{"id":981,"date":"2021-12-09T20:51:45","date_gmt":"2021-12-09T20:51:45","guid":{"rendered":"https:\/\/www.luxurymarketreview.com\/?p=981"},"modified":"2022-04-05T04:05:42","modified_gmt":"2022-04-05T04:05:42","slug":"the-school-of-the-future","status":"publish","type":"post","link":"https:\/\/www.luxurymarketreview.com\/es\/2021\/12\/09\/the-school-of-the-future\/","title":{"rendered":"La escuela del futuro"},"content":{"rendered":"

As higher education institutions implement distance learning, they must ensure the right technology tools are in place to best support student learning. This article provides a glimpse into the impact of these tools and the top five categories to consider when getting started.<\/h2>\n\n\n\n
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Photo:Dreamsite<\/figcaption><\/figure>\n\n\n\n

Distance learning<\/a>, also called distance education, is a form of education in which instructors and students are physically separated and technology facilitates student-student and student-instructor interactions. While there are several forms of distance learning, such as hybrid learning and blended learning<\/a>, each model aims to incorporate an online learning component and requires a solid technology foundation to be successful.<\/p>\n\n\n\n

Distance learning is different from traditional face-to-face learning, and requires different approaches to keep students actively engaged. When creating a virtual learning environment, or virtual classroom, it\u2019s crucial to equip instructors with the right set of technology tools to help bridge the gap between in-person and online lesson plans<\/a>. <\/p>\n\n\n\n

There\u2019s a slew of educational technologies available to help higher education institutions combat the various challenges of distance learning \u2014 lack of student motivation, collaboration, communication, etc. \u2014 and create a seamless experience for both students and instructors. <\/p>\n\n\n\n

This article will discuss how distance learning technology can positively impact student learning and five technology must-haves to get started.<\/p>\n\n\n\n

How does distance learning technology impact student learning?<\/strong><\/h2>\n\n\n\n

Many educators have mixed opinions about effectiveness of distance learning technology. This stems from a common misconception that technology alone<\/em> can transform student learning. Institutions often implement distance learning technology without proper training or thoughtful course design and expect student outcomes to soar. <\/p>\n\n\n\n

It isn\u2019t until the right distance learning technology is combined with the right people (trained instructors) and right processes (learning and course design) that more personalized instruction can be delivered to positively impact student learning in higher education. This is especially important for fostering engagement and improving retention among nontraditional students and students with learning disabilities.<\/p>\n\n\n\n

Distance learning technology and nontraditional students<\/strong><\/h3>\n\n\n\n

Nontraditional students are those who attend college later in life, attend part-time, work full-time jobs and\/or raise children while earning their degree. Distance learning makes education more accessible to nontraditional students who have busy schedules and may not be able to attend traditional, brick-and-mortar courses. <\/p>\n\n\n\n

According to a National Center for Education Statistics report<\/a>, within the next five years, the number of nontraditional students over the age of 35 is projected to grow 20 percent, while the number of 18-to-24-year-old traditional students is projected to grow 13 percent. Distance learning courses will become increasingly important moving forward, and higher education institutions need top-notch quality to win this demographic\u2019s enrollment.  <\/p>\n\n\n\n

How can institutions deliver effective distance learning courses for nontraditional students?<\/p>\n\n\n\n

In a recent survey<\/a>, nontraditional students were asked what they value most in distance learning courses. The top-ranked items included assessment and measurement, course technology, and availability of resources and materials. <\/p>\n\n\n\n

Nontraditional students seek well-aligned distance learning courses that encourage collaboration, provide ultimate flexibility and have clear expectations from the start. They also expect to have quality interactions with their instructor and technology support when needed. <\/p>\n\n\n\n

Distance learning technology and students with learning disabilities<\/strong><\/h3>\n\n\n\n

Nineteen percent<\/a> of college students report having a physical and\/or learning disability, such as vision and hearing impairments, attention deficit hyperactivity disorder (ADHD), limited fine motor skills (i.e. inability to use a mouse), mental health illness and speech disorders. As distance learning becomes more prominent, colleges and universities must consider how assistive technology<\/a> provides every student the opportunity for quality education \u2014 offline and online. <\/p>\n\n\n\n

