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Requirements and challenges for hybrid intelligence

The potential for Artificial Intelligence is widely proclaimed. Yet, in everyday educational settings the use of this technology is limited. Particularly, if we consider smart systems that actually interact with learners in a knowledgeable way and as such support the learning process. It illustrates the fact that teaching professionally is a complex challenge that is beyond the capabilities of current autonomous robots. On the other hand, dedicated forms of Artificial Intelligence can be very good at certain things. For example, computers are excellent chess players and automated route planners easily outperform humans. To deploy this potential, experts argue for a hybrid approach in which humans and smart systems collaboratively accomplish goals. How to realize this for education? What does it entail in practice? In this contribution, we investigate the idea of a hybrid approach in secondary education. As a case-study, we focus on learners acquiring systems thinking skills and our recently for this purpose developed pedagogical approach. Particularly, we discuss the kind of Artificial Intelligence that is needed in this situation, as well as which tasks the software can perform well and which tasks are better, or necessarily, left with the teacher.

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Requirements and challenges for hybrid intelligence

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Teaching in the hybrid virtual classroom

Seven college lecturers and two senior support staff were interviewed during 2021 about their experiences teaching in hybrid virtual classrooms (HVC). These technology-rich learning environments allow teachers to simultaneously teach students who are in class (on campus) and students who are joining remotely (online). There were two reasons for this choice: first, ongoing experimentation from innovative teaching staff who were already using this format before the COVID-19 pandemic; secondly, as a possible solution to restrictions on classroom size imposed by the pandemic. Challenges lecturers faced include adjusting teaching practice and lesson delivery to serve students in the class and those online equally; engaging and linking the different student groups in structured and natural interactions; overcoming technical challenges regarding audio and visual equipment; suitably configuring teaching spaces and having sufficient pedagogical and technical support to manage this complex process. A set of practical suggestions is provided. Lecturers should make reasoned choices when teaching in this format since it requires continued experimentation and practice to enhance the teaching and learning opportunities. When external factors such as classroom size restrictions are the driving force, the specific type of synchronous learning activities should be carefully considered. The structure and approach to lessons needs to be rethought to optimise the affordances of the hybrid virtual and connected classroom. The complexity of using these formats, and the additional time needed to do it properly, should not be underestimated. These findings are consistent with previous literature on this subject. An ongoing dialogue with faculty, support staff and especially students should be an integral part of any further implementation in this format.

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Teaching in the hybrid virtual classroom

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Hybrid learning environments in vocational education

Nomination Best Research & Practice Project Award at the EAPRIL conference, Jyväskylä, Finland. Hybrid forms of learning environments in vocational education are central to the two projects of this application: a design-oriented, applied research project from the Centre for Expertise in Vocational Education (ecbo-project) and an educational innovation/practitioner-research project (hpboproject). A PhD-research project is closely related.

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Hybrid learning environments in vocational education

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A design perspective on the school-work boundary

This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary.

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We report research into the evolvement of a hybrid learning environment where education, companies and government successfully cooperate. This hybrid learning environment—one of the latest inventions in curriculum design—is special because it was neither intended nor planned by the parties involved. With some self-astonishment, the participants in this research experienced a growing acknowledgement of their emerging educational creation, aside from the experience of and appreciation for their cooperation and the increasing turnover. With a bricolage research approach within the scope of a rhizomatic perspective on becoming, a multivocal perspective on the evolvement of the learning environment was pursued. In emphasizing the historical evolvement of the learning environment, our findings challenge the tradition of drawing board design, accompanied by an appeal for re-appreciating professional craftsmanship. In addition, some reflections regarding the research are discussed.

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Hybrid qualifications in the Netherlands: Vocational educational pathways into higher education as an obstacle course

Against the background of increasing qualification needs there is a growing awareness of the challenge to widen participation in processes of skill formation and competence development. At the same time, the issue of permeability between vocational education and training (VET) and general education has turned out as a major focus of European education and training policies and certainly is a crucial principle underlying the European Qualifications Framework (EQF). In this context, «hybrid qualifications» (HQ) may be seen as an interesting approach to tackle these challenges as they serve «two masters», i.e. by producing skills for the labour market and enabling individuals to progress more or less directly to higher education. The specific focus of this book is placed on conditions, structures and processes which help to combine VET with qualifications leading into higher education.

