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okay, yeah, we can see it. So. please.

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start. You have a 15 min for your judicial exclusion and education and a call inequality presentation.

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Thank you very much.

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Judith: Well, thank you. Hello, everybody. Good afternoon. Here in Mexico. Good morning. I think they're in Australia. As we said before, This paper is presented by by me. You it Paris, Castro, and my colleague his. We are both from Mexico, from the national autonomous University of Mexico, and Well.

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Judith: as it was said, the name of the paper is the exclusion and educational inequality. This this paper is the result of a bigger project.

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Judith: Call indigenity and password to higher education. it's objective. If it's to all the the impact of institutional and diversity and experience, abilities and identity

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Judith: of indigenous students in the different social dimensions. Here we will focus on the outcomes regarding digital exclusion or indigenous students during the pandemic.

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Judith: First of all, we should say that we define exclusion as a dynamic, multi-dimensional process which has several a facets or sites, so inclusion is only one side of the coin, the other one is inclusion. Both are it related, and no one can be understood without the other

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Judith: people are not completely excluded or included in social life. On the contrary, all of us tend to move along the continuum between exclusion and inclusion, and even those people who tend to be consider or con or call themselves as the excluded

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Judith: are continuously mobilizing resources, developing strategies, building relationships, networks and openings, space for participation

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Judith: Now regarding a

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Judith: education, the Global Education Monitor Report holds that tertiary education in the world has had an unprecedented expansion during the last decades, however, it also has been accompanied by a persistent vertical, and horizontal inequity.

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Judith: The vertical inequity refers to who enters and who graduates in this case people

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Judith: a from under represented group have gained access to higher education, but they tend to have lower completion rates compared to the most disadvantaged groups. It means that not all the people who enters higher education can actually finish it. Okay.

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Judith: So, having access or being enrolled in in higher education, institution does not necessarily mean to be included because there are different levels of exclusion or exclusive intention, so to speak.

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Judith: the different

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Judith: actually impacts traditional life.

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Judith: One of these types of exclusion is what it is called

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Judith: knowledge, exclusion. And this knowledge exclusion occurs when educational institutions are unable to develop meaningful learning for people

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Judith: and in so and for society.

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Judith: Knowledge, exclusion,

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Judith: Unveil consistency

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Judith: of lost consistency, loss of loss of institution, that is, the loss of its ability to instruct individuals.

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Judith: However.

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Judith: a exclusion is not only a cost by schools, or in this case by the university. On the contrary.

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Judith: there are different factors that contribute to this kind of exclusion, such as family, Family economic situation and cultural life, cultural capital, sorry learning condition, both at the school and at home.

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Judith: knowledge acquired in previous educational levels and individual abilities of each students. In this paper we consider digital exclusion as parts of educational exclusion. Okay?

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Judith: And

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Judith: well, these research, we present here a have a qualitative approach. Especially it was based on collaborative ethnography.

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Judith: We consider different phases in their interviews, focus groups and workshops or forums with stakeholders.

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Judith: In this paper we focus on the in depth interview. It means the first phase developed with an intentional samples of indigenous students and graduates enroll in different types of fire education from Mexico.

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Judith: It is important to say also that the results we, this we discuss here. We're gathered within the Us. Students from 2 public Metropol, A from 2 public universities.

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Judith: from the metropolitan area of Mexico. The total amount of interview with was 14, I mean 40.

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Judith: Well.

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Judith: as we said before I'm on the different factors that produce knowledge, exclusion. Economic difficulties are one of the most important in the university students.

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Judith: the aim to go to the university is a decision

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Judith: that disrupts

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Judith: family life because, given the circumstances in which they leave, all the members must contribute to household maintenance in our research around 2 thirds of the interviews. It means around 27 of the interviews said that economic problems were one of the main difficulties to continue studies

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Judith: in this. In this slide we can see 2 examples. In the first one they, the student, told us that

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Judith: his, his father, was still supporting the studies of one of their sister, I mean his sister

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Judith: and the youngest one, and also was supporting him, so it was very difficult for him to enter the university, because they didn't have enough money, and in that time there was an economic drop in the country in Mexico and also in the family economy. So it I mean.

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Judith: what in at the sort of point at this, at at some point. This, this is students. what's all? What about to quit? Because they didn't have enough money to to to go to the university.

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Judith: In the second example, we can see that some of the students have to work either part time or on weekends

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Judith: to contribute to the family investment in this case. the student,

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Judith: Got that job? because they didn't have also money and told us that

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Judith: also he got any scholarship, and sometimes he only took 500 pixels. It is around $29 a month to pay for for all his expensive and the rest of the money, he and he gave it to the, to to his family, because he said they needed more than than him.

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Judith: So this is the main problem. This is, students face

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Judith: another problem

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Judith: that affects knowledge. Exclusion is previous education.

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Judith: as a as a result of huge inequalities that exist in Mexico. this is students face several problems when they arrived to the university

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Judith: up today coverage has become universal in basic education, and has grown considerably in not per secondary, however indigenous, and community schools usually get the lowest resource in national assessment.

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Judith: Consequently, when John, indigenous people reach higher education

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Judith: have several lacks, because, although they have a same schooling as their peers, they didn't have access to the same education. In our research. Half of the interviews. It means 20 students considered that the lack of academic skills and knowledge

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Judith: has been a knocked up, an obstacle throughout the university with multiple consequences, not only a in their march or in their education in general, but also in their relationship with their classmates and professors.

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Judith: And here we have these examples. These 2 examples it. The first one was a lady who told us that when she arrived to the university she realized that she had lots of disadvantage

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Judith: because in

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Judith: the the teachers talk about some topics that they didn't. I mean, she didn't have any idea. So at the beginning she felt she was a disadvantage.

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Judith: She felt that she knew nothing.

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Judith: and that she wasn't prepared to contain

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Judith: with their with her classmates. In the second example.

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Judith: I mean the

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Judith: the second example show the difference between studying Mexico City, which is the capital of the country and a study in older regions of the country, because in this case they, the students, study in a very prestigious high school, but

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Judith: in a state out of the of the Mexico city. But when she arrived

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Judith: to the university it

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Judith: she saw that there were people who studied in very prestigious high school, that they have read books that she didn't have any idea she didn't know about it.

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Judith: so he said that level of discussion was very different from what I was prepared

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Judith: at that time.

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Judith: So this is another kind of exclusion. Now, as we said in our research, we define digital exclusion as an expression of knowledge exclusions, since around I mean, since around 2 decades, the development of physical skills was included in sea levels of of compulsory education. In Mexico.

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Judith: however, so far the educational system has been unable to ensure that all the students develop this skills, especially in rural areas where the school infrastructure is efficient, and there is also lack of well-trained teacher.

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Judith: To this it is added the 10 of logical inequalities that prevail in the country. He! We have some national data. a gathering from a by the National Institute for Statistic and geography.

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Judith: Here we can see that only 40 44% of Mexican households have access to a computer today in Mexico, and only 60% have access to Internet.

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Judith: Now, regarding to higher education as students, only 50 of them regularly use a laptop to study and do their academic assignments. And 31% usually use cell phones because they don't. They don't have computers.

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Judith: Also, 68% have exclusive ownership and use of these devices. But 27% have to share their their computers with other people of the household.

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Judith: Finally, 3,

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Judith: a 3% have to borrow the computer from all their people outside home, and

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Judith: 0 point 5% had to rent or paid for its use.

