How co-design can contribute to the ongoing development of hybrid learning spaces by empowering the users

Bodil Hovaldt Bøjer, Mie Guldbæk Brøns

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstrakt

The chapter discusses how co-design can contribute to interprofessional collaboration between designers, teachers and students in order to support the development and use of hybrid learning spaces in primary education. The creation and use of a hybrid learning space involves the development and entanglement of new pedagogical practices and physical spaces that differ from traditional educational set-tings in order to embrace the coexistence and entanglement of multiple dimensions. We argue that co-design can be used to engage users and creators in inter-professional collaboration of the space-practice relationship in a real-life context. The teacher’s role is of vital importance for a hybrid learning space to be success-ful in primary education, however, the teacher profession is historically not equipped to integrate physical spaces as part of professional reflections and judgement. Thus, it is essential that the teachers develop understanding and competences to use the space as a pedagogical tool so their practices can be driven by professional methods and reflections. In this chapter, we discuss teacher professionalism, the relation to physical spaces and how to engage teachers in hybrid learning spaces.
OriginalsprogEngelsk
TitelHybrid Learning Spaces
RedaktørerEinat Gil, Christian Köppe, Yishay Mor, Yannis Dimitriadis
Antal sider16
ForlagSpringer
Publikationsdato1 jan. 2022
Sider45-60
ISBN (Trykt)978-3-030-88519-9
ISBN (Elektronisk)978-3-030-88520-5
DOI
StatusUdgivet - 1 jan. 2022
Navn Understanding Teaching-Learning Practice
ISSN2522-0853

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