How to catch a flying pig: facilitating embodiment work in online rooms

It’s Happy Hour Somewhere: Videoconferencing Guidelines for Traversing Time and Space

“…The attention code (n= 69) draws upon references to blending the affordances of synchronous and asynchronous modalities to create a learning experience structure that focuses learner attention and concentration on the video conferencing event. One example of the attention reference draws from the work of scholars Vuuren and Freisleben (2020), in which they state, The funnelling of attention from various physical spaces through the screen into the online room can invite a unique kind of intensity that is not derived from the perception of bodies, but from the world's one is looking into, and the curiosities found there. The editing out of all which is not relevant to the interaction by the frame of the computer window and the simultaneous lure of what is off-screen does create an intensity that, if maintained, brings a level and depth of focus that can be highly beneficial for learning, while at the same time it remains fragile and susceptible to fracturing.…”

“…Each synchronous platform displays unique features that instructors and students must be able to utilize before, during, and after a synchronous session. Technology preparedness includes training instructors and students to be familiar and confident with the videoconferencing technology before engaging in the formal learning session (Gautreau et al, 2020;Kobayashi, 2015); this may also be addressed by opening the session approximately 10 to 15 minutes early to allow testing technical equipment and troubleshooting any potential issues (Foronda & Lippincott, 2014;Vuuren & Freisleben, 2020). Additionally, an emotional sense of feeling prepared removes barriers to allow all participants in the videoconferencing environment to collaborate and align with the collective learning goal.…”

“…Within our analysis, we recognized the value of references to privacy, security, and ethical considerations to ensure all participants feel confident and comfortable to engage in an authentic and protected learning environment in both phases of our study. As detailed by Vuuren and Freisleben (2020), creating boundaries to protect sensitive information that may be inadvertently displayed is essential for creating a safe learning environment. The authors state "These boundaries are physical and temporal, as well as conceptual and emotional.…”

Performativer Fernunterricht aus der Perspektive angehender DaF-Lehrender

“…Lehrende fanden verschiedene Wege, ihren Unterricht innovativ und kreativ zu gestalten, insbesondere durch den Einsatz von Videokonferenz-Tools. Mit Live-Kameras kann eine ganz besondere Bühne geschaffen werden, auf der Menschen auf direkte Weise interagieren können, obwohl sie sich in ihren eigenen Räumen befinden (Van Vuuren & Freisleben, 2020). Videokonferenz-Tools können körperintegriertem Lernen zuarbeiten (Davis & Phillips, 2021), Rollenarbeit erleichtern (Dragović & Nijemčević Perović, 2021), kollaboratives Arbeiten in Breakout-Räumen anregen (Davis & Phillips, 2021) und eine Atmosphäre gegenseitigen Vertrauens schaffen (Van Vuuren & Freisleben, 2020).…”

Twelve tips for using synchronous virtual classroom technologies in medical education

“…Providing worked examples, which demonstrate how to solve a specific problem or modelling expected outcomes, can be effective teaching strategies for optimising germane load ( Collins et al ., 2020 ). During live sessions, instructors may like to experiment with embodied techniques and encourage learners to stand up, stretch, walk around, and engage with others ( Vuuren and Freisleben, 2020 ). Encouraging such techniques might prove to be particularly effective in synchronous sessions centred around role-playing a clinical scenario, undertaking a peer-led consultation activity, or engaging in a panel debate.…”