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Judith: This is These figures are at a national level in general, but when we compare the

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Judith: the the situation between rural and rural areas.

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Judith: We, we see some other differences. For example, in Europe, in in rural areas, 78 of the population have access to Internet. Meanwhile, in rural areas.

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Judith: a proportion of user drops to 50%. And most of the you know, the students live in rural areas in Mexico.

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Judith: the main device people use. I mean, people from your area used to connect to Internet is the cell phone. As you can see, they, they. The figure is 96. It means that the majority of these students

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Judith: don't have computers at home

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Judith: just cellular form.

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Judith: in our research. They may your technological barrier space by the, you know the students where the lack of computer equipment Internet on availability or poor quality Internet and the lack of technological skills.

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Judith: Now.

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Judith: what? did our students say.  in our research,

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Judith: But

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Judith: in in this example we can see that they interview. We describe the things he had to do to have Internet and the problems they he face

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Judith: at his town.

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Judith: He said that at the beginning it was very difficult during the pandemic, because

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Judith: He. He didn't have Internet, so he had to go to the house of one of her, his relatives. and well to to attend classes, and he said this was such a release.

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Judith: this later, I knew that a guy had an have Internet for rent, and I have to pay for it, and things became easier. However, the another problem is the Wi-fi speed, because sometimes the Internet without.

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Judith: So for this, for this student, this was a main problem during the pandemic, because, even though they I mean.

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Judith: he managed to have access to the Internet. But the service is not is of quality. It's not a good of a good quality in in his town. Now, in in this second example, we can see that 2 more minutes.

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Judith: 2 more minutes.

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Judith: Thank you. As a result of the poor infrastructure. During classes. Some of the students have to travel to A to other towns to attend their classes.

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Judith: which in terms increases educational costs for them at the

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Judith: and their family here in this example. They, the student, told us that usually the Wi-fi went out, and sometimes it took about 6 or 7 h to have it back, so

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Judith: he had to go to another town to attend classes. But this time what this town was about one far from far from his home. So in my in all day, for he had to do to continue studying at the university.

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Judith: Now another problem, a that contributes to the digital exclusion is

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Judith: then

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Judith: that this is, students have several labs, since education in rural, indigenous area is of a very poor quality here. In this example the the student told us that he remember that at the beginning

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Judith: when when he was in high school, sorry

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Judith: he had computing classes.

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Judith: But he didn't know how to type, because he had never had a computer at home.

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Judith: So this was a big barrier for him.

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Judith: The same happens with some of his classmates that cannot afford to buy a computer or

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Judith: because they didn't know how to use the email. They didn't know how to use Internet.

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Judith: Now, in this, in this other example, we can see the difference between in person and distance education.

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Judith: Here the student told us that

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Judith: distance. Education was something new for them, because they weren't used to having classes through the computer.

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Judith: So he said.

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Judith: we may say that it is almost the same, but one

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Judith: who is used to go to the field work, or having the teacher there to answer your question

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Judith: a. Well, it it becomes very difficult for them, because when the teacher is in front of the classroom it helps you to be alert all the time. So when he had a online classes. He usually got distracted, or he also said that he fell asleep during classes.

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Judith: because I mean.

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Judith: it wasn't the same for him. Yes.

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Judith: so in this life in this classes, like one student talks about her classmate situation, and how she helps them to keep up with her classes.

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Judith: You be sober

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Judith: in the summer. Okay, so that would be all. This is the last slide. So thank you very much. And if you have any question you want finished your last slide. It's okay. A few more seconds to finish your last slide.

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Judith: Well, here the the students said that

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Judith: he's I mean, she saw their classmate experience, and she was on their side, because they usually say the Internet without or the power without. So

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Judith: this is you, then hold that

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Judith: once need to understand the situation of these students that are being tell excluded. So When someone asked her to to to lend the the notes, she usually said, yes, because they I mean she realized it.

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Judith: The situation that you that her classmates face during the pandemic and all these problems they have in their towns.

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Judith: that that would be all.

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Thank you very much, Judy. It a very, very interesting presentation which presents

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you know, the effects on

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Judith: oh, lovely! Pick picture with the group of students that participated in the in the research.

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Judith: Excellent.

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Okay, thank you very much. Very interesting, very interesting.

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I really enjoyed your presentation.

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Let's go to the second presentation. Now it's a pretty courted presentation

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by

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Edmondo Grassy. and from Italy, from the University of Rome.

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and the topic is on technology and university the perception of the student population in Roma trip.

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Yes. Okay.

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 Oh, yeah, maybe. Well, unfortunately, who can't

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show the presentation, because it's not on the file here. So we will move to the next one. Yeah, it's gonna be easy. Yeah. The the next one is also a remote presentation. So my

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yeah, let's go back. Yes. So the the the next presentation is by Elsa Estrella from Portugal. and the topic is on academic professionalism in the 20 first centuries

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century. Sorry processes of in creatures. Practice.

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Elsa Estrela: Yes, thank you.

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Elsa Estrela: Thank you. Estrella, I mean, you can.

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Elsa Estrela: So

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okay, let me just put in the oh, okay, again, the the same amount of time it's with like 2 or 3 more minutes, for

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because now we have a few more minutes since, one presentation, is not it? Wasn't there? Okay, okay. Oh, the the floor is yours.

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Elsa Estrela: Thank you. Thank you, Marius. Can you listen me? Well, just to check. Yes, we can see you also, we can hear you. Okay, okay, okay, thank you, Marius. Thank you. So my name is Elsa, and I'm presenting this in the my name and my colleague, Carla Gale, who can't be here today. And this is about the changing that is happening in academic professionalism.

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Elsa Estrela: what are the processes of changing in teachers practice. So, oh, sorry! The background is is related to Bologna process, which is a process happening that started to happening in 2,777

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Elsa Estrela: in Europe, and is related to the structure of the teaching paradigm focused on transmission and the acquisition of existing knowledge

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Elsa Estrela: also related to pandemic, to covid pandemic, because, it's at accelerated the development and diversification of the offer of digital pedagogical resources. So

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Elsa Estrela: so has a response to the to the changes and the challenges that were happening.

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Elsa Estrela: So we consider teacher professionalism as a progressive process of professional construction that continues throughout the teachers active, live, and for this study we looked only to 2 dimensions of this professionalism.

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Elsa Estrela: to professional learning, which is the the ways of the actions that provide improving in teacher, in teaching sorry, and the teacher practices meaning what teachers do and why they do it as a. The pedagogical act in the classrooms.

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Elsa Estrela: So we aim at discussing the transformation of university relations throughout the the increasing use of technologies and its implications for teaching practices. Our question was, to what extent is the increased use of technologies

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Elsa Estrela: introducing changes in teachers, professionalism, and our aims? Our objectives were to understand pedagogical relations at university and to identify process of change throughout the processions of teachers and students, both of

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Elsa Estrela: oh. both of them.

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Elsa Estrela: So we picked up 3 experiences that we have in our university.

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Elsa Estrela: One was the emission, the the internal training that teachers have, but only started in 2,002 to 2022. Sorry. in March of 2022. Until then we didn't have any training internal training for teachers in in

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Elsa Estrela: erez agmoni at university. I just have to say that in Portugal, teachers in higher education do not have pedagogical training until they become teachers. So that's a point very important. 150.

