© Alexandra Maldonado from the series 'Inhabit - Migrate'

The European Cultural Centre, in collaboration with Urbanautica and Paris College of Art, hosted last November 27-28, 2020, the 2nd International Photography Conference “Blurring the Lines”. One panel focused on Educational Learning Settings. Among the speakers Pedro Vicente whose lecture aimed at introducing online methodologies in photography education. We shared here his speech along with the images of Alexandra Maldonado, a recent graduate from SHIFTA - Online School of Digital Makers by ELISAVA Barcelona. Her outstanding work was shortlisted for the catalog 2020 of Blurring the Lines which showcases every year a selection of valuable thesis from different international academies. The project 'Inhabit - Migrate' is a shared essay with Erika Garcia, a migrant woman who moving from Venezuela to Ecuador with her family in search of a better life. 

Pedro, you are the director of both the MA Photography and Design at ELISAVA -  School of Design and Engineering, and of the MA Photography Practice at SHIFTA - Online School of Digital Makers by ELISAVA. Could you introduce us to how new ways of distant teaching are different from the past?

Pedro Vicente (PV): The Covid-19 has until last has boosted a new scenario. Before that, just a few of us had the experience of online teaching, while now all of us have to develop this experience both as teachers or simply as people with kids. 9 out of 10 students today have moved to distance learning. This is real! But first, let's make a step back to those early experiences of distance education courses. The first one was introduced in the 1840s by Sir Isaac Pitman who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for corrections. The key element of student feedback was crucial in Pitman's system; a scheme made possible by the introduction of uniform postage rates across England. Similarly today online education is possible thanks to the internet. The University of London was the first to offer full degrees through their Exchange Programme. In 1858 it became the birthplace of distance learning, allowing students to enroll in studies outside the country and keep earning a living while studying.  Then, back to our days, in 2006 Salman Khan founds the Khan Academy, to provide free, world-class education to anyone, anywhere. 10 million people use the platform today, from 190 countries, with 999 million lessons delivered, in dozens of different languages. Another key moment is the appearance in 2008 of MOOCs (massive open online course) online courses aimed at unlimited participation and access via the web. that became very popular in the field of distance learning. So this is just a brief excursus of 150 years of evolving practices and technologies.

© Alexandra Maldonado from the series 'Inhabit - Migrate'

Where are we now?

PV: Distance learning is a way of educating students online. Lectures and learning materials are sent over the internet. Students work from anywhere, at any time, not in a classroom. Distance learning falls into two main categories: synchronous and asynchronous. The first one refers to a method of education delivery that happens in real-time. It requires live online communications. Synchronous's method proves to be less flexible than other forms of distance learning. Asynchronous provides students with clusters of weekly deadlines. They have the freedom to work at their own speed, and they can access course contents beyond the scheduled meeting or class time. Both faculty and students benefit from asynchronous learning as it allows them to create and consume content when it's more convenient. There are many pros in general: accessible from anywhere and anytime, cheaper, less tiring or boring, adaptability and freedom, just to mention a few. On the cons side: need to be self-motivated, students can lose track, less oral skills, and social interaction. Having said this, what are the facts before Covid-19? In fall 2018, in the United States, there were 20 million people doing undergraduate programs; and out of these 7 million (35%) were at least doing a course in distant education. What is interesting to highlight is that if we consider only private learning institutions this percentage goes to 73%. And even 62% were doing exclusively distant education.

© Alexandra Maldonado from the series 'Inhabit - Migrate'

What are the reasons for choosing online learning?

PV: Well, the main one is not having time to go to the classroom. 47% say that existing commitments do not allow for attendance in campus-based courses. 21% argue that online learning was the only way to pursue the field of interest. Another 21% recognize the role of employer or partnership. Finally, the reputation of the school is relevant for only 8% of the students. The average percentage of courses related-activities students would like to complete on their mobile devices is 46%. Among popular fields of online studies, Arts & Humanities occupy only 10% in 2018 compared to 23% of Business related courses. Quite interesting is the fact that 44% of students live within 25 miles away from their institution providing online education.

© Catalog 'Blurring the Lines' 2020, published by Urbanautica Institute. Featuring the work by Alexandra Maldonado

So how this scenario has changed since Covid-19?