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Delivering education in the Hybrid Virtual and Connected Classroom

In een hybride virtueel klaslokaal (HVC) zijn docenten en/of studenten zowel fysiek als digitaal synchroon bij een onderwijsonderdeel aanwezig. De online studenten danwel docenten kunnen thuis zijn, of bevinden zich bijvoorbeeld in een authentiek werksituatie of ergens in het buitenland. Hybride virtuele klaslokalen zijn ontworpen om studenten op locatie en studenten op afstand aan elkaar te verbinden. De fysieke en digitale onderwijsactiviteiten lopen synchroon aan elkaar. Het kan daarmee ook digitaal aanschuifonderwijs genoemd worden. Wat zijn de voordelen van het HVC? Wanneer gebruik je het en wanneer gebruik je het niet? Op welke manier gebruik je het dan en welke consequenties heeft dit voor het didactische repertoire? Welke technische opstellingen horen hierbij? Het lectoraat Teaching Learning & Technology heeft onderzoek gedaan naar de inzet van HVC in het onderwijs en vanuit interviews met docenten en ondersteuners praktische handvaten ontwikkeld op zowel didactisch als technisch niveau. Deze zijn te lezen in het onderzoeksrapport.

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Delivering education in the Hybrid Virtual and Connected Classroom

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Hybrid Learning Environments in VET

Vocational education and training (VET) plays a central role in preparing young people for work, developing adequate skills and responding to the labour-market needs of the economy. The transition learners are required to make from education to the workplace is a complex, and often problematic, process (Tynjälä, Välimaa, & Sarja, 2003). Studies show a gap between what is learned and what is required of competent professionals in an ever more complex world (Baartman & De Bruijn, 2011). The integration of students? learning experiences across academic and practice settings is currently of considerable interest within the educational sectors in a number of countries (Billett, 2011), among which the Netherlands. The last decade Dutch VET institutes haven been experimenting to design learning environments that cross the traditional school boundaries into working life. Zitter (2010) introduced the term hybrid learning environments . "A learning environment can be considered as a hybrid learning environment? When different formal and informal elements are woven together into coherent programmes of learning and into single learning environments, rather than a programme that combines different components with the aim of offering a more enticing menu of learning for the students" (Zitter & Hoeve, 2012 in OECD, 2013, pp. 138).

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Self-directed lifelong learning in hybrid learning configurations

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, authentic tasks. The goal of this study is to develop a set of design guidelines for an intervention that would strengthen students’ capacity for self-directed lifelong learning within a hybrid learning configuration, a one-semester elective course at a university of applied sciences in the Netherlands. The research approach was educational design research. An intervention was designed, implemented and evaluated during two iterations of the course. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. We developed five intervention design guidelines that will promote self-directed learning. Our conclusion is that the intervention was usable and effective: at a basic level, the students did develop their capacity for self-directed lifelong learning. Further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.

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Requirements and challenges for hybrid intelligence

Teaching in the hybrid virtual classroom

Hybrid learning environments in vocational education

A design perspective on the school-work boundary

Plotless actions with nevertheless a plot

Hybrid qualifications in the Netherlands: Vocational educational pathways into higher education as an obstacle course

Delivering education in the Hybrid Virtual and Connected Classroom

Hybrid Learning Environments in VET

Self-directed lifelong learning in hybrid learning configurations

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Marisa De Brito Pereira Maduro

Frank Pierie

Petra H.M. Cremers

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Grensoverstijgende leeromgevingen in het beroepsonderwijs

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Requirements and challenges for hybrid intelligence

Teaching in the hybrid virtual classroom

Hybrid learning environments in vocational education

A design perspective on the school-work boundary

Plotless actions with nevertheless a plot

Hybrid qualifications in the Netherlands: Vocational educational pathways into higher education as an obstacle course

Delivering education in the Hybrid Virtual and Connected Classroom

Hybrid Learning Environments in VET

Self-directed lifelong learning in hybrid learning configurations

Personen 3

Marisa De Brito Pereira Maduro

Frank Pierie

Petra H.M. Cremers

Projecten 2

Grensoverstijgende leeromgevingen in het beroepsonderwijs

Onderwijs op het snijvlak van kunst, wetenschap en technologie