul, avec ses collègues ou encore avec l’équipe du LLL. L'objectif de ces cahiers est donc de donner en quelques pages les éléments principaux sur une thématique et d'ouvrir des portes vers des ressources plus détaillées. Des références bibliographiques sont suggérées et des compléments (lectures, vidéo, outils, etc.) sont mises à disposition sur le site web en suivant un QR code pour permettre à l'enseignant d'approfondir une thématique particulière. Outre les ouvrages de la collection proprement dite, des cahiers « hors série » offrent une vision synthétique sur un événement particulier organisé par le LLL. C'est le cas, notamment, de la série « Hack'apprendre ». Cette formule innovante, à mi-chemin entre un laboratoire d’exploration d’idées et un incubateur de projets collectifs, est l’occasion de porter un regard réflexif sur le futur de l'enseignant supérieur. Le « Carnet de l’enseignant », réalisé à l'occasion de l'anniversaire des vingt ans du LLL, anciennement Institut de pédagogie universitaire et des multimédias (IPM), vient compléter la liste des ouvrages hors série. Il constitue une synthèse de toutes les thématiques pédagogiques abordées par le LLL. Chaque cahier est disponible en versions imprimée et numérique (PDF) sous la licence Creative Commons BY-NC-ND. Cette licence permet de les utiliser et de les partager en citant le nom des auteur.e.s et la référence bibliographique ou la source numérique du cahier considéré. Elle n’autorise pas les modifications de quelque façon que ce soit ni les utilisations à des fins commerciales. Co-directeurs de la collection : Benoît Raucent et Pascale Wouters Nombre de volumes par an : 2 ou plus 01 00 03 02 01 D502 02 2365 03 2365 06 b748d485b51fa0ba5dbc8ded848329ba 07 613829 https://pul.uclouvain.be/resources/titles/29303100221740/images/e85cc63b4f0f312f11e073fc68ccffd5/HIGHQ/9782390612377.jpg 17 20220621T1138Z 02 01 D502 02 125 03 125 06 f9b4b815244b1b926505584661492182 07 13495 https://pul.uclouvain.be/resources/titles/29303100221740/images/e85cc63b4f0f312f11e073fc68ccffd5/THUMBNAIL/9782390612377.jpg 17 20220621T1138Z 06 00 03 02 01 D501 https://pul.uclouvain.be/resources/collections/114/images/114L.gif 06 3052405007518 Presses universitaires de Louvain 01 01 Dilicom PULOUVAIN 06 3052405007518 Presses universitaires de Louvain Louvain-la-Neuve BE 04 01 20220621 11 20220621 01 WORLD 02 01 GCOI 29303100221740 06 03 9782390612384 WORLD FR 04 03 06 3012405004818 CIACO - DUC 01 2 20 1 02 00 02 02 STD 02 15.00 01 S 21.00 12.40 2.60 EUR BE FR 04 02 06 3019000200508 Librairie Wallonie-Bruxelles 33 www.librairiewb.com/ http://www.librairiewb.com/ 01 2 20 1 04 00 02 02 STD 02 15.00 01 R 5.50 14.22 0.78 EUR