James Rutherford and Dom Pates
The Higher Education sector has seen a significant uptake in the hybrid approach to teaching and learning since the Coronavirus pandemic began, due to national lockdowns and restrictions on people attending campus (Bortolo et al, 2021; Secker, 2021; Sikora & Pates, 2021). But, this tactically developed prototype, where in person and online students attend the same session synchronously, could develop as a future delivery model (Rutherford, 2021).
In this workshop, participants will be challenged to think about the use of space in teaching and learning, specifically in hybrid environments. They will also learn from colleagues about experiences of hybrid learning, across disciplinary boundaries, as well as collaborate to explore and imagine new and transformative ways of teaching in higher education. This will enable participants to integrate different areas of pedagogic practice and knowledge in new ways, for example, classroom management approaches with education technologies or methods of student engagement with an empathetic understanding of student needs.This workshop aims to look holistically at hybrid teaching and discover what effective and appropriate pedagogical support might look like in the development of hybrid teaching. It is based on the original ‘Pedagogy of Space’ workshop launched at the 2017 Learning at City conference, but this time with a focus on hybrid teaching, We will challenge participants, and our own, assumptions. We will also co-create new and different ways of seeing a hybrid learning space, shifting perceptions to see space from a learner’s perspective (Beatty, 2019). The workshop itself will be delivered in a hybrid format, with some participants attending in person and some online. Delegates will be guided from a place of familiarity to an abstract space, with the task of considering the key question, ‘What could a hybrid space be like?’. We expect diverse views to come together as online and in-person delegates consider a broader conception of the learning space instead of the purely physical space for face-to-face teaching (Bevacqua and Colasante, 2019; Kauppi et al, 2020).
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Bartolo, N.S., Pizzuto, M.A., Wirth, F., Szijj, J.V., Serracino-Inglott, A., and Azzopardi, L.M., 2021. The shift from class-based to online learning during COVID-19: A student and academic perception. Pharmacy Education, 290–296.
Beatty, B.J., 2019. Hybrid-Flexible Course Design. EdTech Books.
Bevacqua, J. and Colasante, M., 2019. No lines: Observations from a pilot project to re-imagine, design and implement a flexible student-centred approach to study mode selection. Journal of University Teaching & Learning Practice, 16 (1).
Kauppi, S., Muukkonen, H., Suorsa, T., and Takala, M., 2020. I still miss human contact, but this is more flexible—Paradoxes in virtual learning interaction and multidisciplinary collaboration. British Journal of Educational Technology, 51 (4), 1101–1116.
Sikora, I. & Pates, D., (2021) Blended Learning to Fly, New Vistas 7(1), p.8-13. doi: https://doi.org/10.36828/newvistas.100
Rutherford, J. 2021. ‘University of London on Hybrid Teaching – Fight or Flight?’ Available at: https://www.inavateonthenet.net/news/article/guest-column-james-rutherford-university-of-london-on-hybrid-teaching–fight-or-flight
Secker, J. 2021. Researching the challenges and opportunities of hybrid teaching Learning at City blog November 9. Available at: https://blogs.city.ac.uk/learningatcity/2021/11/09/researching-the-challenges-and-opportunities-of-hybrid-teaching/
