Back 2 publications accepted in Special section of BJET on Hybrid Learning Spaces

2 publications accepted in Special section of BJET on Hybrid Learning Spaces



Patricia Santos is co-autor of  two publications of the Special section of BJET on Hybrid Learning Spaces – Design, Data, Didactics.

Read the new (in spanish) published on UPF website.

"The spaces in which we teach and learn are changing. Technology is permeating physical spaces, augmenting and enhancing learning experiences. At the same time, mobile and pervasive internet-connected technology (IoT) creates interfaces between virtual spaces and real-world phenomena and create a data shadow for our actions in the physical world. These dynamics gave rise to a growing presence of hybridity: the blurring of boundaries between distinct contexts of learning and activity, and the unexpected interleaved experiences they engender. Arguably, hybrid learning spaces drive a change that goes beyond the locus of learning. A hybrid pedagogy fundamentally rethinks our conception of place. Hybridity is multidimensional: it concerns the interleaving of formal and informal social structures of learning, the combination of physical and digital tools mediating individual’s interaction with the world and society, and more. Education systems are beginning to recognise the potential of hybrid learning spaces in promoting significant learning, and increasingly use pedagogical hybrid learning models. Recent work has begun exploring the nature of hybridity from an educational design perspective."

More info: here.

The guest editors of this special section are:

Dr Anat Cohen, Tel Aviv University, Israel

Dr Rikke Toft Nørgård, CUDIM, Aarhus University, Denmark

Dr Yishay Mor, MEITAL, Israel

Christian Köppe, Utrecht University, Netherlands


The specific publications are:

1) Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility

Authors: John Cook, Yishay Mor , Patricia Santos

Link: (Open access)

Abstract: The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).

2) Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Authors: Gerti Pishtari, María J. Rodríguez‐Triana , Edna M. Sarmiento‐Márquez , Mar Pérez‐Sanagustín, Adolfo Ruiz‐Calleja , Patricia Santos, Luis P. Prieto, Sergio Serrano-Iglesias , erje Väljataga


Abstract: Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u‐learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u‐learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.




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