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Elsa Estrela: So the other, Experience is the participation in into into institutional teacher training which is happening in Portugal since 2,020. But we only started the new software only started in February of 2022.

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Elsa Estrela: We had in these 2 experiences 30

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Elsa Estrela: teachers, training workshops only online.

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Elsa Estrela: and the number of teacher registration in both

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Elsa Estrela: this experiences was 314, which is a good good number, if we look that we have more less than 1,000 teachers.

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Elsa Estrela: So the third experience was a pedagogical experience that I had with 2 colleagues of mine that we were where we merge 2 curriculum units in a course of educational sciences. And we worked the 3 of us like, if it was just one curriculum unit

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Elsa Estrela: and the number of students that participated in this pedagogical experience was 41 during 2 academic years. So 2 groups of students

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Elsa Estrela: erez agmoni. So how did we look to our our phenomena, we use the qualitative approach, we, the instruments of quantitative nature. One.

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Elsa Estrela: We use that exploration, analysis, descriptive statistic to support our analysis.

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Elsa Estrela: So our population was has, I said, 314 and 41 Our respondents were 104 teachers. That answer to our questionnaire, our survey, and 2 and 21 students that also answered

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Elsa Estrela: The participants were teachers from university and also students from the for the undergraduate course on educational science, social social education. We looked for these dimensions, professional learning, teachers, practices, and digital pedagogy.

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Elsa Estrela: And so the teachers that were sur surveyed. Sorry have the average age of 48 years with the Youngest Teacher being 28. And you all this 74. This, the distribution of Ag by gender, is more or less homogeneous as could be expected, the overwhelming majority of teachers have a Phd.

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Elsa Estrela: so we, when we look at here, we can see that 46% of teachers has less than 5 years to teaching in the institution, in the in in in Los Angeles.

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Elsa Estrela: But they are, as you. You can see in this table. They are. I'm sorry I have to manage my my screen. they are, mostly of them, 60%, more than 60% are assistance professors.

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Elsa Estrela: So they for their professional development. they participate in in in training actions for the updating of pedagogical knowledge, as you can see here, 67 more than 67 So they semantic carriers they choose were mainly on innovation and pedagogical practices also in pedagogical practices and the use of digital platforms.

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Elsa Estrela: So see more than 68 of the teachers tend to have a positive perception of the fact that the training actions contributed to making the class more dynamic

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Elsa Estrela: with the same positive trend 7, more than 72 of the respondents reported that the pedagogical practice became more diverse. And in the class context, we do regard to the impact of the training courses on the increased use of digital platforms in teaching more than 66% of the teachers agreed that they have started to use this type of resource more.

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Elsa Estrela: and regarding the improvements

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Elsa Estrela: mit Ctl. And in pedagogical relationships through the training sessions. More than 72% of teachers have also wear a very positive perception to chose. Teachers also recognize in a positive trend the contribution that training courses have made to the process of learning feedback given to the students.

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Elsa Estrela: mit Ctl and Although the positive trend remains remains with regard to the impact of the training courses on the learning feedback processes given to the students, we can see that teachers are divided 150,

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Elsa Estrela: some percentage more than 50% agreeing with this relationship. But almost 50%, this disagreeing

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Elsa Estrela: regarding the development of pedagogical practices of collaborative work among students to the training actions carried out more than 55 of teachers also have a positive perception. The level of agreement among teachers regarding the impact

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Elsa Estrela: that training courses have had in making lessons more enjoyable and improving the relationship of students is divided innovation into ways that teachers working recognized by 71% of the teachers with a positive relationship with the training sessions held.

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Elsa Estrela: bringing new ways of teaching and learning. When asked where the training courses contributed to the increasing

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Elsa Estrela: of the motivation levels of the students. Only 55%, more or less of the teachers considered that they did.

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Elsa Estrela: And so in the use of digital record resources, as you can see here, the the resource they mostly use is moodle. But moodle is our learning platform at you. Lose off from a university. And then the Google classroom and canva is, are the most used digital resources. Also here you can see that the digital resources they

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Elsa Estrela: no, and use more. Our quizzes, online tests and feedback. The first 2 related to the the assessment processes.

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Elsa Estrela: And now, regarding the student, I know not regarding the students, yet sorry regarding the statement whether the use of the digital resources contributes to a more objective assessment of the students, although the tendency of agreement is 61%. The mode of response is located at level 5 of the scale.

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So it means that most of them give 5 answer.

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Elsa Estrela: So more than 68 of teachers also tended to agree with the assumption that use of digital resources cost changes in the way they start planning and organizing lesson plans.

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Elsa Estrela: So, considering the students, we had 21 that answered our survey, 41% declared that participated in all all the classes. This is about the innovative pedagogical experience, and 40 more than 45% participating in more than 75 to 5% of the classes.

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Elsa Estrela: 30 more than 36% were on moodle this, our learning platform every day.

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Elsa Estrela: and for 50% were on 2 or more days of the week.

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Elsa Estrela: And so we had some questions for for them all, always with this with this grading that they can choose from 0 totally disagree, and 10 totally agree. We had some statements, and they have to answer to these statements, considering that experience. So they consider that the classroom environment was pleasant and easy relationship between

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Elsa Estrela: students and teachers. And you, we you have an average of 8.5.

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Elsa Estrela: They considered 8.8 as an average that this curriculum unit helped to them organizing structure documents and and all the knowledge expertise that the these 2 curriculum units worked. They consider that in a high level that they help to to getting that knowledge

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Elsa Estrela: in the class, they they have worked individually in a productive way. They also consider highly this, this this statement also, in a group way, also 8.5 The proceed participation of the 3 teachers in the class was useful also considered in a in a high level. The activities in the curriculum unit were a new way of working

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Elsa Estrela: and learning, also considered as 8.9 average, and the curriculum units teachers supported students appropriately. They also considered this in a high level.

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Elsa Estrela: and the use of other curriculum they use in other curriculum units what they learn in this one. So the transfer knowledge. That was one thing that we want to know. So 8.5% in average, consider this, the curriculum unit was useful for my personal and university career, also.

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Elsa Estrela: very much considered in a positive way in agreeing with this. With this view.

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Elsa Estrela: and the use of technologies in the curriculum unit was appropriate in view of the characteristics of the of the curriculum unit. So students feel what they what did they feel when they found 3 teachers in the class for 5 h. Once a week

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Elsa Estrela: they start to feel confused, intimidated, and some they they felt strangeness. So it's it's not usual to have 3 teachers at the same time for 5 h teaching to curriculum units as they will just one.

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Elsa Estrela: The positive points of this, this experience. They, they. They stated that the pedagogical dynamics of work were different, quite different. And they appreciated that the organization of teachers. So we are 3

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Elsa Estrela: teachers, completely different from different age, and different hierarchy e, even in the university. And they that this provide them the the, the learning that was very distinctive and very diverse from the learning they have in other in other curriculum units, so negative points of this experience

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Elsa Estrela: almost of them related with class time 5 h

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Elsa Estrela: per week in in the same day, and some activities that did went so well as they thought that should should happen.

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Elsa Estrela: So these were our dimensions of analysis at the at the beginning. And now we're findings. We have to go further in this research because this pedagogical, innovative experience continues at university in the next year. And the training is is getting more intensive.

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Elsa Estrela: So what we did we find, I'm I'm finishing Marius. Don't worry. I'm just. It's my last one. So okay, so what did we find that the number of pedagogical learning workshops made by teachers did increase.