Some of the biggest challenges of distance learning for students with disabilities<\/a> include lack of inclusive course design, technology support and communication. By understanding these challenges, institutions can begin to map technologies to specific learning needs to better support students.   <\/p>\n\n\n\n

Five technology tools to improve the distance learning experience<\/strong><\/h2>\n\n\n\n

After understanding the distance learning needs of both students and instructors, institutions can begin to select the right technology to support a seamless transition. While the number of distance learning technology tools on the market can be overwhelming, there are five key areas to prioritize when getting started: learning management, collaboration, productivity, digital simulations and assistive technology. <\/p>\n\n\n\n

Let\u2019s take a closer look at these technologies, what they are and how they can improve distance learning courses. <\/p>\n\n\n\n

1. Learning management systems<\/strong><\/h3>\n\n\n\n

A learning management system (LMS) is a software application for delivering course materials, assigning quizzes, tracking student progress, providing feedback, sharing announcements and posting grades. Many learning management systems are cloud based, allowing students to access content through a web login. The LMS is the foundation of the distance learning technology stack and often integrated with collaboration and productivity tools.<\/a> <\/p>\n\n\n\n

The main benefit of an LMS is the convenience of having all course materials in a central location. This allows instructors to streamline workflows and provide structure for students. A few examples of learning management systems include Canvas, Moodle and Blackboard.<\/p>\n\n\n\n

2. Collaboration tools<\/strong><\/h3>\n\n\n\n

One of the biggest challenges with distance learning is facilitating virtual collaboration. Collaboration technology tools, like Cisco Webex<\/a> y Cisco Webex Rooms<\/a>, can help instructors share information with students through videoconferencing, messaging, digital whiteboarding, file sharing and virtual office hours. <\/p>\n\n\n\n

Instructors can schedule classes and encourage student participation in the video chat and interactive polling or break the class into smaller virtual groups to work on projects. By leveraging collaboration technology, instructors can virtually provide the face-to-face communication that students typically experience in a traditional classroom.<\/p>\n\n\n\n

3. Productivity tools <\/strong><\/h3>\n\n\n\n

Productivity tools refer to software or applications that help make everyday tasks more efficient. Institutions most likely have productivity tools<\/a> in place as many are necessary for instructors to do their jobs. Examples include email, calendar, notetaking, to-do lists, document creation and cloud calling. <\/p>\n\n\n\n

When adding new productivity tools, look for those that can be easily integrated into existing tools and\/or the LMS. It\u2019s important to avoid tool segregation as too many siloed technologies can become overwhelming and hinder adoption. Productivity tools should be logically incorporated into workflows to increase productivity, not disrupt it.<\/p>\n\n\n\n

4. Digital simulations<\/strong><\/h3>\n\n\n\n

Digital simulations<\/a> are a type of experiential learning in which an instructor creates online, scenario-based environments for students to navigate and apply practical skills. This is most popular in health and human services programs, like nursing, as it allows instructors to develop students\u2019 clinical skills without being in a hospital setting. Much like a video game, an instructor can assign students to a digital simulation in which they interact with a patient and respond with specific actions as if it were real life. <\/p>\n\n\n\n

Digital simulations are an important component to consider in a distance learning technology stack because they help develop students\u2019 critical thinking skills, provide virtual \u201chands-on\u201d learning, and help ensure transfer of knowledge from course materials to practice. <\/p>\n\n\n\n

5. Assistive technology<\/strong><\/h3>\n\n\n\n

As described earlier, assistive technology is necessary in distance learning courses to support students with physical and\/or learning disabilities. The\u00a0Assistive Technology Industry Association<\/a>\u00a0defines assistive technology as \u201cany item, piece of equipment, software program or product system that is used to increase, maintain or improve the functional capabilities of persons with disabilities.\u201d\u00a0 An example of assistive technology might include\u00a0enabling closed captioning during a video meeting<\/a>\u00a0for students who are hearing impaired. \u00a0<\/p>\n\n\n\n

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Photo: Dreamsite \/ Classroom of the future – China<\/figcaption><\/figure>\n\n\n\n

A Holographic Future: Exploring the Capabilities<\/strong><\/p>\n\n\n\n

A professor of accounting in the McCombs School of Business at The University of Texas at Austin<\/a>, Limberg is among the first instructors to experience Recourse, a 3D immersive video platform for distance learning from Contextual Content Group, an Austin-based startup.<\/p>\n\n\n\n

