MATERIALITIES IN HIGHER EDUCATION: DESIGNING TEACHING VIDEOS AS A BREAK FROM TRADITIONAL SCHOOL TIME AND SPACE
In Higher Education in Uruguay, specifically within university undergraduate programs and tertiary teacher training courses, the implementation of virtual teaching modalities began in 2020 as a result of the COVID-19 pandemic. Initially, this process proved highly challenging, as the entire national educational system was formatted according to a school culture based on face-to-face instruction. Despite this, virtual teaching became the predominant modality between 2020 and 2021, subsequently transitioning toward hybrid teaching models (referred to as semipresencial in Uruguay), primarily in theoretical curricular units. The cases selected for this critical reflection on the curricular innovation of incorporating teaching videos into the hybrid modality include specific curricular units from the Bachelor of Industrial Design of the Escuela Universitaria Centro de Diseño (EUCD) of the Facultad de Arquitectura, Diseño y Urbanismo (FADU) de la Udelar and from Teacher Training and Primary Education programs at the Consejo de Formación en Educación (CFE) of the Administración Nacional de Educación Pública (ANEP). This emerging school grammar—characterized by a new conception of school time and space as structuring and structured dimensions of material school culture in Higher Education—implies significant changes regarding materialities and pedagogical-didactic decision-making for the training of designers and teachers at the beginning of the 21st century.
MATERIALITIES IN HIGHER EDUCATION: DESIGNING TEACHING VIDEOS AS A BREAK FROM TRADITIONAL SCHOOL TIME AND SPACE
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DOI: https://doi.org/10.22533/at.ed.515752606032
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Palavras-chave: Higher Education; Material school culture; Virtual Teaching and Learning Environments (VTLE); Teaching video.
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Keywords: 'Higher Education; Material school culture; Virtual Teaching and Learning Environments (VTLE); Teaching video.
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Abstract:
'In Higher Education in Uruguay, specifically within university undergraduate programs and tertiary teacher training courses, the implementation of virtual teaching modalities began in 2020 as a result of the COVID-19 pandemic. Initially, this process proved highly challenging, as the entire national educational system was formatted according to a school culture based on face-to-face instruction. Despite this, virtual teaching became the predominant modality between 2020 and 2021, subsequently transitioning toward hybrid teaching models (referred to as semipresencial in Uruguay), primarily in theoretical curricular units. The cases selected for this critical reflection on the curricular innovation of incorporating teaching videos into the hybrid modality include specific curricular units from the Bachelor of Industrial Design of the Escuela Universitaria Centro de Diseño (EUCD) of the Facultad de Arquitectura, Diseño y Urbanismo (FADU) de la Udelar and from Teacher Training and Primary Education programs at the Consejo de Formación en Educación (CFE) of the Administración Nacional de Educación Pública (ANEP). This emerging school grammar—characterized by a new conception of school time and space as structuring and structured dimensions of material school culture in Higher Education—implies significant changes regarding materialities and pedagogical-didactic decision-making for the training of designers and teachers at the beginning of the 21st century.
- Alejandra Capocasale Bruno
