Hybrid Learning Spaces (Understanding Teaching-Learning Practice)

Contents
Contributors
About the Editors
Introduction
	Into the Hybrid
	What Do We Mean by Hybrid Learning Spaces?
	The Structure of the Book and Chapters Outline
	Summary and Vision
	References
Part I Into the Hybrid
	Hybrid Learning Spaces — A Three-Fold Evolving Perspective
		Introduction
		Hybrid as Blended
		Hybrid as a Space of Merging Interactions
		Hybrid as Fluid
		Discussion: Integration of Insights
		References
	Hyper-Hybrid Learning Spaces in Higher Education
		Introduction
		Hybrid Learning Spaces and Complexity
		Hyper-Hybrid Learning Spaces
		Method – Hyper-Hybridity in Practice
		The Diffractive Analysis
		Analysis – Hyper-Hybrid Entanglements
			Agential Cut 1: Confusion Arises Within the Hyper-Hybrid Collaboration
			Agential Cut 2: Hyper-Hybridity Cutting Across Spatial and Temporal Matters
			Agential Cut 3: Chaos Unfolding in the Hyper-Hybrid Collaboration
			Agential Cut 4: Moving Between Hybrid Spaces in the Collaboration
		Discussion
		Appendix
		References
Part II Pedagogy
	How Co-design Can Contribute to the Ongoing Development of Hybrid Learning Spaces by Empowering the Users
		Introduction
		Hybrid Learning Spaces and Primary Education
		Teacher Professionalism and Relation to Space
		From Unaware to Competent Users of Hybrid Learning Spaces
		Co-developing Environmental Competences Through Interprofessional Collaboration
			Co-design
		Using Co-design to Break Down Boundaries
		Findings
		Discussion and Conclusion
		References
	H2m Pedagogy: Designing for Hybrid Learning in Medical Education
		Introduction
		Practical Background: An Institutional Strategy for Hybrid Learning
		Core Challenges: Sharpening Design Capabilities
		The Response: Framing and Supporting Design for Learning
		ACDPE Course
		ACAD Framework and H2m Design
		The Template
		Comparison and Dialogue
		Lessons Learned: Case Example
			“Design Your Lockdown Workspace”
			“Patient Journeys”
			“The Resus Case”
		Discussion: Designing for H2m Learning
		Conclusions
		References
	Covid-19 Lock-Down: Hybrid Learning Cases Using the Lens of the Zone of Possibility
		Introduction
		Research Method
		Case 1. Bristol Jazz Workshops: A Holistic Hybrid Approach
			Contextual Framing
			Case Description
			Pedagogic Implications
			Implications for Design
		Case 2. Goethe University Frankfurt Students
			Contextual Framing
			Case Description
			Pedagogic Implications
			Implications for Design
		Case 3. Bournemouth University: Supporting Student Nurses Learning During the Pandemic
			Contextual Framing
			Case Description
			Pedagogical Implications
			Implications for Design
		Conclusions
			Contextual Framing
			Pedagogic Implications
			Implications for Design: Meta-Design Principle “Respect Learners' Zone of Possibility”
		Links
			References
	Socio-Emotional Regulation in Collaborative Hybrid Learning Spaces of Formal–Informal Learning
		Introduction
		Theoretical Background
			Social Interactions: Cognitive and Socio-emotional Effects
			Regulation in Collaborative Learning
		Review of Socio-emotional Regulation Tools in CSCL
		Discussion of Two Socio-emotional Regulation CSCL Tools
			S-REG Tool
			EmATool
		Conclusions of the Literature and Existing Tools Review
		Observations from an HLS Activity
			Context: Description of the Gymkhana Activity
			Instrument, Participants and Data Analysis
		Illustrative Examples of Socio-emotional Issues in HLS
			Example 1: Emotional Implications of Roles
			Example 2: Roles Determine Unresolved Challenges in Emotional Regulation
		Discussion and Further Research
		Limitations
		Conclusion
		References
	Seamless Hybrid Science Learning: Streamlining the Techno-Pedagogical Designs for Wider Diffusion
		Background
		Literature Review
		Broadening Adoption of Seamless Learning
		Method
		Findings and Results
			Student Practices of SSIL
			Connectivity of Learning Activities across Contexts
			Socio-Constructivist Inquiry Learning
			Cross-Contextual Formative Assessment
			Leveraging Resources in Informal Settings
			Personalised Learning
		Teachers' Reflections of Teaching Practices
		Connectivity of Learning Activities across Contexts
		Socio-Constructivist Inquiry Learning/Cross-Contextual Formative Assessment
		Leveraging Resources in Informal Settings
		Personalised Learning
		Implications and Discussion
			Implications on Further Diffusion of Seamless Hybrid Science Learning
		Conclusion
		References
	Designing Synchronous Hybrid Learning Spaces: Challenges and Opportunities
		Introduction: Teaching in Hybrid Learning Spaces
		Background and Motivation
		Theoretical Framework
		Research Approaches and Methods
		How Does Synchronous Hybrid Teaching Challenge Learning?
