Springer Hybrid Learning Spaces (Understanding Teaching-Learning Practice)

As we have come to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum? Should this be the primary dimension around which we cluster educational experiences - how does it intersect and interact with other axes, such as formal-informal, vocational-recreational, open-closed, teacher-student? How do we adapt, as teachers, learners, designers, policy makers, to this changing landscape? How do we shape it to offer an optimal learning experience? Such questions led us to conduct a series of academic and professional events on the theme of Hybrid Learning Spaces (HLS) - spaces which challenge and defy the dichotomies above. This edited book collates some of the products of that endeavor, offering a multi-vocal, interdisciplinary approach to hybridity in education. It connects practical examples, design directives and theoretical analysis, combining perspectives from technology research and development, educational theory and practice, architecture and space and product design. This book addresses researchers, practitioners, innovators and policy makers in education, technology and design, offering broad perspectives and then distilling practical insights in the form of design principles and patterns, pedagogical models, and predictions of future trends. From the Back Cover As we have come to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum? Should this be the primary dimension around which we cluster educational experiences - how does it intersect and interact with other axes, such as formal-informal, vocational-recreational, open-closed, teacher-student? How do we adapt, as teachers, learners, designers, policy makers, to this changing landscape? How do we shape it to offer an optimal learning experience? Such questions led us to conduct a series of academic and professional events on the theme of Hybrid Learning Spaces (HLS) - spaces which challenge and defy the dichotomies above. This edited book collates some of the products of that endeavor, offering a multi-vocal, interdisciplinary approach to hybridity in education. It connects practical examples, design directives and theoretical analysis, combining perspectives from technology research and development, educational theory and practice, architecture and space and product design. This book addresses researchers, practitioners, innovators and policy makers in education, technology and design, offering broad perspectives and then distilling practical insights in the form of design principles and patterns, pedagogical models, and predictions of future trends. About the Author Dr. Einat Gil is a researcher, designer and leader of innovation processes in teaching & learning. She is the head of the Pedagogical Innovation Spaces project, director of the Center of Innovation and Learning Design and a faculty member at the Kibbutzim College of Education, Technology and the Arts in Tel-Aviv. Previously, she was the Head of Teaching Innovation at Levinsky College of Education, where she led the establishment of Future Learning Spaces and their integration into the college culture as well as additional transformative innovation processes. Formerly, a postdoctoral fellow at the University of Toronto and the Fields Institute for Research in Mathematical Sciences. Her research focuses on teaching and learning in Future & Hybrid Learning Spaces as well as in promoting Statistical reasoning. Dr. Gil consults academic institutions and is a member of the steering committee at MEITAL (IUCEL), an Inter-University Center for eLearning in higher education in Israel. She has numerous publications in academic journals, conferences proceeding and learning materials fo