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Elsa Estrela: and the the covid

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Elsa Estrela: helped this digital transition. Although although teachers still need to improve the use of digital tools, teachers have show a tendency that we have to.

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Elsa Estrela: this is like How can I say we have to go further in this tendency to recognize the effects of professional learning actions in their practice mainly in technical aspects, as their pedagogical practice has not changed much.

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Elsa Estrela: so they use the tools as a technical aspect of view in a view, but they don't change the mindset of pedagogical organization of the of the class students recognize the innovative experience had the effects on their learning and relationships. And there are different ways is that this is another finding of professional learning online workshops and PE learning, because that's what we do. The 3 of us.

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Elsa Estrela: even with teachers with different expertise, we are quite different teachers with different expertise. And so we can say that it seems and we have to confirm academic professionalism is is being reconferred at least into these dimensions that we have studied. So thank you very much for your attention. And.

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Elsa Estrela: Marius.

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I thank you very much as a very interesting presentation.

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I think we can see similarities in other countries as well in higher education. Thank you. Thank you very much. We may come back to later on with the discussion.

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We now move to the fourth presentation. This again, it's a pre-recorded presentation. Let's hope that this time.

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it's huh.

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Okay. So let's see if it works this time.

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Yeah, let's see.

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Good morning. Everyone.

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Okay, it's okay.

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I just share our screen. Now

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that

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my name. I was just

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okay.

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Yes. and it's liquid current. And I'm a research associate at the center of high education, research, and scholarship at Imperial College, London. my co-author, Juliet, and I really appreciate the opportunity to engage with you more asynchronously.

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and I'm doing so because of the unfortunate Uk Australian time difference. The theme of today centers around university student engagement with hybrid learning. notably focusing on students from socioeconomically disadvantaged backgrounds

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given, the research representing is on game and began in 2,019. It provides a unique longitudinal insight into the student university experience before and during the COVID-19 pandemic.

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I myself was an undergraduate master's, a Phd. Student at Pierre College. as well as an imperial basketball recipient. The scheme which we would have studied in our research. But I'm also a current hall board, and have been so throughout the pandemic, living among undergraduate students.

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and therefore someone who has various insights into the imperial student experience and hope to bring a unique perspective to this topic.

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We will be including our email addresses on each slide of this presentation. So if you have any questions, you can email us directly, and we will get back to you as soon as we can.

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Today, we will focus specifically on research. We are conducting an Imperial college lender. an elite research, intensive university focused on science, technology, engineering, mathematics, medicine, and business otherwise known as Stem and B,

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to give an impression of imperial socioeconomic, demographic. 65.8% of students come from State schools compared to 90.1% of university students across England as a whole.

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Imperial also has a below average percentage of undergraduate entrance from low participation movements.

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institutional research projects by the what being drawn upon today are important for helping universities like Imperial to inform changes across the education experience. particularly to address attainment gaps across socio demographic characteristics.

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So why it is? And should the session focus be of interest to all of us?

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While the literature suggests that hybrid learning also called blended learning a learning approach that combines face-to-face learning with online learning

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has resulted in a digital divide between those with ready access to information and communication technology and those with the restricted access. Furthermore, separate literature indicates that nontraditional students are disproportionately affected by this divide.

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and must overcome financial, social and cultural barriers if they are to belong as full members to the university community.

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A separate institutional research project into student sense of belonging has also helped us to develop understanding around this area.

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Finally, both student belonging and well-being are now understood as significant contributors to student experience and success. and Covid has really highlighted many aspects of the pre-covered educational experience that we perhaps take for granted.

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While presenting fresh opportunities for innovation and evolution

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to explore the impact of the digital divide on disadvantaged university students. I will be presenting data and violence today of how this student demographic has and continued to engage with the hybrid grid of learning

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link to this, I hope to more specifically explore. How different disadvantaged students have engaged with increased choice in their learning. the factors that shape their decision making, of how they engage with these hybrid spaces.

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and how financial support, like the Imperial bursary. can empower a different but possibly healthier set of learning and social choices. For these disadvantaged student recipients

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to address this research question. We are presenting findings from the Imperial Bursary Research Project, which has been running since 2,019 and aims to understand the financial, academic, and social experience of students in receipt at the Imperial Bursary

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and understanding how the bursary influences student center belong, also relates to the aims of a separate institutional project which has also been running since 2,019. The belonging engagement and community, also known as the Back project

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and fulfillment of regulatory evaluation requirements. The strategic planning division of Imperial College collects data every year about the experience of impaired bus recipients by semi-structured interviews

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the bursary project expands. The purpose of these regulatory interviews to both evaluate the effects and effectiveness of the Imperial bursary scheme. Whilst understanding the broader experiences and development of students and receipt of the bursary.

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More information can be accessed about the peer-oversary research projects by the left QR. Code and back project via the right to our code

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given. It is a a regulatory requirement of Uk universities to develop their own widening participation initiatives, such as outreach scholarships and bursaries. and to collect data which will enable a valuation of this work.

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The Imperial Bursary scheme is one approach to provide ignorant table financial support, to undergraduate students from households with an income below a certain threshold.

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It must be emphasised that the scheme is only eligible for Uk home undergraduate students with other support packages such as Imperial Student Support Fund existing for all students, including those from international backgrounds.

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The screenshot from the Imperial Bursary Information Web Page shows that anniversary is one of the more generous Uk financial support schemes with up to 5,000 pounds per year being given to individual students.

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It also provides the institution's definition of disadvantaged, based on the eligibility criteria used to determine bursary amounts grounded for pragmatic purposes. We are also basing our definition of disadvantaged students around this criteria.

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The imperial Bursary Research project is in its fourth year, and today it has conducted a total of 65 semi-structed interviews, 7 of which are follow up interviews with participants already interviewed towards the end of their study.

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to retrieve, retrospective of reflection about the impact of the bursary. Throughout their degrees we expressed increased participation during the 2,020 to 2,021 lockdowns where we interviewed students remotely using teams.

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Interviews more recently have been offered both online and in person to all participants or 3 of analyzed pre-covid data. The interview quotes include in today's presentation are all selected since the COVID-19 pandemic to explore the Conference session theme of Covid winners and losers in education.

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Our analysis of the data collected since Covid, until this point has allowed us to arrive at 4 key themes in relation to how students engaged with and manage the transition for remote and hybrid learning.

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first of which, managing time, including the time students allocate to form an informal learning, to in person and remote learning, to exam revision and coursework assessment. and to study in social life.

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These challenges continue to prevail in 2023, including for first year and a graduate students living in halls. some of the who struggle with managing university study alongside the transition and to independent life.

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Secondly, managing space was before Covid students better understood where they had to be when there is now more choice and flexibility around, how students engage with and separate use of home and campus spaces in relation to that study.

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relaxation, and socializing.

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next, managing money, including how money is invested day to day. and also students managing the trade-off between reducing the costs associated with, say, commuting to campus, or living in university accommodation

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versus choosing, whether to reass that be elsewhere, such as joining more social activities with France and finally managing technology. including choices made around purchasing personal technology which enable or enhance learning on or off-campus.

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Much of this management is linked to how students make choice which we have interestingly found can be redirected or empowered by the Imperial bursary. Financial support in the coming slides. I will delve into each of these themes and use student codes to present the authentic voice of various imperial classroom recipients.

