Hybrid Learning Spaces (HLS): a contemporary design challenge

Hybrid Learning Spaces (HLS): a contemporary design challenge

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  Hybrid Learning Spaces(HLS) A contemporary design challenge? ASCILITE 2022 Steven Warburton, University of New England Yishay Mor, Independent Consultant
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  The University ofNew England respects and acknowledges that its people, courses and facilities are built on land, and surrounded by a sense of belonging, both ancient and contemporary, of the world’s oldest living culture. In doing so, UNE values and respects Indigenous knowledge systems as a vital part of the knowledge capital of Australia. We recognise the strength, resilience and capacity of the Aboriginal community and pay our respects to the Elders past, present and future. Acknowledgement of Country Pictured: Warwick Keen “Always was, always will be” 2008 Gifted by the artist to UNE in 2008
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  1. Sparked byemerging design challenges in campus master planning. 2. Responding to the challenge of drawing together the multiplicity of conceptualisations of space (and place). 3. Underpinned by a desire to inject design thinking as a shared problem-solving methodology. Why?
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  In this presentationwe focus on learning space design Background: Active Learning Spaces are already a well-known learning space configuration
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  “As we havecome to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum?” Gil, E., Mor, Y., Dimitriadis, Y., & Köppe, C. (Eds.). (2022).Hybrid learning spaces. Cham: Springer International F-2-F Online Hybrid Allows us to reconnect with our learners? Hybrid learning spaces as contested spaces
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  12/23/2022 6 Estates and Built Environment Learning Designers Architects End users Future state Current state It'sa design conversation: the 'design - discourse - activity' gap actors​ in design space Project process driven structuring of teams and governance – is this the best design configuration? under-represented?
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  12/23/2022 7 Slide 6of 19 (+ Technology) + (+ Flexibility) = (+ Learning) + Capex + Capex + Outcome The crude HLS design equation? hmm … surely … we can be more sophisticated?
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  Reference: John Augerisee https://members.educause.edu/john-augeri The term ‘hybrid learning space’ (HLS) is loosely used to describe a fusion of learning opportunities and teaching approaches that span physical and virtual spaces. Adding a layer of sophistication to the opportunities for HLS designs
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  12/23/2022 9 Slide 6of 19 We define a practice as a pattern of action, aimed at achieving a specific goal in a given context. All human activity is organised into systems of practices. Arguably, this is what we call “culture”. We read space as a social text – inferring function and conventions from it, determining which practices are admissible and expected in it. When we walk into a tiered auditorium, we assume our role as student or teacher, and take our place accordingly. Motif one: the social nature of space (architecture) Motif two: social practice (relations) Social practice and the architecture of space as recurring themes in HLS design
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  Estates and Built Environment Learning Designers Architects 12/23/2022 10 Endusers Problem Based Learning Bridging the 'design – discourse - activity' gap: deploying an enriched '5-piece' design model Defined pedagogical driver/s Design solutions / patterns Tools to think with (storyboards) Key actors in an agile configuration Intentional design methodology: exploratory
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  These designs servesa particular pedagogical approach above others ... direct instruction Design 1: instructional approach … are your pedagogical drivers are clear?
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  12/23/2022 12 Pattern Synopsis 1.Readable space for hybridised learning Set the design parameters based on the social affordances of space and place for learning and teaching. 2. Placemaking for identity Identity and public-private boundaries need to be defined and managed. Designing a ‘gradient of intimacy’ allows for differentiated areas of pubic versus private to be demarcated within the learning space. 3. Safe spaces Design spaces for differing levels of participation with sensitivity to safety and equity of participation. 4. Setting the frame Use design considerations from film making to solve the on-screen framing of learner participation in a hybrid setting. 5. Capability and confidence Building capability in ‘technology, pedagogy, content knowledge’ (Mischra & Koeler, 2006) underpins confident and effective teaching and learning. 6. Learning Pods Design an attendance format that acknowledges that learners want to participate in often self- determined configurations away from the standard lecture theatre or classroom delivery. 7. Team teaching Blend face-2-face and online settings using a methodology that supports decentred and shared teaching approach to best engage leaners within and across the shared classroom space. Design 2: principles to help scaffold design actions … here in the form of design patterns
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  12/23/2022 13 Tools todesign with … leading from pedagogical narratives Problem Based Learning Design 3: tools to think with – using storyboards to unpack your pedagogy, actors and actions
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  12/23/2022 14 Which valueshave emerged from this design activity for HLS? • equity (maximising access); • connectedness (connecting learning to learners' own context); • protection (safeguarding learners' privacy and wellbeing); • empowerment(of learners and teachers). Five-piece model Emerging value set
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  12/23/2022 15 The HLSdesign equation + or - technology + or - flexibility Learning outcomes Instructional approaches + capability level Social practices Successful design solution/s Design patterns
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  12/23/2022 16 Finally …it's over! … no idea … I just followed the crowd ... What session is this? Thank-you