Hybrid learning spaces have become a significant component of the educational landscape in the last two years. A new book, published by Springer, and edited by Einat Gil, Yishay Mor, Yannis Dimitriadis and Christian Köppe, examines the challenges and promises in these spaces from pedagogical, architectural, technological and design perspectives. In this talk I will discuss some of the key insights from the book, and ask: what are hybrid spaces, how do they change our perception of teaching and learning, and why does this make design a critical aspect of our role as educators.
https://link.springer.com/book/10.1007/978-3-030-88520-5
Advances in digitisation, automation and massification of higher education appear to diminish the role of teachers, as mediators of knowledge. However, at the same time, these advances call for a strengthening of their position as guides, mentors and facilitators of learning. This realization reinforces the calls to re-conceive educational work as a participatory design practice, and raises the need to democratize design knowledge in education. In 1977 Christopher Alexander and his colleagues introduced the notion of design patterns as a means for democratising architectural design. This methodology has since spread into software engineering, and in recent years has been gaining ground in education. In this talk, we will introduce the argument for re-positioning educators as learning designers, present the design patterns approach and argue for its utility as a method for democratising educational design knowledge, consider the potential for participatory approaches in educational design, and share some examples from our experience.
In doing so, this presentation introduces the notion of learning design studios, participatory pedagogical pattern workshops and teachers’ co-creative educational design collaboratoriums as a framework for bottom-up, participatory and teacher-led educational development.
Hybridity is present in every aspect of our lives: we constantly mix business with remain pleasure, social and professional, mobile and static, online and offline, work and learning. That is almost in every aspect - except education. If science education wants to relevant and attractive for your people, it must embrace hybridity. This means challenging the boundaries between home and school, teacher and student, face to face and remote. Going hybrid requires a new relationship with technology, but more important - it requires a new perspective on teaching and learning. In this talk I will present preliminary results from a workgroup that aimed to uncover the educational practices of hybrid teaching and learning.
Inaugural meeting of the DUN SIG on Technology Enhanced Learning.
Centre for Teaching Development and Digital Media (CUDiM), Aarhus University, Oct. 2016
3 Dec, 2013, JISC RSC Yorkshire & the Humber Online Conference
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This session will reflect on what went well, what not so much, and what lessons can be learned.
7 Nov, 2013 Barcelona
In this talk, I will consider the rationale for a design approach to educational research and practice, propose a characterisation of this approach, list some of the current issues and debates, and present a particular methodology called SNaP! (scenarios, narratives and patterns).
This is a short version of the "introduction to Learning Design" talk I gave at the launch of the OLDS MOOC, 7th Jan, 2012.
ConTEL workshop, EC-TEL 2011
TELEARC Award presentation, Alpine Rendez-Vous 2011, La Clusaz, France
Thursday, 17 February 2011, Chais 2011 conference
Slides (Hebrew) paper (English)
Wednesday, 09 February 2011, 14:00 - 15:30, London Knowledge Lab
4 March 2009, Keynote at e-learning patterns, Knowledge Media Research Center, Tuebingen (slides, video & book chapter)