This is the list of accepted papers for the HLS:D3 workshop (authors, title, and abstract) and the grouping per writers’ workshop. Authors and other participants have to find their workshop in the table below. Please download and print these versions, prepare your feedback and bring these annotated copies to the workshop.

Group 1 (Chair: Christian Köppe)Group 2 (Chair: Yishay Mor)Group 3 (Chair: Alex Young Pedersen)
Papers: 1, 4, 7, 9Papers: 2, 5, 8, 10Papers: 3, 6, 11
1 Christian Köppe (P1 author)Yishay Mor (P2 author)Alex Young Pedersen (P3 author)
2Alice Veldkamp (P4 author) John Cook (P2 author)Andri Ioannou (P6 author)
3Estibaliz Fraca (P7 author) Gerti Pishtari (P5 author) Ellen Rusman (P11 author)
4Yannis Dimitriadis (P9 author) Laia Albó (P8 author)Kamakshi Rajagopal
5Sergio Serrano-Iglesias (P9 author) Einat Gil – Liat Eyal (P10 author – remote) Rob Turk
6 Uwe Müsse Ana HibertSebastian Wollny
7Valeria Henriquez Daniel Ebbert Abdullah Bahmani
8Bernd Eichinger
Julio Guerra
Denis Gillet
9Zhongya Zhang Rubiela Carrillo Margarida Lucas
10Menashe PuterkovskyMar Pérez-Sanagustín
Marco Kalz
11 Tobias LeyEkaterina MuravyevaSomayeh Zamanikasbi
12 Xiao Jun Vasiliki Papageorgiou

Accepted Papers

Group 1 (chair: Christian Köppe)

  • P1: Christian Köppe and Rody Middelkoop, “Incremental Grading – An Example of Using Hybrid Pedagogy as Guideline for Assessment Design
    Abstract: “Assessments are essential elements in higher education, but their design often seems to be guided by standard approaches and some impeding phenomena persist. Addressing such phenomena—e.g. procrastination, low self-assessment skills, low ownership of learning—is often done through design-based research (DBR). Finding new design solutions (or interventions) which can be evaluated for their successful applicability is an essential element of DBR. Using hybrid pedagogy—the conscious intermingling of prevalent dichotomies in educational design—as guideline for (re-)designing such assessment approach elements can open up new solution spaces and opportunities to address some of the existing challenges. In this work we describe how hybrid pedagogy was used as guideline during assessment development for a semester on software engineering. We present how this broadened the solution space and how it impacted some design decisions. The result of this assessment development is an approach termed Incremental Grading, which is based on a re-configuration of well-known and proven good practices.”
  • P4: Alice Veldkamp, Joke Daemen, Stijn Teekens and Stefan Koelewijn, “Puzzle boxes: the next evolutionary shape of escape rooms in education
    Abstract: “Commercial escape rooms have inspired teachers to adapt the popular entertainment activity for education. This global bottom-up phenomenon in education is implemented, without involvement of institutes for educational research or teacher education. Escape rooms are problem-based and time constrained, requiring active and collaborative participants. A setting educators want to achieve in their classroom to promote learning. This article explores the evolution of the escape room concept into educational escape game boxes. These currently technology driven puzzle boxes put students in direct contact with each other and require them to collaborate in the physical world instead of being individually absorbed in a digital world. The design criteria, challenges and play test results are presented
  • P7: Estíbaliz Fraca, Manolis Mavrikis, , Maria Kambouri, Nicole Yuen, Rozina Bakirtzoglou, Gavin Mair, Ashley Highmore, and Carys Hubbard, “Towards a Hybrid Learning Space for Engaging Primary Pupils in Physically-Active Mathematics
    Abstract: “In this paper, we present a case study of an intervention in which physical and tangible resources and activities for mathematics are enhanced through digital elements. This approach is a product of an educational social enterprise (Numberfit). An online platform allows the teachers and Numberfit facilitators to design a lesson plan for physically active mathematics where students interact with, collaborate within groups and compete with other groups while practising a range of topics and get points for their behaviour and solutions. These points are recorded through an app that feeds data on a leaderboard which is displayed on the screen. Some lessons are planned as a webcam competition that is led by a remote Numberfit facilitator while displaying what is going on and leaderboard from several schools. Following smaller trials, Numberfit is now being scaled up and piloted at three different schools. This paper describes the engaging hybrid learning space that is created through the Numberfit approach, as well as preliminary findings of the empirical research that explores whether and how students’ motivation and attainment are affected.
  • P9: Sergio Serrano-Iglesias, Eduardo Gómez-Sánchez, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Adolfo Ruiz Calleja, Guillermo Vega-Gorgojo and Yannis Dimitriadis, “Personalizing the connection between formal and informal learning in Smart Learning Environments” Abstract: “Smart Learning Environments aim at automatically adapting the learning experience based on learner’s context. When this context is not restricted to formal settings, SLEs are a promising solution for automatically connecting formal education with informal learning opportunities that emerge in different physical and virtual spaces. To achieve this, SLEs can benefit from both the information from the formal learning design as well as the capability of sensing and analyzing the progress of each learner. In previous research, we have devised an architecture to interconnect the different technologies that form an SLE capable of connecting formal and informal learning across-spaces. This paper goes a step forward by exploring the information flow needed to model the current context and state of the learner to eventually trigger informal learning interventions.”