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We've really tried to share quotes which are generally representative of what most students felt.

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Students are normally having to adjust to a new way of learning. They only go to transition from further to higher education. As this student participant. Highlighted, however, the historical adjustment of studying in a different way was made even more challenging with a certain onset of remote learning amid covid

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and the need to self-direct and manage a greater amount of learning time

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rather than having the usual certainty of engaging with a rigid in-person structure, including, for example, lectures or laboratory sessions on campus. There is more onus on students to engage with remote lectures synchronously and asynchronously.

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What's managing the time and energy associated with the other usual competing demands of the university experience. for example, as this tube highlighted learning to cook, doing all these things on top of your studies.

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When remote pandemic learning first emerged, some students struggled to adapt to doing everything in the same space for this mechanical engineering student having one space they associated with relaxing, and one which promoted a mindset of learning such as being on campus was really important.

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The challenges of procrastination because of home distractions, not only external, but what the student prescribers internal, were much greater compared to being a physical, shared space with like-vided students.

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We seem to create a mindset of focus and motivation for money.

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formal and informal learning spaces which which permitted seemingly minor but important conversations between peers. including complaints about the talking speed of a lecturer or the intensity of a coursework deadline.

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seem to be lost to remote spaces. Disadvantaged students, including those who continue to remain in their room because of financial concerns. might be an at-risk group who lack a peer-to-peer network and are disengaged as a result.

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whilst this disconnection and tension around choice of learning space within within a hybrid learning context was experienced by all students. The subgroup of financially disadvantaged students we interviewed had to consider the additional choice of how to carefully invest money, to travel, to compass and socialize on course mates, or save many, and bear the procrastination of motivation challenges inevitable. With learning from home.

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This student quote really evidences the seemingly stressful and thoughtful decision. Behind this kind of choice. i. E. Whether to purchase a lemon travel card during the pandemic, or invest the money and other things like buying groceries and going out for a drink of friends.

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Interesting also how the pandemic seemed to shift, how the student managed and perceived their money compared to what they called normal circumstances.

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linked to the challenge of managing money. Students also reported challenges around purchasing personal technology. The quote from this bioengineering student really exemplifies the decision that many students had to undergo the start of Covid.

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which is, whether to purchase a personal device which type of device to purchase. and how exactly that device would assist. Their general alone needs part of the reluctance of this tube purchasing what they called a tablet or a service pro was less linked to financial availability and more to their preferred method of learning. A big talk.

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even having been through the remote phase of pandemic learning. This participants seem to stand by what they call the old pen and notebook approach. yet seemed open to a more tech-enabled approach to learning.

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stating they wouldn't know until they tried.

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While some disadvantaged students recognized they were missing out on social opportunities when opting for financial and educational convenience. Others recognize the benefit from hybrid learning of having a broader range of potential learning environments to choose from.

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including high spaces. But this mathematics student, having a quiet and more private space at home, felt like a better space to watch remote lectures than the group study area of the Central library.

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Furthermore, the technological setup at home seems more amenable to being able to, for instance, pair their headphones to listen to the metric content. For this student, remote learning from home seemed like a positive opportunity, or what they refer to as less hassle.

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Here another student embraced the hybrid learning approach and the opportunity to invest in technology so that they didn't have to spend solely 12 h on campus instead being able to return home to think about the work of energy

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transitions between a variety of home and campus spaces. For students like this participant seem to be a perceived strength. Furthermore, being able to save some time in money on commuting was a positive flexibility for disadvantaged students. Given, they could redirect that time and money into their social life and other priorities

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areas which equally shape a strong sense of belonging.

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Whilst most students commonly spoke about how they value their own person. Learning experiences following covid, they equally welcome the option and choice to learn remotely.

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whilst remotely, Harvard learning provided all students with more choice and flexibility around where and how to study disadvantaged students were more limited in how they could engage with that choice. choosing to stay in one's room and watch lectures online at this, as this medical student reported.

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would have been a more likely option without the bursary financial support.

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Hence missing out on exposure to what some workers have called a hidden curriculum, including in clinical settings where a community of practice exists. might have affected the long-term development of this student without the bursary.

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whilst the choice of whether to travel to an important learning environment like campus or live away from a family home, should not have to factor into any student's decision making, however, the anniversary alleviated the stress of this decision, and seemed to empower more financial and emotional independence in recipients.

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This sense of independence and agency seemed to crucially empower a stronger sense of belong to the discipline and institution. and, as another participant eloquently put it. leveling the playing fields between disadvantaged and better students.

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we found that when disadvantaged students were having to be careful with money, they often felt they had to opt out of certain university opportunities. As this part has been highlighted without the bursary.

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they would have had to live in a different form. thereby missing out on extracurricular activities. In this case sports training enabled by the location of that hall. and finally, link to these previous aspects, would not have had the same social opportunities to make both friends and contacts

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financial support, like the bursary, seems to not only enable recipients to have practical engagement with communities. but it also empowers a sense of agency, and being, it being an accepted part of that community.

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The bursary, therefore, seems to be one important enabler of bringing more diverse groups of individuals together in shared campus spaces. Perhaps the caveat relation to the hybrid learning context is that Walt's physical campus community was lost during favorite

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online community. A community in falls and other living spaces was arguably strengthened and depended upon more so by students.

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I really hope that the presentation today is shovel light on the research question. We posed earlier. which was how our disadvantaged university students engaging with an increasingly hybridized approach to learning and interaction in higher education.

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Some further questions leave us all to reflect on from ponder. Have you recognized similar challenges and opportunities with disadvantaged students you work with? If so, how can we better support disadvantaged students to manage their time, space, money, and personal technology within a hybrid learning context.

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And finally, which of the factors, in addition to financial support, like the bursary. can assist us at large institutes in making effective choices in their hybrid learning experience.

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I just like to extend, thanks to the Imperial college learning and teaching strategy for funding this research. Many thanks also go to my co-author and collaborator, Dr. Julian Fiola. our previous collaborator, Dr. Elliott Cohen.

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and our supervisor, Professor Martin Kingsbury. Among other colleagues in our research center finally, a huge thanks to the International Sociological Association and organizers of this wonderful 2,023 World Congress.

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and all of you as attendees.

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As I mentioned at the start of this session. We very much like to continue the conversation asynchronously. I've included our email addresses and Twitter handles here, and you'll pause for a moment so that you can see them.

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Thank you so much again. And we look forward to continuing the conversation.

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Okay, I think

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we can

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come back.

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Yeah, the last presenter is present remotely. the last remote

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in there.

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Okay, so just a reminder. Because, the presenters of today, the from the Uk. Where are not present now anyone wanting to comment or to engage in dialogue with them.

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they should use their their contact details that they included in their presentation.

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And now we move to our last presentation for today again from Mexico as the first one. From Anita Hirsch Atler, with a topic of postgraduate academics from a Mexican university and their vision of the COVID-19 pandemic.

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Anita, are you ready? You have to push this one. Now.

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ANITA CECILIA HIRSCH Y ADLER: Okay.

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thank you.

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If you Do you want to launch your presentation from? Sorry it's in the last in the last row? It's I think it's my presentation over there. I think so. It's it's easier if you if you do it from your computer because you can then control the slides.

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ANITA CECILIA HIRSCH Y ADLER: I I don't. I didn't bring it because I knew it was going to be there. So I will have to ask for help.