The experience of teaching via \u00adhologram was seamless, Limberg says. \u201cIt felt very much like being in the classroom with the students,\u201d he says. \u201cMy visual and audio interaction with students was the same as being present. I had a full and clear view of the participants. This enabled me to interpret class dynamics during discussions and react as though I was there.\u201d<\/p>\n\n\n\n

One of the main objectives in creating Recourse was to keep professors and students safe during the pandemic, says Contextual Content Group founder Jim Spencer. At the same time, he and his team wanted to offer an innovative way to increase teacher-student interaction. \u201cThis is at the core of teaching,\u201d he explains. \u201cWe also just wanted to create something that works, where students say, \u2018This is cool.\u2019\u201d<\/p>\n\n\n\n

The platform, Spencer says, \u201chas no real barrier to entry,\u201d since a teacher can simply walk into the studio, unmasked, plug in a laptop or an iPad device<\/a> and start teaching as a hologram to students both online and in a classroom.<\/p>\n\n\n\n

Inside the teaching studio, a producer is present to keep things running smoothly, and the instructor enjoys a 12-foot walking range. \u201cThis allowed me to move toward a classroom student who was contributing a comment and move to a side of the classroom or toward a student to pose a question,\u201d Limberg explains. \u201cStudents could visit with me by coming to the front of the classroom, just as they would if I was there. In addition, a mechanism enabled students to visit with me privately if it was a confidential matter.\u201d<\/p>\n\n\n\n

Limberg, who has always been drawn to exploring new methods of teaching, says his interest in working with Recourse was \u201cmagnified by the need for innovation during the pandemic,\u201d and the need for social distancing.<\/p>\n\n\n\n

The producer, well-masked and socially distanced, handled all operational details, including audio, sound effects, backgrounds, breakout groups and the projection of PowerPoint \u00adpresentations and other visuals on two large monitors in the classroom. That support allowed Limberg to focus solely on teaching.<\/p>\n\n\n\n

Feedback has been positive from Limberg\u2019s students, who appear to have \u201cembraced the technology,\u201d he says. With their participation in feedback surveys, Limberg found that the students have become \u201can unofficial but meaningful part of the development team.\u201d The technology allows professors to be present with their students while also keeping them safe from illness, Spencer says. And after the pandemic? \u201cThere\u2019s a huge convenience factor,\u201d he says. \u201cYou\u2019re also expanding the footprint of the university.\u201d <\/p>\n\n\n\n

METAVERSE<\/h2>\n\n\n\n
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Foto: Pexels<\/figcaption><\/figure>\n\n\n\n

What exactly is this buzz word \u2018Metaverse\u2019 about? How can it be related to education and, more specifically, to our English language teaching field? Chances are there are more questions, but let me get started with the ones above. If you come up with questions, or would like to add something as you read the article, I invite you to use the comments to voice them.<\/p>\n\n\n\n

Understanding the word and the concept<\/h4>\n\n\n\n

In this context, the prefix \u2018meta<\/a>\u2018 means beyond and \u2018verse\u2019 refers to the universe. Tech companies use the word to describe what comes after the Internet. This may or may not be reliant on VR glasses.

In the Meta launch video<\/a>, Zuckerberg says: \u201cThis may sound like science fiction, but we\u2019re starting to see a lot of these technologies come together.\u201c<\/p>\n\n\n\n

Education in the metaverse<\/h4>\n\n\n\n

My experience, as an English language teacher over the years, has led me to observe a growing need to bring the latest accessible advances to students\u2019 learning contexts. They can contribute to their growth, both in their progress in the language (always keeping an eye on the communicative opportunities to use the target language), and in enabling them to cope with the challenges of an ever-competitive world outside the classroom environment.<\/p>\n\n\n\n

Due to the mid\/post-pandemic educational context, both teachers and students have reached a new level of understanding in dealing with technology. And that also means we have learned strategies to cope with the constraints faced, especially during synchronous classes!

I propose we quickly check with the students how much they know about \u2018Metaverse\u2019. This can help us find out opportunities for when to include VR-based tasks. Plus, they can also enhance the communicative gain for language usage, when possible. The current freely available resources look far from the full \u2018Metaverse\u2019 perspective shown in the video but, in most contexts, it is like experiencing a sample of the future or a quick visit to an unknown place<\/p>\n\n\n\n

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