Design and Co-Configuration for Hybrid Learning: Theorising the Practices of Learning Space Design

Autor/in	Goodyear, Peter
Titel	Design and Co-Configuration for Hybrid Learning: Theorising the Practices of Learning Space Design
Quelle	In: British Journal of Educational Technology, 51 (2020) 4, S.1045-1060 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodyear, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12925
Schlagwörter	Instructional Design; Teamwork; Learning Activities; Teaching Methods; College Students; Higher Education; Blended Learning; Task Analysis; Information Technology; Educational Resources; Models; Educational Practices; Educational Theories + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufgabenanalyse; Informationstechnologie; Bildungsmittel; Analogiemodell; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie
Abstract	This paper draws on a series of studies of design teams working on the creation and evaluation of novel complex learning spaces: spaces in which students' activity is situated and supported by rich mixtures of material and digital tools and resources. In most of the cases observed, students also played a substantial role in co-configuring the learning spaces and/or the learning tasks they were set and the ways they worked with other students. The complexity of the design challenges involved revealed the inadequacy of normative models for design for learning. In other words, the people creating new spaces for hybrid learning are often doing so in ways that go beyond the capacities of existing design models. The paper draws on analyses of real-world design practice to advance and illustrate an argument for higher level, more abstract, descriptions of how such work is done, and how design lessons learnt might be more easily shared. In so doing, the paper contributes to the literature on educational technology and learning space design by drawing out some relations between the pragmatics of design practice and the role of students' co-configurative activity in realising instances of hybrid learning. The empirical research informing the paper was mostly undertaken in university settings, but the practical implications are of wider relevance to people who are professionally involved in shaping novel learning spaces in other areas of education and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01