Imagine students enrolled in a formal academic program, who complement their learning needs through MOOCs, working in groups with their class colleagues and their new fellow students in the open course, working alone in a remote laboratory, and participating in hackathons or competitions, participating a a professional development course that strengthens their competences… All these technology-mediated modalities of learning, formal, informal and non-formal; individual and collaborative; face-to-face and online, have been growing intensively during the last decade, and have become part of everyday life for young students or lifelong learners. Their common element refers to the hybridity of different dimensions of learning.
Fast forward or back in time, we reach the Covid19 pandemic, raising hybridity into our educational circumstance in multiple ways. Yet our work on this topic did not start in the Covid19 lockdown. It started in 2019, with a call for papers for an HLS workshop at the European Conference on Technology Enhanced Learning (EC-TEL 2019) in Delft. This one day workshop that explored hybridity in content and in practice brought together 35 participants from across Europe. It continued with a collation of papers contributed to BJET special section on HLS, published in the July 2020 issue (Volume 51, Issue 4). Another small step consisted in a small hybrid conference carried on in February 2020 across three geographical locations in Israel with contribution from Denmark. The issue of hybrid learning, which was somewhat esoteric when we started, has since moved firmly into the mainstream, to an extent as a consequence of the Covid19 crisis.
This work has now converged into an edited volume, soon to be published by Springer. In this session, we will share a sample of the themes and insights from the book and open the floor to a debate on the issues they raise.
Eyal, L., & Gil, E. (forthcoming). Hybrid learning spaces – a three-fold evolving perspective. In E. Gil, Y. Mor, Y. Dimitriadis and C. Köppe (Eds). Hybrid Learning Spaces. Springer.
Cook, J., & Holley, D. (forthcoming). Covid-19 lock-down: hybrid learning cases using the lens of the Zone of Possibility. In E. Gil, Y. Mor, Y. Dimitriadis and C. Köppe (Eds). Hybrid Learning Spaces. Springer.
Bülow, M. W. (forthcoming). Designing synchronous hybrid learning spaces: Challenges and opportunities. In E. Gil, Y. Mor, Y. Dimitriadis and C. Köppe (Eds). Hybrid Learning Spaces. Springer.
Velamazán, M., Santos, P. & Hernández-Leo, D. (forthcoming). Socio-emotional Regulation in Collaborative Hybrid Learning Spaces of Formal–Informal Learning. In E. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (ed.), Hybrid Learning Spaces . Springer
Quillien, J. & Kune, H. (forthcoming). Co-creating futures through virtual ‘BAs’. In E. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (ed.), Hybrid Learning Spaces . Springer
Mor-Avi, A. & Scott-Webber, L. (forthcoming). Creativity Flourishes Using Hybrid Spaces Patterns. In E. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (ed.), Hybrid Learning Spaces . Springer .
Mor, Y., Gil, E., Köppe, C. & Dimitriadis, Y. (forthcoming). Forward Looking: Predictions for the Future of Hybrid Learning Spaces. In E. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (ed.), Hybrid Learning Spaces . Springer.
Followed by a panel with the authors and editors, open to audience participation.
Dr. Einat Gil
Dr. Einat Gil
Einat Gil, Ph.D. is a researcher, designer and leader of innovation processes in teaching & learning. She is the Head of the Center for Innovation and Learning Design and a lecturer at the Kibbutzim College of Education, Technology & the Arts. Previously the Head of Teaching Innovation at Levinsky College of Education. Her research focuses on teaching and learning in Future & Hybrid Learning Spaces as well as in Statistical reasoning.
Dr. Liat Eyal
Dr. Liat Eyal
Liat Eyal, Ph.D, is Researcher and Senior Lecturer at Levinsky College of Education. Over the past two decades she has focused on educational innovation, hybrid pedagogy and learning technologies in higher education. At MOFET R &D Institute, she now directs a program for academic digital leadership, specializing in learning design in the information age.
