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Choreography and improvisation in hybrid teaching.

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Title: Choreography and improvisation in hybrid teaching.
Authors: Lamb, James (AUTHOR) james.lamb@ed.ac.uk, Fawns, Tim (AUTHOR), Noteboom, Joe (AUTHOR), Ross, Jen (AUTHOR)
Source: Higher Education Research & Development. Jan2025, Vol. 44 Issue 1, p98-115. 18p.
Subject Terms: *Blended learning, *COVID-19 pandemic, *Teaching methods, *Educational change, Technological innovations, Sociomateriality
Abstract: Ideas of space within higher education are changing, influenced by pedagogical innovation, emerging technologies, and the experiences of the Covid-19 pandemic. This is most obvious in the expansion of hybrid education, where teaching happens simultaneously both online and on the physical campus. Hybrid learning spaces emerge from dynamic, sociomaterial entanglements that include a range of stakeholders, contextual elements, teaching methods, infrastructure, and more. In this article, we use reflections from our own practice within three postgraduate courses at a UK university to illustrate some key challenges of hybrid teaching. Drawing on sociomaterial research, we propose that choreography and improvisation, as understood within the field of dance, offer valuable perspectives for understanding the dynamic interactions between human and material elements in hybrid learning. We argue that these concepts can complement more familiar understandings of design and orchestration, particularly in hybrid environments, by surfacing alternative considerations of objects, people, activities, and movement across online and in-room spaces. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education Research & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Choreography and improvisation in hybrid teaching.
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  Data: <searchLink fieldCode="AR" term="%22Lamb%2C+James%22">Lamb, James</searchLink> (AUTHOR)<i> james.lamb@ed.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Fawns%2C+Tim%22">Fawns, Tim</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Noteboom%2C+Joe%22">Noteboom, Joe</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ross%2C+Jen%22">Ross, Jen</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Higher+Education+Research+%26+Development%22">Higher Education Research & Development</searchLink>. Jan2025, Vol. 44 Issue 1, p98-115. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Sociomateriality%22">Sociomateriality</searchLink>
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  Data: Ideas of space within higher education are changing, influenced by pedagogical innovation, emerging technologies, and the experiences of the Covid-19 pandemic. This is most obvious in the expansion of hybrid education, where teaching happens simultaneously both online and on the physical campus. Hybrid learning spaces emerge from dynamic, sociomaterial entanglements that include a range of stakeholders, contextual elements, teaching methods, infrastructure, and more. In this article, we use reflections from our own practice within three postgraduate courses at a UK university to illustrate some key challenges of hybrid teaching. Drawing on sociomaterial research, we propose that choreography and improvisation, as understood within the field of dance, offer valuable perspectives for understanding the dynamic interactions between human and material elements in hybrid learning. We argue that these concepts can complement more familiar understandings of design and orchestration, particularly in hybrid environments, by surfacing alternative considerations of objects, people, activities, and movement across online and in-room spaces. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Higher Education Research & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183074570
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        Value: 10.1080/07294360.2024.2435855
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              Text: Jan2025
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