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Okay.

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yeah, I can. I can help with that I just want to check. Can everyone see the slides

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right now? Because I'm not sharing our

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so another you you can start.

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ANITA CECILIA HIRSCH Y ADLER: Thank you very much and and thank you for the help. And one of these This presentation is part of a research project called Applied Ethics and Education, that is carried out in the national autonomous University of Mexico. We have an instrument with 12 open questions, and then we're designed and validated. but it includes the importance.

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ANITA CECILIA HIRSCH Y ADLER: The other thing is that it includes a question about the effects of the COVID-19 pandemic on the academic performance and the strategies of postgraduate teachers and researcher to deal with it. A. We found this sample of 2 291 academics we use the Google forms. And it was done in 2,021 and 2,022,

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ANITA CECILIA HIRSCH Y ADLER: and we classified all all this, all the all. What we found, we classified it in 3 aspects. The first one is positive or neutral effects about the the COVID-19,

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ANITA CECILIA HIRSCH Y ADLER: the second is problems he generated by the pandemic, and the third one is strategies to contact the negative situations. And I, we begin with the with these 3 3 classifications we made. The first one was the positive or neutral view of the pandemic, the empirical categories.

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The first one is opportunity for more productivity.

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ANITA CECILIA HIRSCH Y ADLER: For some of these, a academics, the conf finnament created a number in the environmental, conductive to increasing productivity specially associated with the possibility of publications. We seem to taxi synthetize in the 2 fundamental areas that was the disposition of time and work of at home. So this was the

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ANITA CECILIA HIRSCH Y ADLER: the positive or neutral view of the pandemic for some of the academics. A. Would you help me to put this second. Thank you.

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ANITA CECILIA HIRSCH Y ADLER: Mario's very, very, very much. Thank you. Thank you. The is. The second from this first part is the circumstances of the work done dynamic. Some science developed during the pandemic projects of theoretical nature because they could not access to laboratories and experimental and field work. The second aspect of the second it to pass the problems generated by the pandemic

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ANITA CECILIA HIRSCH Y ADLER: and and they have the negative consequences. This was the biggest one, and it was the first is for performance. Job changes and time displacement, the postgraduate academics as averted that they work with lower with several interruptions because of the necessity to work at home and take care of the family

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ANITA CECILIA HIRSCH Y ADLER: teaching was developed online, reducing hours of for research and the necessity to adjust time and work. The second problem is the interaction there about the suspension or delay to participate in national international collaboration and isolation and lack of direct and personal contact with other academics and space.

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ANITA CECILIA HIRSCH Y ADLER: a specialized support technician. So people felt very, very isolated with this pandemic a problem.

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ANITA CECILIA HIRSCH Y ADLER: The third one was the obstacles for the use of laboratories, equipment. A libraries? No, they, albeit obviously the scientifics where the laboratories and the equipment and libraries were full. It says, social sciences, you money, these ads. So it. They were always very problematized with this problem. The for one was the emotional and health problems.

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ANITA CECILIA HIRSCH Y ADLER: One of the principal consequences was illness, and they did. The family members, friends and colleagues and colleagues, other problems. With that many students left the university. So it some of these will it lift the university and emotional problems, such as depression, anxiety, and panic, and the other one I don't read because

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ANITA CECILIA HIRSCH Y ADLER: it's the same. I it's a an error, for for with my part. So please the next one.

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ANITA CECILIA HIRSCH Y ADLER: Okay, the this is the When again, this, as you see, the negative, is the most

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ANITA CECILIA HIRSCH Y ADLER: a great problems, not this, this second part, administrative and financial problems, professors and researches from 7 post graduate programs express in malfunction of the University administration and from the external financial organizations, and the last one of the second part is the problems on gender inequality.

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ANITA CECILIA HIRSCH Y ADLER: With respect to the 129 women that answered the questionary. They were positive responses in terms of their adequate adaptation to the changes, but they pointed out a series of diverse problems, such as academics, health problems, attention to family and gender inequality.

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ANITA CECILIA HIRSCH Y ADLER: The last one, the last one, is the strategies that they made to be able to continue the with the academic word. It work? I'm sorry. And the first one is that the question to the research projects, the efforts deferred in relation to the correct characteristics of the research processes from the changes in the planification and develop

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ANITA CECILIA HIRSCH Y ADLER: the use of technological and resources, the organization of groups and the distribution of time.

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ANITA CECILIA HIRSCH Y ADLER: also the new dynamics of interaction, the possibility to develop essential activities for the academics, to search for new forms of interaction with the he of technology, he also time, organization and training processes.

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ANITA CECILIA HIRSCH Y ADLER: And this is part of the this third part and the pandemic and their effort as a study object. I I thought, this is very interesting. This one, a group of academics developed projects on topics related to COVID-19, such as genetic analysis of the varieties of the videos, prevention, main measures.

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ANITA CECILIA HIRSCH Y ADLER: diagnosis list and problems of of of compassion. So it, this, this scientific of the university, make it very, very contribution to try to avoid this horrible problem.

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ANITA CECILIA HIRSCH Y ADLER: Well like it. The conclusion is that this position of the authorities and the academics, to preserve the operation of the university was essential to warranty. Permanent contact with academics and students, the interest in learning, the use of new tools, adapting research projects to ensure that students could graduate

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ANITA CECILIA HIRSCH Y ADLER: as well as consult for the session, many, many students desert for the national, autonomous University of Mexico.

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ANITA CECILIA HIRSCH Y ADLER: All these reviews a great responsibility, due to the desire to provide a good service to society, even in on February, in far more level conditions. Thank you very much.

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thank you very much, Anita. Let me

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so let me find my

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zoom.

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Hmm.

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ANITA CECILIA HIRSCH Y ADLER: let's see.

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Well, for some reason I can't find my

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 no. just a minute. Please let me.

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Yes.

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yeah.

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okay. I'm afraid we can. We have to work without the the zoom

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display. For some reason it disappeared from my screen.

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and there's no way I can bring it back and just try a couple of more buttons here.

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maybe this one. No, it's not okay.

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thank you very much. All for your presentations. Unfortunately for this session, we had only remote presentations and one pre-recorded one.

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They were all extremely interesting, and I really, personally, I enjoyed all of them.

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We heard about different issues relating to the effects of covid, both on teachers, but also

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on students and their experience in higher education at university.

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unfortunately, because the session was online, not many people are around in the room. It's just me and the the ex-president of our our C. O. 4. Gary Dorking!

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 I don't know if does anybody want to say something, or take the floor to make a comment?

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 The thing is, unfortunately.

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and we stop sharing the can we have?

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Judith: We can see each other better.

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Yeah. But let me

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close the presentation.

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Judith: This, this palm was, stop sharing a screen. Stop sharing the screen.

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Yeah. But how can you do that?

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ANITA CECILIA HIRSCH Y ADLER: We with the next over there?

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Judith: there must be. There must be

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Judith: A command

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Judith: on the top of the on the of the screen, it says, stop sharing.

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Carolina Confex Tech Support: The thing is that

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Carolina Confex Tech Support: like to the top of the screen a little, so many will open.

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Judith: Yes, the top of the screen. It doesn't open. That's that's the fish.

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maybe this one, let's see show.

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Carolina Confex Tech Support: Stop sharing screen.

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And we show him the side by side.

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Okay, just give me one.