Hybrid learning spaces — a three-fold evolving perspective
Hybrid learning has become increasingly prevalent in the discourse of academic institutions and educational systems. The term has acquired numerous interpretations although it generally refers to different spaces of learning. This chapter introduces a three-fold evolving perspective of hybrid learning spaces, focusing on historical roots and current meanings. We present hybrid as blended, a synonymous interpretation commonly used; Hybrid as a space of merging interactions, where connected mobile technology enters the space and adds to its
dynamic; and last, hybrid as fluid, to reflect a compound-like space where the boundaries of formal dichotomies are blurred and learner motivation takes center stage.
Prof. John Cook
Prof. John Cook
John Cook (PhD) is Senior Professor at Goethe University Frankfurt, Germany (2019-date). Until recently, John was a Professor in the Department of Education at UWE Bristol, UK. John has a research interest in Hybrid Learning Spaces, plus informal and lifelong learning in all settings (from higher education to museums to the workplace).
Prof. Debbie Holley
Prof. Debbie Holley
Debbie Holley is Professor of Learning Innovation at Bournemouth University, and based in the Faculty of Health and Social Sciences. Her research interests are in blending formal and informal learning spaces and the affordances of immersive technologies for authentic learning.
Covid-19 lock-down: hybrid learning cases using the lens of the Zone of Possibility
Our individual work, leisure and learning all increasingly intertwine in the same ‘place’. Under Covid this can/could typically be our home. However, the spaces and ways in which we collaborate are as yet not yet fully understood. In our contribution to the edited volume, soon to be published by Springer, Debbie Holley and myself frame our Hybrid Learning Space pedagogy (the Zone of Possibility or ZoP) through three cases: Bristol Jazz Workshops, Goethe University Frankfurt students, and Bournemouth University (UK) Nursing academics. Each is singular and unique, but all provide examples of the ZoP learning space transformed at run-time to learning place. In our work we have specified a meta-design principle called ‘Respect Learners’ Zone of Possibility’, a place where individuals can overcome the constraints of expectations and power structures to effect desired change.
Morten Winther Bülow
Dr. Morten Winther Bülow
Morten Winther Bülow is a PhD fellow at the Danish School of Education – Department of Educational Theory and Curriculum Studies, Aarhus University, Denmark. He is a senior upper secondary teacher as well as an external lecturer of didactics in innovation as a teaching subject within the professional postgraduate teacher training programme at the University of Southern Denmark. He has co-authored the current national curriculum in innovation for the Danish upper secondary schools and he has written over 20 textbooks and digital resources on social science, learning design and innovation. His research focuses on educational theory and design for hybrid learning.
Designing synchronous hybrid learning spaces: Challenges and opportunities
In synchronous hybrid teaching, students in different locations, some on-site and others online, engage in learning in a shared learning space. This chapter uncovers the challenges and opportunities associated with this specific hybrid learning space design. By reviewing previous studies in the field and introducing an analytical approach based on the design concepts presented by the ACAD framework, the chapter contributes to the formulation of principles for supporting activity-centered learning design principles and guidelines for network learning in a post-pandemic future.
Mr. Mariano Velamazán
Mariano Velamazán has a background in visual communications and computer science. He works as an Interaction Design Teacher at Seville School of Art and Design and is a PhD candidate at TIDE resesearch group at Pompeu Fabra University.
He has over twenty years of experience (and several awards) as an interaction designer for projects that combine learning, design and technology.
His research tries to find ways to give more agency to students designing apps that let them learn to collaborate anywhere and design their own problems and exercises connected to their interests and daily lives.
Socio-emotional Regulation in Collaborative Hybrid Learning Spaces of Formal–Informal Learning
It has been suggested that a group’s regulation in hybrid learning contexts is correlated to their social and emotional interactions (Isohätälä et al. 2020). How these socio-emotional interactions influence collaboration has primarily been studied in formal learning contexts. However, the influence of these factors is potentially more challenging in outside-of-school activities, which may happen synchronously or asynchronously and without teacher supervision. The chapter explores the role of emotions in co-regulation and socially shared regulation during collaboration in hybrid contexts that mix formal and informal learning. This chapter provides an overview of the literature and the research tools related to socio-emotional regulation in computer-supported collaborative learning (CSCL) and problematizes the need for a better understanding of how socio-emotional factors unfold and operate in hybrid contexts where formal and informal learning are mixed. This problematization is illustrated with examples observed during a well-established physically sited (math) gymkhana. The discussion opens the question to further investigate and design how to support students in improving their socio-emotional regulatory skills through CSCL for hybrid learning contexts.
