D.O.E.L: Digital Supportive Experiential Learning

We also feel the desire to grow in this and see where we can switch. We see the many possibilities that hybrid learning can offer.

Obstacles in digital switchover

However, we also see the possible obstacles that are diverse :

• not believing in the added value of digital tools;
• working in contexts where interaction between people is an essential part of care and assistance;
• ...

Lifelong learning is person-, practice- and process-oriented...

Within our People and Society expertise network, our training and refresher courses in the context of lifelong learning are known for their 3P approach: person-, practice- and process-oriented. We want to retain the strength of this 3P approach and supplement it with a blended+ trajectory.

We believe that this is not only an added value in terms of method and didactics, but also that we can include students and their fields of work in the digital evolution.

Three digital methodologies 

In doing so, we identify what we believe to be the most challenging competencies: the transversal themes that are of crucial importance in 21st century skills and leadership models.

We are developing three digital methodologies with a focus on three themes:

1. Dealing with resistance in group dynamics: learning form immersive room
2. A critical look at one's own functioning and learning: learning form online learning diary
3. Giving feedback: learning form online game form

In each of these three methods we start from practice. We ask teachers about their cases, their vision of the methodologies, ...  and in this way develop material that is close to the user experience of our teachers. We are testing the working methods in various training courses of the Expertise Network for People and Society and beyond.

Our goal is to provide a blueprint for each method, so that teachers can use it in their training and develop it further.

1. Immersive room

An immersive room consists of a 360° projection on the walls combined with adapted audio and scents. In this way, users can be fully immersed in a fictional environment and situation. In addition, several participants can participate at the same time and it has many opportunities to work interactively.

This combination of elements makes an immersive room ideal for experiencing a conflict from the front row, simultaneously consulting with fellow players, all without running the risk of things going completely wrong. So this is perfect for gaining experience. Moreover, an IR can greatly facilitate viewing a situation from different perspectives . In the IR you can literally put yourself in someone's shoes. We develop a 360° video about a conflict situation.

The goal of this part of the project is to create an immersive room around a conflict. This is based on the input of teachers who work on these themes, who have theoretical and practical experience. As we go through this process, we want to map out where the opportunities and challenges lie when working with the immersive room on such themes.

We also want to shape a blueprint about working with an immersive room. This should clarify:

• what an immersive room can do;
• which steps must be taken to make one;
• for which it can be useful to use it;
• how to do this.

Current state of affairs: We are currently processing the feedback from the test phase and finalizing the manual.

2. Online learning diary

A learning diary in which the student can reflect ensures a better learning effect. By regularly answering specific questions in the longer term, students can look back and discover patterns, they are regularly reminded of their own learning or growth goal, ...

We use the existing website with the online assistance diary to create a similar 'learning diary'.

Current state of affairs: Adjustment of the website.

3. Online game form

"Play" is a broad concept. The purpose of play is to play itself and have fun doing so. It is an active, experiential activity that you undertake of your own free will. Usually there is a 'pretend' element to it. Once you get into it, you become completely absorbed in it and forget the world around you.

The reasons why game-based learning is so popular in professional learning are becoming increasingly clear. serious learning games:

• improve student engagement and motivation;
• facilitate in-depth reflection;
• offer direct practice without risk to get 'real' mileage on the clock;
• facilitate the memorization and retention of knowledge.

The aim of this research part is to develop a serious learning game to practice and experience giving and receiving feedback in a playful way. In the background we are developing a blueprint that teachers can also use for other skills.

Employees of the media libraries of Artevelde University College make available the existing game offer and list existing online tools to facilitate the virtualisation of the game offer for teachers.

Current status: We are developing the game. This is followed by a test phase.