Our first event was a pre-conference workshop at ec-tel 2019.
What are we aiming for?
Hybrid learning spaces present exciting opportunities and pose complex challenges. An educational data science perspective accentuates and amplifies both the opportunities and the challenges.
We aim to articulate these opportunities and challenges, and propose a design framework for hybrid learning spaces. This will include a “Signature Pedagogy” (Chick et al, 2009; Nørgård, Toft-Nielsen & Whitton, 2017; Shulman, 2005), composed of a coherent set of values, design principles and design patterns, and a complementary set of values, principles and patterns for the design of the spaces.
This framework will be based on the contributions proposed by participants through an open call for contributions, augmented by products of collaborative work at the workshop itself.
Chick, N. L., Haynie, A., Gurung, R. A. & Regan, A. (2009). From generic to signature pedagogies: teaching disciplinary understandings. In Exploring signature pedagogies: Approaches to disciplinary habits of mind. (pp. 1-16) . Stylus publishing .
Nørgård, R. T., Toft-Nielsen, C. & Whitton, N. (2017). Playful learning in higher education: developing a signature pedagogy. International Journal of Play, 6, 272-282.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134, 52–59.
How will we get there?
The workshop activities will begin on July 20th, with the publication online of the accepted contributions. Participants will be guided and encouraged to critically review each others’ contributions, identify links and synergies, and revise their proposals accordingly.
The first half of the workshop will be structured as an agile writers’ workshop. Participants will break into groups of 5-8 (designated before the event), and discuss each others’ contributions. These discussions will not include presentations of the papers themselves, as participants will be expected to read those beforehand. The output of this segment will be annotated and augmented versions of the contributions accepted to the workshop.
The second half of the workshop will be structured as a “pattern storming” session. We will use a sequence of dynamic exercises to engender cross-cutting conversations, leading to the emergence of an integrative system of values, principles, and patterns. These exercises will include rapid storming of ideas, collaborative mapping of these ideas to a framework, juxtapositioning of alternatives, identification of gaps, voting between competing options, and more.
The outputs of this segment will be an outline of a signature epistemology and corresponding signature pedagogy, weaving the contributions refined in the first segment into the web of insights emerging from the second.