Agile XR
  • Welcome
  • Key Project Learnings and Reflections
  • Project Result 1
  • 1 - Guide: Agile Teamwork in Web-Based Learning
    • Chapter 1 - Agile in Software
      • 1.1 Values in Agile Software Development
      • 1.2 Principles in Agile Software Development
      • 1.3 Agile Project Management and practices
      • 1.4 Agile Mindset
    • Chapter 2 - Agile in Education
      • 2.1 Agile Compass for Education
      • 2.2 eduScrum
      • 2.3 Agora schools
      • 2.4 Agile Learning Centers
    • Chapter 3 - Agile practices for project-based learning
      • 3.1 Sprint Planning and Execution
      • 3.2 Daily Stand-Up Meetings
      • 3.3 Collaborative Learning and Projects
        • 3.3.1 Project initiation
        • 3.3.2 Project planning
        • 3.3.3 Project execution
        • 3.3.4 Project performance/monitoring
        • 3.3.5 Project closing
        • 3.3.6 Agile rituals using Mural
    • Conclusions
    • Bonus: Interviews with Agile Experts
      • Interview with Yeremi Marín, ALC Facilitator at EduCambiando, Mexico
      • Interview with Ryan Shollenberger, Co-director ALC NYC
      • Interview with Willy Wijnands, Cofounder eduScrum
  • 2 - Video Tutorials: Agile Teaching Techniques
  • Project Result 2
    • 3 - Guide: Implementing VR/XR in Team-Based Education
      • Our Approach: Design-Research
      • State of VR for Education
      • How To Choose VR Hardware and Software
      • Testing and Benchmarking VR Platforms
      • Designing Virtual Environments for VR Learning
    • 4 - Manual: Spatial.io for VR-Enhanced Teamwork
      • Terminology in XR
  • Project Result 3
    • 5 - Workshop: Designing Blended Learning Courses
      • Session 1 - Redesign Project Framing
      • Session 2 - Understanding the Student Experience
      • Session 3 - Understanding the Teacher Experience
      • Session 4 - Blended Course Plan
    • 6 - Workshop: Enhancing Existing Lessons for Blended Learning
      • Session 1 - Quick Scan
      • Session 2 - Deep Scan
    • 7 - Lesson Plan Templates for Online and Hybrid Learning
      • LP1 - Intro to AI - Elementary School
      • LP2 - Planning Skills - Lower Secondary Level
      • LP3 - Intro Radioactivity - Higher Secondary Level
      • LP4 - Berlin Wall - Upper Secondary Level
      • LP 5-10 - Lifelab Project - Upper Secondary Level
  • Project Result 4
    • 8 - Guide: Mastering Effective Distance Learning
      • Module 1: Introduction
        • What is distance learning and is it expanding so fast?
        • Online learning
      • Module 2: Methods of implementing distance learning
        • Synchronous online learning
        • Asynchronous online learning
        • Blended learning and flipped learning/classroom
      • Module 3: Classroom management in online learning
        • Class management in distance learning and how to engage students in distance learning
      • Module 4: Promoting collaborative learning in distance learning
        • Collaborative learning in distance learning
        • Problem-based learning and project-based learning in distance learning
        • Cooperative learning in distance learning
      • Module 5: How to promote social interactions in distance learning
      • Module 6: Educational technology tools for distance learning
      • References
    • 9 - Reference Guide: EdTech Tools for Interactive Teaching
      • Module 1: Introduction
        • How to get more student engagement?
        • How can we make it more collaborative?
        • What can be done with less or no teacher support? (e.g. for flipped classrooms)
      • Module 2: EdPuzzle
      • Module 3: Socrative
      • Module 4: Trello
      • Module 5: Nearpod
      • Module 6: Google Drive, Microsoft OneDrive, etc. (Shared document tools)
    • 10 - Digital Tool: EdTech Decision-Maker
    • 11 - Report: Evaluating Agile and VR/XR Teaching Pilots
      • Introduction
        • The project "Augmented Agile teamwork for hybrid learning at Schools” (AgileXR)
        • Project Result 4: Pilot and Impact Evaluation and Lessons Learned
        • Brief Theoretical Framework
        • Pilot Teaching Experiences in the AgileXR Project
      • Aim of the report
      • Method
        • Participants
        • Materials
        • Data Analysis
        • Procedure
      • Results and discussion
        • Students' perspectives
        • Teachers’ perspectives
      • Educational implications
      • Conclusions
      • Bibliographical references
      • Appendix
        • Appendix 1. Pilot evaluation student questionnaire
        • Appendix 2. Pilot evaluation teacher questionnaire
        • Appendix 3. GDPR - Family authorisation for secondary school students
  • Translations
    • 12 - Multilingual Publication Translations
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  1. Project Result 4
  2. 8 - Guide: Mastering Effective Distance Learning
  3. Module 1: Introduction

Online learning

Online learning refers to the teaching or courses or subjects primarily or entirely over the Internet. This differs from traditional distance learning, which was conducted through mail, DVD, telephone, or television. Over time, this method has evolved, leading to entire courses or subjects being offered via the Internet for formal education.

Due to the complexity of the term and the different emerging terms that arise from the concept of online learning, below are a series of definitions that will help us understand this term (Singh & Thurman, 2019, p.302):

Online learning is defined as a learning experience through the internet/online computers in a synchronous classroom where students interact with instructors and other students and are not dependent on their physical location for participating in this online learning experience.

Online learning is defined as a learning experience through the internet in an asynchronous environment where students engage with instructors and fellow students at a time of their convenience and do not need to be co-present online or in a physical space.

Online education is defined as education being delivered in an online environment through the use of the Internet for teaching and learning. This includes online learning on the part of the students who are not dependent on their physical or virtual co-location. The teaching content is delivered online and the instructors develop teaching modules that enhance learning and interactivity in the synchronous or asynchronous environment.

Online learning does not imply isolation of the learner in using the course materials. Although isolation may occasionally occur, there are numerous methods for students to actively participate in their online learning experience. In the next section, we will delve deeper into distance learning, providing recommendations for a more effective approach. We will delve into the following:

  • Establish clear and strong lines of communication

  • Prioritize clarity in communication about what learners need to do.

  • Combine synchronous and asynchronous teaching.

  • Give clarity and put a voice and face to learning activities through a teacher.

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