PV: The corona-pandemic has changed the way we learn. A study from the Cambridge University Press reports on how  1.200 students are adapting to their new ways of distance learning. 50% found it more difficult than they thought it would be but they felt more motivated during the lockdown and that they are continuing to make progress. Looking into the future, learners would like to do 60% of their learning online. The best thing appears to be able to study when you want and having access to a wide range of resources. From the side of teachers what has pleasantly surprised is innovation (freedom to experiment with teaching practice) 38,5%, flexibility 33,5%, a wide range of tools 30,8%, and improved relationship with pupils 23,1%.
More facts. After Covid-19 77% of educators believe online education is just as good as traditional ones, if not better. 70% of the students claim the same, and 26% claim to be better than the classroom. So my point of view is that approaches to teaching and learning in higher education have been transformed in response to multiple factors, but particularly in reference to new pedagogies and technologies. Digital methodologies and strategies must allow to experiment and develop new teaching methods, improving interaction with students and promoting collaborative learning and self-learning. In the on-campus teaching model, a lecturer is a lecturer because he has particular knowledge in a particular field. In online learning is not enough, the lecturer needs to know how to transmit and communicate to engage students in order to overcome the distance, and possess digital knowledge and skills.

© Alexandra Maldonado from the series 'Inhabit - Migrate'

© Alexandra Maldonado from the series 'Inhabit - Migrate'

© Alexandra Maldonado from the series 'Inhabit - Migrate'

What are the skills and challenges for teachers?

PV: There are many. Firstly, digital literacy and technological innovation, problem-solving, social media skills, ability to create and deliver visually engaging content, being updated, and being a good motivator. But it's not just about technology. As teachers, we need to constantly update our specific knowledge and learn how to transmit it in engaging new ways in ever-changing environments. In a global world, it does not make sense that the learning of photography continues to be limited to a "decisive moment": to learn in a given space, at a given moment with a given teacher, in a given context, and from a given way of understanding photography. In a constantly changing environment, learning and teaching models must adapt and adapt to it.

© Alexandra Maldonado from the series 'Inhabit - Migrate'

© Alexandra Maldonado from the series 'Inhabit - Migrate'

© Alexandra Maldonado from the series 'Inhabit - Migrate'

If this is the challenge what are the main assumptions schools need to face to compete differently?

PV: Firstly we have to distinguish non-formal education, like a short course on how to learn to use a camera, from formal and post-graduate education. In ELISAVA, three years ago, we decided to create an online school named SHIFTA. So we started to study a program to place on the market for distant students. Our main assumptions are: we do asynchronous and synchronous models, providing studying flexibility, global accessibility. Online studies are supported by a virtual learning environment easily accessible via digital devices. We enhance learning by doing methodology, and offer high-quality learning resources through top lecturers and digital resources developed by industry-leading academics. We have personalized monitoring of students with live feedback sessions and support students to develop their full potential and go further independently. The evaluation is continuous, combining active participation essential to create the appropriate space for collaborative learning, and individual or collective work. All assessments are taken and submitted online, while students get the same degree that the on-campus program.

© Alexandra Maldonado from the series 'Inhabit - Migrate'

What type of practical methodologies have you developed at SHIFTA to endorse these changes?

Well, we follow a project-based learning attitude in which students gain knowledge and skills by working for an extended period of time to invest and respond to an authentic, engaging, complex question, problem, or challenge. Education is also based on predetermined "competencies", which focuses on outcomes and real-world performance. We also teach through flipped-classroom, a pedagogical method where students encounter new information and concepts outside of class and develop their understanding by engaging with practicing what they learned. Students are lead to be active learners taking a high level of initiative and responsibility for their learning, while teachers use class meetings to provide valuable feedback.
Microlearning provides relevant information to students in an exciting manner by dividing the course materials into small, manageable portions for an optimal learning experience. It is a straightforward and easier strategy to acquire knowledge, allowing learners to grasp bite-sized information quickly and effectively. Design thinking is also a useful mindset and approach to learning  (also from mistakes), collaboration, and problem-solving. It's the core structure of how we face online education. Not to forget gamification, as a set of activities and processes to solve problems by using or applying the characteristics of game elements. Finally, cooperative learning by breaking the classroom into small groups helps students developing collectively new ideas, concepts while collaborating with each other achieving goals.

© Alexandra Maldonado from the series 'Inhabit - Migrate'

Somehow we need to view distance education from multiple perspectives and with a questioning attitude...

Exactly. The challenge is to reconceptualize, restructure, and significantly reshape teaching and learning while guaranteeing a quality experience that is also cost-effective for a mass market. We as educators must critically analyze new developments in online learning, and begin to position ourselves for the inevitable transformation of how we approach learning in distance education. It is time that educators think through the challenges, changes, and possibilities of both flexible access and collaborative learning experiences.

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LINKS

Blurring the Lines (website)
ELISAVA - School of Design and Engineering
SHIFTA - Online School of Digital Makers