Group 2 (chair: Yishay Mor)

  • P2: John Cook, Yishay Mor and Patricia Santos, ” Three cases of hybridity in learning spaces: towards a design for a Zone of Possibility
    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 to contribute to the themes of the workshop. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2). 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 ‘successful communication’ and an understanding of social context in hybrid contexts (i.e. the ZoP).”
  • P5: Gerti Pishtari, María Jesús Rodríguez-Triana, Edna Milena Sarmiento-Marquez, Terje Väljataga, Külli Kori, Oleksandr Cherednychenko, Mihkel Kangur, Jaanus Terasmaa and Liisa Puusepp, “A Learning Design and Analytics Perspective of Mobile and Ubiquitous Learning” Abstract: “Mobile and ubiquitous learning models are finding an increasing adoption in technology-enhanced learning (TEL). Despite the potential benefits, they also entail additional complexity in designing, monitoring and evaluating learning activities. Learning design (LD) and learning analytics (LA) communities have started to address these issues. This paper presents an overview of how these communities understand mobile and ubiquitous learning, and how they have contributed to them. The search included 7 main academic TEL databases, resulting in 1722 papers out of which 54 papers were included in the final in-depth analysis. Results point out trends and synergies between both communities.”
  • P8: Laia Albó and Davinia Hernández-Leo, “How Educators Value Design Analytics for Blended Learning” Abstract: “The use of technology in education has open a range of challenges and opportunities regarding the collection and use of data for improving teaching and learning processes. Among the types of data that can be collected, this paper is focused on the exploration of the value of design analytics, i.e. the metrics of design decisions that characterizes facets of learning designs. These types of analytics can provide awareness and reflection on decisions made during the learning design process as well as inform future design decisions. The learning design authoring tool edCrumble has been used to generate and interact with design analytics and explore their potentialities. Specifically, workshops with teachers and education-related stakeholders have been carried out in order to collect their insights and opinions about the use of different types of design analytics visualizations.
    P10: Liat Eyal and Einat Gil, “Design patterns for teaching and learning at the academy in future learning spaces (FLS)” Abstract: “Future Learning Space (FLS) is a dynamic & interactive technology learning environment that enable teaching and learning in innovative pedagogical methods. This paper introduces design patterns for teaching and learning in these spaces. The patterns have emerged through creative teachings that included optional mentoring of instructors in a college of education FLS.
    In a design-based research, design practices narratives were documented and characterized into design patterns for teaching in academic classes. Findings suggest a variety of patterns, from which four patterns were chosen as a didactic basis for the design of teaching and learning in future learning environments: Groups convergence; Station rotation in space; Presentation fair; Think-Join-Share. These patterns can be used as learning design scaffolds in a social constructionist approach.

Group 3 (chair: Alex Young Pedersen)

  • P3: Alex Young Pedersen, “Conceptualizing Hybrid Educational Spaces (HES)
    Abstract: The paper briefly explores the sources of hybridity in technology, politics, and civil society. Hybrid Educational Spaces (HES) is presented as a special category of Hybrid Learning Spaces that puts learning in institutional form. In analyzing the main theoretical and practical differences between education and learning important dimensions are uncovered and discussed leading to a conceptualization of HES. A conceptual model is presented. The model may serve to inform the design of HES. It is concluded that in creating HES institutional obstacles may serve as creative constraints or even possible resources in fostering hybrid educational spaces.
  • P6: Marianna Ioannou, Andri Ioannou, Yiannis Georgiou and Symeon Retalis, “Designing the embodied learning classroom experience Abstract: “The concepts of embodiment and embodied learning, deeply rooted in theories of embodied cognition, are gaining traction in the field of education. New and affordable educational technologies (e.g., motion-based technologies, AR, VR) enable researchers and practitioners to include more gestures and body movements into their learning designs. Yet, while technology-enhanced embodied learning shows positive results during controlled trials in laboratory settings or 1-1 interventions in special classrooms/units, findings are dissimilar when relevant implementations are conducted in real classroom settings with 20+ children, which often include students with and without disabilities. It becomes apparent that the implementation of embodied learning in authentic classrooms requires special attention to issues of classroom orchestration, referring to how teachers design technology-enhanced embodied learning classrooms and manage the learning activities and constraints in real-time while addressing the learning needs of all the students. This workshop paper presents an experience report about implementing an orchestration strategy for designing embodied learning, guided by an already published framework. We aim to continue the dialog on classroom orchestration strategies for successful embodied learning in the classroom, highlighting the essential need to consider learning design when bringing technology into the classroom, as it is not a simple process to shift laboratory success to real world learning gains.
  • P11: Ellen Rusman and Barbara van den Broek, “‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: The design of a digital reflection tool for primary school children with language impairmentsAbstract: “Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at lei-sure). In this study, a digital reflection tool has been designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life with the help of an artefact they create. Sub-sequently, this artefact is used to support children to reflect on this critical incident, individually or together with their teacher, coach, parents or peers, across social contexts they engage in.
    The aim of this study was to design a usable and user-friendly digital reflection tool to enhance children’s (self-insight in) their communication skills and improve their communicative behavior. The study is organized in two phases: in the first phase a theoretically informed digital reflection tool was designed and evaluated on its usability and user-friendliness through a design-based research approach with various stakeholders. In the second phase, the tool was evaluated on expected effects on communication insight, skills and behaviour of primary school children with specific language impairments in educational practice.
    This paper reports on theoretical concepts that guided the design-based research phase and informed the design of the digital reflection tool.