			Challenges Mainly Related to Set Design
			Challenges Mainly Related to Social Design
			Challenges Mainly Related to Epistemic Design
		Opportunities in Synchronous Hybrid Learning Spaces
			Possibilities Mainly Related to Set Design
			Possibilities Mainly Related to Social Design
			Possibilities Mainly Related to Epistemic Design
			Conclusions and Areas for Future Work
		References
Part III Technology
	An Analysis of Mobile Learning Tools in Terms of Pedagogical Affordances and Support to the Learning Activity Life Cycle
		Introduction
		Orchestration Affordances Throughout the Learning Activity Life Cycle: The OA-LALC Framework
		LD and LA in M-Learning
		Methodology
		Results
			Sub-RQ1: LD Affordances
			Sub-RQ1: LA Affordances
			Sub-RQ2: Pedagogical Affordances
		Discussion
		Conclusion
		References
	Classroom Analytics: Telling Stories About Learning Spaces Using Sensor Data
		Introduction
		Proxemics, Data, Spatial Pedagogy and Space Design
		Analytics for Classroom Proxemics
		Three Illustrative Data Stories on Classroom Analytics
			Data Story 1: A Teacher Dashboard About Spatial Data
			Data Story 2: Two Instructional Approaches in the Same Classroom
			Data Story 3: Tracking Student Spatial Behaviours at School
		Discussion
		Concluding Remarks
		References
Part IV Space Design
	Co-creating Futures Through Virtual `BAs'
		Force Majeure
			Our Chosen Pursuit: Focused Solutioning in Small Groups
		A Road Map for the Reader
		The Japanese Concept of BA: A Different Perspective
			Overview
			Examples of BA in the Physical World
			Design Constraints for a Virtual BA
		Sibling Concepts of BA: MA, WA, KATA
			MA
				Design Constraints for MA
			WA
				Design Constraints for WA
			KATA
				Design Constraints for KATA
		BA as Commons
			A Kernel of Deep Coherence
			Design Constraints for a BA as Commons
		Thought Experiment and General Observations
			In Our Different Roles
			Purpose and the Nature of Emergence
			Technology
				Author Takeaways
		Annexes
			Annex 1: Examples and Stories of MA
			Annex 2: Thought Experiment
		References
	Creativity Flourishes Using Hybrid Space Patterns
		Building a New Relationship Between Education and Architecture
		Spatial Design as a Reflection of Culture
			Space Does Matter
		The Multi-Verse of Creativity
		Space, Creativity, and Some Findings
		Hybrid Architectural Affordances - Details
			Private Vs. Public Conditions
			Concrete Vs. Abstract Settings
			Convergent Vs. Divergent Cultures
		Creativity and Hybrid Patterns
		Hybrid and Dynamic– Learning-Driven Environments
		Final Thoughts
		References
	Patterns for a Hybrid Campus
		Introduction
		Hybridity
			Types of Spaces
			Seamless Learning
			Dimensions of Hybridity
		Designing and Planning New Hybrid Learning Spaces
			Hybrid Dimensions to Improve Learning Spaces
			Case Study on Hybrid Learning Spaces
		Patterns for Hybrid Learning Spaces
			Educational Patterns
			Pattern Mining for Hybrid Spaces
			Hybrid Engineering Studio
		Conclusions and Outlook
		References
	Dialogic Teaching and the Architecture of Hybrid Learning Spaces: Alexander Meets Alexander
		Introduction
		Dialogic Teaching: Robin Alexander
		Learning Spaces and Vernacular Design: Christopher Alexander
		Dialogic Approaches to Iterative Pedagogies: Alyson's Description
			Example 1: Learning About Poetry (Allegretto)
			Example 2: The Travelling Letters (Andante Moderato)
		Hybrid Spaces and Dialogic Teaching: Our Joint Analysis
			The Extended Classroom Space
			Hall and Side Rooms
			Negotiating Visibility and Privacy: The Adjustable Width/Opacity of Zoom Windows
			Letters as Learning Artefacts That Both Travel and Anchor
		References
	Design for Balance: Addressing Challenges of Safety, Privacy and Identity Management in Online and Hybridised Learning and Teaching Spaces
		Introduction
		Background Concepts
			Place and Space
			Privacy
			Safety
			Identity
		Design Patterns Overview
			Model for Framing the Design Patterns
		Methods
		Design Patterns
			Case Study
		References
Part V Concluding
	Forward Looking: Predictions for the Future of Hybrid LearningSpaces
		Introduction
		Method
		Findings
			Prediction 1: The New Normal, the New Super-Normal
				Interpretation and Commentary
			Prediction 2: Synchronous Hybrid Teaching Practices
				Interpretation and Commentary
			Prediction 3: Learning Design Partnerships
				Interpretation and Commentary
			Prediction 4: Learning Design and Learning Analytics for Hybrid Learning
				Interpretation and Commentary
			Prediction 5: Design Principles for Hybrid Seamless Learning
				Interpretation and Commentary
			Prediction 6: Pedagogical Success of Hybrid Learning Will Need an Enculturation Process
				Interpretation and Commentary
			Prediction 7: Design for Privacy, Safety and Identity in Hybrid Spaces
				Interpretation and Commentary
			Prediction 8: Death of the Lecture Hall
				Interpretation and Commentary
			Prediction 9: Classroom Oriented Sensors, Digital Traces and Analytics
				Interpretation and Commentary
			Prediction 10: Adaptive/Adaptable Learning Spaces
				Interpretation and Commentary
			Prediction 11: Situational Awareness
				Interpretation and Commentary
		Discussion
		Conclusions
		References