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Judith: 2 ones, yeah, 2 or 2.

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Let me just find toolbars.

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Judith: Oh.

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Judith: click! With the with the left side.

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the 2 parts.

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yes, and I which one do I select? Links, desktop or address?

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Judith: Oh, my God!

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Judith:  you know.

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ANITA CECILIA HIRSCH Y ADLER: without this, no, we can ask questions.

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Yes, that. Does anybody want to just just take the floor. It's just 3 of us on the 3 or 4 people on the  Say, he wants to.

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ANITA CECILIA HIRSCH Y ADLER: This is the next over there in the in the

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I will try.

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ANITA CECILIA HIRSCH Y ADLER: It doesn't need them.

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No.

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no, somebody's coming in just a minute.

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ANITA CECILIA HIRSCH Y ADLER: I see. Yes.

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just a minute, please.

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Yes, it was a remote and I can go to zoom. by this.

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Okay.

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Judith: it it it was a a very simple thing, but

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I I I couldn't do it. Thank you very much.

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So who wants to make a comment or ask a question?

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it's up to you. It's a we are 4 people online and 2 in the room.

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ANITA CECILIA HIRSCH Y ADLER: Hmm.

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Judith: I want to ask, is Stella?

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 yes, Anita.

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ANITA CECILIA HIRSCH Y ADLER: and it's still a first and then, okay, okay, okay.

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ANITA CECILIA HIRSCH Y ADLER: okay.

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Judith: okay, I was going to ask you if this program that you talk about where it 3 teachers participate in the class is this continuous program that you have at the university. Or this is this, was this a program that you implemented since the pandemic?

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Judith: I I didn't understand.

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Elsa Estrela: So this was a a program that me and other 2 colleagues we preparated that that was we had an application at university for the most innovative, pedagogical experience.

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Elsa Estrela: And we applied, and we won that. That, that that. that. Yes, the grant.

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Elsa Estrela: And then the our Our compromise was to establish the the, the pedagogical practice that we we we we we provided. So we we have a thought in having that in presence, not in in online.

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Elsa Estrela: but the the pandemic came and we had to turn everything around. And during a year academic here we did it just online the next year, which was the last one

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Elsa Estrela: 2122. We did it in presence, and this year that we have now we also did it in presence. So we turned back with our strategies and all the organization to in presence. It's not the the university that has. This program is just in this course, in this educational sciences. Undergraduate course, that we have this this experience. Yes.

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thank you. Anita wanted to say something or ask something.

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ANITA CECILIA HIRSCH Y ADLER: I think I think, that when I heard all these propositions, I I think they are similar things like except by example with you. Did you know the this is the the session of students, not we. In in my university. The same university is in Hes. And you did a we

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ANITA CECILIA HIRSCH Y ADLER: so especially, maybe in special, in social sciences, by example. It is a a big desertion of students, and we haven't recovered in some areas of the of knowledge in the university. This is still going and other things. It. Other thing, I think, is very important is technology. Now with this pandemic problem, this very, very horrible pandemic, a problem.

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ANITA CECILIA HIRSCH Y ADLER: The use of technology is going to be present for many years from now. So I think many of these things they they talk about is

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ANITA CECILIA HIRSCH Y ADLER: it's it's comparative for all the universities. Thank you.

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Yes, yes, I completely agree. I mean, I could relate many of the things you've said in your presentations with a lot of things happening in other countries

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very dissimilar countries, but the experiences appear to have been the same. The the disadvantage. The students, for example, appear to be a disadvantage, but wherever they are.

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and getting more disadvantage even, and this this Covid thing just widened the gap

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between the the privileged and the

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and privilege the students. You're right.

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Judith:  anyone. 1 one thing, yes, I would like to ask something else to to Stella.

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Elsa Estrela: Yes, okay.

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Judith: Sorry. no, no, I don't want to keep on. No, no, no, no, please. but yes, is at some point. You said that one of the problem because it it. It was very, very impressive to me, because the same happens with our students, even though in this, with the D and a student and qualitative study. at some point you said that

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Judith: during the pandemic or during this online teaching, one of the problem is that

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Judith: teachers didn't change.

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Judith: that they the way the way they work.

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I mean.

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Judith: I think this is a common problem, because.

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Judith: as one of the students says it. Sometimes I got us leave because the the teachers use technology. But they they didn't actually change. They just

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Judith: stood in front of the screen and start talking like

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Judith: like I mean in the and the rest of his. Yes, and I mean.

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Judith: what is the main problem that you see in your research?

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before before. as answers, can I just say one thing, just it. It was always an issue of how to make interactive interactivity in these processes

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for people who were never trained to do it. But like like we do here, we we with base in the 4 corners of the world, the same happened there. People were not trained to be interrupted. But but but, please, it's the you you go

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Elsa Estrela: 1. One thing that I I have to say is that Oh, I think in mostly of the countries and with mostly of teachers, we didn't have distance, education. We have remote education, which is completely different, the pedagogical part that didn't change. So we we just changed the place. But we did it the same way. That that's one thing.

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Elsa Estrela: The other thing is that

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Elsa Estrela: We we wanted to see why. If there was a change in pedagogical dynamics and pedagogical in in the classroom, in the teachers with this all this training that they had, and that was accelerated during the pandemics. Yes, but they

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Elsa Estrela: mostly wanted and and wanted to find technical solutions for the questions they had, not

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Elsa Estrela: they they. What we find in their answers is that they didn't change so much to

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Elsa Estrela: the the the pedagogical organization of the classroom, although they say they start thinking in a different way. They start looking for questions that they they didn't look that, for, for instance, the, the, the they start giving feedback to the students. They didn't get feedback to the students.

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Elsa Estrela: They just evaluate or assess students with tests and the exams. Now they do some work in the continuous way, and they give feedback to the students, although this happen.

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Elsa Estrela: they they didn't change exactly the the paradigm of the pedagogy. So because they mostly look for technical

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Elsa Estrela: providers to their to their questions. So I I I think we are going to further research, With our teachers? and do some more qualitative methodologies with interviews, or we interviews a group to interview with Fox Group

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Elsa Estrela: to see exactly. Why did this happen or didn't happen? And when and in what's in consequences? That's because some of them say to us, wrote that they had a huge classes with 200 students, so they cannot change. They have to give classes in a transmissive way, in that, in a way. So

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Elsa Estrela: yeah, we have to to see further, if this is a a, a, an answer

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Elsa Estrela: to to this question.

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Judith: Yes, I agree with you. In fact, I usually hold that this was not in online education, but remote education, which is very different. And I also think that another problem is that.

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Judith: First of all, as you said, we didn't have tools but what you cut tools to change our way of teaching from in presence to online education first of all, but in some of my colleagues also, I saw that

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Judith: they didn't even know how to use technology. So there was a second problem.

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Judith: We have some people have to adopt not only the content, their way of teaching, but also to that. To these new platforms and

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Judith: all all those devices that most of the people didn't know anything about until yes, the pandemic of right, that's I. I'll start factorizing. Yes, the the other question we want to explore is, what is the meaning of being innovative

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Elsa Estrela: within the explore yet. But we are going to explore what? What's the meaning for the teachers? Because

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Elsa Estrela: mostly of teachers. The meaning needs to have technology in the class. So I'm being in over team. If I'm in the classroom, if I is the canva, I'm being innovative. It's nothing like that. So we want to explore what is the meaning of? I I imagine, when you say innovative in terms of

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my phones and make quizzes during the lectures. But that's that's not it, is it? That that's all very interesting. Yeah. And I think this kind of dialogue

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is something that concerns, and I think it's in the minds of educators all around the world. It's it's not just for the case of Mexico or Portugal. Or

468
01:25:54.270 --> 01:26:03.129
would you like to say something? Yes, we have. somebody. Can you come here so people can see you?

