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Are We Cyborgs?: Some Challenges to Design Remote and Blended Learning for the Future

Are We Cyborgs?: Some Challenges to Design Remote and Blended Learning for the Future

Joana Fernandes
Copyright: © 2023 |Pages: 11
ISBN13: 9781668460719|ISBN10: 1668460718|ISBN13 Softcover: 9781668460757|EISBN13: 9781668460726
DOI: 10.4018/978-1-6684-6071-9.ch014
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MLA

Fernandes, Joana. "Are We Cyborgs?: Some Challenges to Design Remote and Blended Learning for the Future." Developing Curriculum for Emergency Remote Learning Environments, edited by Susana Silva, et al., IGI Global, 2023, pp. 255-265. https://doi.org/10.4018/978-1-6684-6071-9.ch014

APA

Fernandes, J. (2023). Are We Cyborgs?: Some Challenges to Design Remote and Blended Learning for the Future. In S. Silva, P. Peres, & C. Silva (Eds.), Developing Curriculum for Emergency Remote Learning Environments (pp. 255-265). IGI Global. https://doi.org/10.4018/978-1-6684-6071-9.ch014

Chicago

Fernandes, Joana. "Are We Cyborgs?: Some Challenges to Design Remote and Blended Learning for the Future." In Developing Curriculum for Emergency Remote Learning Environments, edited by Susana Silva, Paula Peres, and Cândida Silva, 255-265. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6071-9.ch014

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Abstract

This chapter addresses the possibilities of a pedagogical shift in higher education based upon a thoughtful integration of learning technologies and a rich pedagogical interaction. The lockdown provided the opportunity to deepen our understanding about the relationship between subjects and technology, bringing up classical utopian and dystopian views. At this point, we are living in a hybrid world, with a fusional relationship with digital devices. As for education, it is clear that remote and blended learning delivery modes were not a temporary fashion. The authors discuss a set of principles that seem relevant to current and future remote and blended methodologies: (1) technology means freedom not slavery and it can serve a slow pedagogy, (2) communication is no longer a pure anthropocentric concept, and (3) a symbiotic and dialogical relationship between student and lecturer is not a thing from the past. With such principles in mind, they share their personal vision applied to the redesign of a module of semiotics concerning creative writing.

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