Sessions
Keynote
Challenges of hybrid learning and competences needed to address them by prof. dr. Marcus Pedaste
Hybrid learning is challenging but with specific benefits for both, teachers and students. Therefore, we need to understand those challenges to empower both teachers and students with competences to have the best learning experience. These competences have been largely unexplored. This keynote focuses on a literature review to understand how educators’ digital competence could be operationalised and on a study for designing assessment instruments to capture teachers' and students' digital competence for hybrid learning. Our framework distinguishes eight competences at three levels: generic competence, contextual competence, and transformative competence. The assessment instrument focuses so far on generic and contextual competences but the transformative competence will be discussed as well.
Suggested further readings:
Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: An analysis of current frameworks. In A. Ravenscroft, S. Lindstaedt, C. Delgado Kloos, & D. Hernández-Leo (Eds.), Proceedings 7th European Conference on Technology Enhanced Learning, EC-TEL2012 (pp. 79–92). New York: Springer.
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.
Redecker, C. (2017). European Framework for the Digital Competence of Educators. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770.
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143.
Interactive panel session with an expert panel on the potential and caveats of hybrid learning and teaching
Titel: mogelijkheden en beperkingen van hybride leren en lesgeven
Moderator: Prof. dr. Armin Weinberger (Saarland University, Hyb-it-up project)1
Panel: Prof. dr. Annelies Raes (online); Prof. dr. Karel Kreijns; Prof. dr. Marco Kalz; Prof. dr. Tamara van Gog; Prof. dr. Carlos Santos (online).
In this interactive session, an expert panel will share their own perspectives on the potential and caveats of hybrid learning and teaching by answering a wide range of burning questions. Some questions stem from the outcomes of the Hyb-IT-up project and the literature on the topic, other questions will be raised during the session by the panel members. The contributions of the audience will also be most welcome.
Some of the questions that the panel will be invited to discuss are: How can we make hybrid learning and teaching sustainable? How can we bridge physical and virtual spaces seamlessly? How can we support teachers’ and students’ competence development for successful hybrid learning? How can AI help to make hybrid learning more effective? How can we motivate and encourage teachers and students to embrace hybrid learning?
Suggested reading:
Ali, A. D., & Hanna, W. K. (2022). Predicting students’ achievement in a hybrid environment through self-regulated learning, log data, and course engagement: A data mining approach. Journal of Educational Computing Research, 60(4), 960–985. https://doi.org/10.1177/07356331211056178.
Bøjer, B.H. & Brøns, M.G. (2022). How co-design can contribute to the ongoing development of hybrid learning spaces by empowering the users. In E. Gil, E., Y Mor, Y. Dimitriadis & C. Köppe (Eds.), Hybrid Learning Spaces. Understanding Teaching-Learning Practice. Springer. Pp. 45-61. https://doi.org/10.1007/978-3-030-88520-5_4.
Fabian, K., Smith, S., Taylor-Smith, E. (2024). Being in two places at the same time: A future for hybrid learning on student preferences. TechTrends, 68, 693–704. https://doi.org/10.1007/s11528-024-00974-x.
Kreijns, K., Yau, J., Weidlich, J., & Weinberger, A. (2024). Towards a comprehensive framework of social presence for online, hybrid, and blended learning. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1286594.
Ortega-Arranz, A., Amarasinghe, I., Martínez-Monés, A., Asensio-Pérez, J. I., Dimitriadis, Y., Corrales-Astorgano, M., & Hernández-Leo, D. (2024). Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions. Computers & Education, 105105. https://doi.org/10.1016/j.compedu.2024.105105.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z.
Raes, A. (2022). Exploring student and teacher experiences in hybrid learning environments: Does presence matter? Postdigital Science and Education, 4, 138–159. https://doi.org/10.1007/s42438-021-00274-0.
Van Leeuwen, A., Rummel, N., & Van Gog, T. (2019). What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? International Journal of Computer-Supported Collaborative Learning, 14, 261-28.
Keynote
Infrastructure for collaborative curriculum development: Supporting the co-design of hybrid learning
Collaborative curriculum design constitutes a rewarding yet challenging endeavor, especially when undertaken in the context of hybrid learning. While many factors influence the work of design teams, the human, material, and structural resources that are present (or lacking) in the design context exert significant influence on both the processes and outcomes of the endeavor. Synthesizing over 30 years of research, this presentation first discusses key dimensions of collaborative curriculum design, with particular attention to how they manifest in the context of hybrid learning. It then considers the kinds of human, material and structural resources - i.e. infrastructure - that serve collaborative curriculum design teams. Throughout the talk, examples are drawn from recent and ongoing hybrid learning projects.