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001444284 001__ 1444284
001444284 003__ OCoLC
001444284 005__ 20230310003702.0
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001444284 019__ $$a1295699535$$a1295804768
001444284 020__ $$a9783030885205$$q(electronic bk.)
001444284 020__ $$a3030885208$$q(electronic bk.)
001444284 020__ $$z9783030885199
001444284 020__ $$z3030885194
001444284 0247_ $$a10.1007/978-3-030-88520-5$$2doi
001444284 035__ $$aSP(OCoLC)1295641849
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001444284 049__ $$aISEA
001444284 050_4 $$aLB1028.5$$b.H93 2022
001444284 08204 $$a371.33/4$$223
001444284 24500 $$aHybrid learning spaces /$$cEinat Gil, Yishay Mor, Yannis Dimitriadis, Christian Köppe, editors.
001444284 264_1 $$aCham :$$bSpringer,$$c[2022]
001444284 264_4 $$c©2022
001444284 300__ $$a1 online resource :$$billustrations (chiefly color).
001444284 336__ $$atext$$btxt$$2rdacontent
001444284 337__ $$acomputer$$bc$$2rdamedia
001444284 338__ $$aonline resource$$bcr$$2rdacarrier
001444284 4901_ $$aUnderstanding teaching-learning practice
001444284 5050_ $$aTable of contents -- Chapter 1 Introduction -- Part I: Into the Hybrid -- Chapter 2 Hybrid learning spaces - a three-fold evolving perspective -- Chapter 3 Hyper-hybrid learning spaces in higher education -- Part II: Pedagogy -- Chapter 4 How co-design can contribute to the ongoing development of hybrid learning spaces by empowering the users -- Chapter 5 H2m pedagogy: Designing for hybrid learning in medical education -- Chapter 6 Covid-19 lock-down: hybrid learning cases using the lens of the Zone of Possibility -- Chapter 7 Socio-emotional Regulation in Collaborative Hybrid Learning Spaces of FormalInformal Learning -- Chapter 8 Seamless hybrid science learning: streamlining the techno-pedagogical designs for wider diffusion -- Chapter 9 Designing synchronous hybrid learning spaces: Challenges and opportunities -- Part III: Technology -- Chapter 10 An analysis of mobile learning tools in terms of pedagogical affordances and support to the learning activity life cycle -- Chapter 11 Classroom Analytics: Telling Stories about Learning Spaces using Sensor Data -- Part IV: Space design -- Chapter 12 Co-creating futures through virtual BAs -- Chapter 13 Creativity Flourishes Using Hybrid Spaces Patterns -- Chapter 14 Patterns for a hybrid campus -- Chapter 15 Dialogic teaching and the architecture of hybrid learning spaces: Alexander meets Alexander -- Chapter 16 Design for balance: addressing challenges of safety, privacy and identity management in online and hybridised learning and teaching spaces -- Part V: Concluding -- Chapter 17 Forward Looking: Predictions for the Future of Hybrid Learning Spaces.
001444284 506__ $$aAccess limited to authorized users.
001444284 520__ $$aAs we have come to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum? Should this be the primary dimension around which we cluster educational experiences - how does it intersect and interact with other axes, such as formal-informal, vocational-recreational, open-closed, teacher-student? How do we adapt, as teachers, learners, designers, policy makers, to this changing landscape? How do we shape it to offer an optimal learning experience? Such questions led us to conduct a series of academic and professional events on the theme of Hybrid Learning Spaces (HLS) - spaces which challenge and defy the dichotomies above. This edited book collates some of the products of that endeavor, offering a multi-vocal, interdisciplinary approach to hybridity in education. It connects practical examples, design directives and theoretical analysis, combining perspectives from technology research and development, educational theory and practice, architecture and space and product design. This book addresses researchers, practitioners, innovators and policy makers in education, technology and design, offering broad perspectives and then distilling practical insights in the form of design principles and patterns, pedagogical models, and predictions of future trends.
001444284 588__ $$aDescription based on print version record.
001444284 650_0 $$aBlended learning.
001444284 650_0 $$aClassrooms.
001444284 650_0 $$aEducation$$xPhilosophy.
001444284 650_6 $$aApprentissage mixte.
001444284 650_6 $$aÉducation$$xPhilosophie.
001444284 655_0 $$aElectronic books.
001444284 7001_ $$aGil, Einat,$$eeditor.
001444284 7001_ $$aMor, Yishay,$$eeditor.
001444284 7001_ $$aDimitriadis, Yannis A.,$$eeditor.
001444284 7001_ $$aKöppe, Christian,$$eeditor.
001444284 77608 $$iPrint version:$$tHYBRID LEARNING SPACES.$$d[Place of publication not identified] : SPRINGER, 2022$$z3030885194$$w(OCoLC)1266895788
001444284 830_0 $$aUnderstanding teaching-learning practice.
001444284 852__ $$bebk
001444284 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-88520-5$$zOnline Access$$91397441.1
001444284 909CO $$ooai:library.usi.edu:1444284$$pGLOBAL_SET
001444284 980__ $$aBIB
001444284 980__ $$aEBOOK
001444284 982__ $$aEbook
001444284 983__ $$aOnline
001444284 994__ $$a92$$bISE