Dr. Jenny Quillien
Dr. Jenny Quillien
Jenny is a Board Member of the Sustasis Foundation and a founding member of Time’s Arrow as well as a Research Associate with The Laboratory of Anthropology in Santa Fe, New Mexico. With many years of university teaching and administration behind her, Jenny is now dedicating energies to research in the areas of aesthetics and pattern languages.
Hank is director of Educore BV, Founding Partner of the Future Center Alliance, and Chairman of Time’s Arrow. His work on dedicated innovation-enabling environments – action learning camps, With many years of experience as process facilitator, workshop moderator, and developer of methodologies for innovation and change, Hank believes in addressing societal challenges as collaborative mission-driven innovation projects. To enable working in this way, he co-initiated the Global Lab for Societal Innovation in 2019.
Co-creating futures through virtual ‘BAs’
Just four words: BA, MA, WA, KATA. Four Japanese words chosen for their power to defamiliarize – to invite us to reconsider what we thought of as known ground in a different way. The ground is problem exploration and innovation in small groups – now, of course, with Covid-19, taking place online, an environment with its own affordances and limitations. The four words – which revolve around experiencing space, rhythm, harmony, and form – lead us to forgo ordinary vocabulary about methodology and explore poetic language instead. This brings us afresh to such questions as: What is the actual nature of courageous collaboration? Where will we find the wellspring of co-created co-owned futures? How do we get there using virtual technologies? And what must we have in order to succeed?
Dr. Anat Mor-Avi
Dr. Anat Mor-Avi
Anat Mor-Avi, Ph.D., is an experienced architect and researcher who focuses on ways for architecture to become an empowering, intelligent tool for creative and collaborative learning. Over the last 25 years, she has designed learning environments in the USA and Israel and today combines research and practice consulting to universities in both countries and serves as a principal investigator in a national R&D grant on innovative learning environments from the Ministry of Education in Israel.
Pioneer in environment-behavior research for educational practices, leading thinker and provocateur in education design. Extensive executive leadership, coaching CEO’s, strategic planning and management experience as a corporate leader, an academic administrator, design educator, design professional and an entrepreneurial businessperson. In-depth knowledge and education of environments for learning, environment/behavior research, the practice of commercial interior design, and work-place strategy. Proven decision-maker providing comprehensive views, developing and teaching people, and communicating information. A student-centered, outcome-oriented individual who believes that continuous learning is one of life’s important enrichments and personal achievements. Author, keynote speaker, global consultant, published researcher, and dedicated colleague.
Creativity Flourishes Using Hybrid Spaces Patterns
. “Design and space do matter” in supporting innovation and a culture of a place, particularly in learning-driven domains. In an effort to provide information and guidelines for the educational and design communities, this presentation introduces hybrid, adaptive, and active spatial patterns related to new cultures of learning, and environmental behavior, promoting collaborative creativity. The introduced research focused on how an active, adaptive design approach might emerge into learning and the creative processes. It further aims to present a relationship between learning, creativity, and space by introducing hybrid patterns of architectural affordances that may promote new learning behaviors and positive emotions impacting collaboration and creativity.
Dr. Yishay Mor
Dr. Yishay Mor
Dr. Mor is a senior consultant and researcher, exploring innovative ways of using technology to promote quality education. He is the CTO of EXP-Editions, sharing bite-sized conversations with the leading thinkers, scientists and authors of our time. Previously, he founded and led the centre for innovation and excellence in teaching at Levinsky college of education.
Forward Looking: Predictions for the Future of Hybrid Learning Spaces
The chapters of this book provide a broad and deep perspective of the state of Hybrid Learning Spaces (HLS) and the emerging ethical, pedagogical, administrative, architectural and technological issues. Nevertheless – many readers might find themselves wondering what the concrete implications of these insights are, in the short, medium and long term. In an attempt to answer this question, we have conducted a rapid quasi-Delphi study among the authors of the various chapters. This chapter presents our preliminary findings.