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As we have come 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? Should this be the primary
dimension around which we cluster educational experiences - how
does it intersect and interact with other axes, such as
formal-informal, vocational-recreational, open-closed,
teacher-student? How do we adapt, as teachers, learners, designers,
policy makers, to this changing landscape? How do we shape it to
offer an optimal learning experience? Such questions led us to
conduct a series of academic and professional events on the theme
of Hybrid Learning Spaces (HLS) - spaces which challenge and defy
the dichotomies above. This edited book collates some of the
products of that endeavor, offering a multi-vocal,
interdisciplinary approach to hybridity in education. It connects
practical examples, design directives and theoretical analysis,
combining perspectives from technology research and development,
educational theory and practice, architecture and space and product
design. This book addresses researchers, practitioners, innovators
and policy makers in education, technology and design, offering
broad perspectives and then distilling practical insights in the
form of design principles and patterns, pedagogical models, and
predictions of future trends.
These are challenging times in which to be an educator. The
constant flow of innovation offers new opportunities to support
learners in an environment ofever-shifting demands. Educators work
as they have always done: making the most of the resources at hand,
and dealing with constraints, to provide experiences which foster
growth. This was John Dewey's ideal of education 80 years ago and
it is still relevant today. This view sees education as a practice
that achieves its goals through creative processes involving both
craft and design. Craft is visible in the resources that educators
produce and in their interactions with learners. Design, though, is
tacit, and educators are often unaware of their own design
practices. The rapid pace of change is shifting the balance from
craft to design, requiring that educators' design work become
visible, shareable and malleable. The participatory patterns
workshop is a method for doing this through engaging practitioners
in collaborative reflection leading to the production of structured
representations of design knowledge. The editors have led many such
workshops and this book is a record of that endeavour and its
outcomes in the form of practical design narratives, patterns and
scenarios that can be used to address challenges in teaching and
learning with technology.
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