469
01:26:03.910 --> 01:26:27.579
It's it's Gary that he's going to ask. Something came to that one, and I could not hear the whole presentation. But I was just kind of hearing the conversation. So Being a teacher, I'm from India, Kanye and I'm from India, a small state of India called Assam, and I teach in distance, open and distance learning system. But since we have a huge

470
01:26:27.580 --> 01:26:56.410
technological divide. We have been using other mechanisms. But during the pandemic we 2 started using the same mechanism. And one of the problem that I come from a conventional system. And when we, the problem of using technology, what I feel is when we explain something, we use the eye contact. And that way. we tend to be more We are being able to explain more so during the pandemic what happened. We had a screen.

471
01:26:56.410 --> 01:27:20.339
and we don't didn't have that human contact. So that kind of dialogue didn't happen. The the thing that we kept on lecturing at the things and the the main problem is, the dialogue didn't happen, and whenever we hear the recording, it is not up to the mark. So I think that that is one of the problem that we as teachers face, I mean is I. Personally, I faced

472
01:27:20.390 --> 01:27:22.780
so I just wanted to point it out that

473
01:27:22.930 --> 01:27:33.739
thank you very much. for your colleague from from India.

474
01:27:33.990 --> 01:27:45.579
Yeah. So so you see, it's a what what I said. Similar issues appear in various parts of the way.

475
01:27:45.600 --> 01:28:09.949
Judith: The huge inequality. As I said, between rural and urban areas. And even in rural areas, we have problems with Internet, we have a problem with Wi-fi and what this, this, this teacher just said, this this person from India. It was very important, because I remember when I began giving classes, online classes or remote classes.

476
01:28:10.090 --> 01:28:32.720
Judith: Most of my students couldn't open or weren't able to open their their their cameras. So I was, practically speaking, alone. Just keep names with with with this, because I mean small squares with names. So I was all the time asking, Are you there? Can you hear me?

477
01:28:32.850 --> 01:28:53.109
Judith: If somebody could tell could say something like I mean, like kind of schizophrenic speaking in front of the computer without any face. So imagine all the implication it has for the teacher, and also for the students. What kind of interaction, Can we have here, I mean?

478
01:28:53.350 --> 01:28:56.540
Yes, yes, yes. thank you.

479
01:28:56.900 --> 01:29:11.579
Thank you all very much for this. Lively conversation. it's it's too bad that not many people are around to share this is here. He would also like to make a comment.

480
01:29:12.000 --> 01:29:15.999
because we are so little asking everybody to come.

481
01:29:19.340 --> 01:29:25.000
Hello, everyone!

482
01:29:25.020 --> 01:29:29.080
Mexico without with us with.

483
01:29:29.100 --> 01:29:35.939
And when I went to Mexico we had an earthquake, and

484
01:29:36.010 --> 01:29:48.330
ANITA CECILIA HIRSCH Y ADLER: maybe I'm I'm bad luck. One observation is, and and you might want to try it at your universities if you continue your project.

485
01:29:48.790 --> 01:29:59.020
Are there differences by academic major in terms of distance, learning, and facility with

486
01:29:59.050 --> 01:30:14.759
technology. I would suspect that there may be fewer problems in departments of computer science or electrical engineering or the like. But maybe you want to find out.

487
01:30:15.110 --> 01:30:17.620
anyway. A question.

488
01:30:17.840 --> 01:30:18.770
Elsa Estrela: Okay.

489
01:30:19.200 --> 01:30:19.890
yes.

490
01:30:20.130 --> 01:30:22.970
thank you.

491
01:30:23.220 --> 01:30:24.680
yes, yes, Anita.

492
01:30:25.080 --> 01:30:50.080
ANITA CECILIA HIRSCH Y ADLER: I think the the area, not areas. Knowledge is the area of knowledge is very different in our university, and I suppose in every part it's very different to be a scientific. No, they have all types of resources then, coming back to the social sciences, to humanities, towards this this type of

493
01:30:50.080 --> 01:31:01.380
ANITA CECILIA HIRSCH Y ADLER: areas. If the types of careers were difficult to adapt to the technology. The scientists were very, very fast to do that.

494
01:31:01.520 --> 01:31:20.190
ANITA CECILIA HIRSCH Y ADLER: They have all the E. I am in Tas commercial to do that. So I think they they are different, it situations depending on the area of knowledge. Of, of course, of course. But you know, technology is expanding. So

495
01:31:20.190 --> 01:31:31.950
it's exploding, actually. And now I I saw that they use augmented reality and things like that, and holograms, and they can even do

496
01:31:31.980 --> 01:31:38.759
surgeries in. Medical. They can do that with scenarios that they give to.

497
01:31:38.860 --> 01:31:46.519
you know, holograms, I don't know. Maybe in 5, 10 years from now things that they, the

498
01:31:46.550 --> 01:32:07.150
university will be so different from what we now know. 10 years ago I think we couldn't imagine that the the way we did in the pandemic. Yeah, I mean, if the pandemic happened 1520 years ago, the situation would have been a lot lot different.

499
01:32:07.200 --> 01:32:16.959
Yes, anyway, things. So this is our job to observe things and to study and how they affect people, educators, students.

500
01:32:17.000 --> 01:32:26.560
It gives us, you know, a job to do as sociologists who started the social functions of education

501
01:32:26.720 --> 01:32:31.640
and the outcomes and all these things.

502
01:32:32.160 --> 01:33:00.810
again, I say, thank you very much. It's Even though I wasn't supposed to be here, I really enjoyed being here. thank you very much. It was nice seeing you all before we finish. We just Gary, and I have a a question for Anita Anita. We need You have been nominated. If you could serve in the Rco. For board

503
01:33:01.000 --> 01:33:07.410
as representative of North America. would you like to serve for the next term?

504
01:33:07.930 --> 01:33:13.900
Thank you very much, she said. Privilege for me. Thank you very much.

505
01:33:14.120 --> 01:33:20.130
ANITA CECILIA HIRSCH Y ADLER: Let me about. What do I? What can I do?

506
01:33:20.250 --> 01:33:33.040
Yes, we, we will contact the talk via email. So it's not to take up other people's time. Now

507
01:33:33.090 --> 01:33:53.200
I hope to be able to see you next time in the for for the Congress, which will take place in 2,027 in Korea. I don't know where the Forum will take place. I heard some rumors that it might be Portugal. I don't know.

508
01:33:53.250 --> 01:34:18.579
Elsa Estrela: This is this is not official. This is this is not official. Get. This is I I I I've heard it in the corridors by some people we were talking. Maybe maybe I I think it happened also already, unfortunately, in 2,009.

509
01:34:18.629 --> 01:34:45.000
Yeah. But people tend to. we we tend to have you, you know some places are are. Yes, we will see we will. So yeah, thank you very much. All enjoy the rest of the evening. Thank you all. Thank you. All. Nice to meet you. Bye, bye, bye, bye.