Delighted to collaborate with Professor John Cook and the Springer team on this new publication.
This interesting chapter responds to the need to investigate a more nuanced theoretical proposition in the area of Hybrid Learning Spaces (HLS). The work is positioned along two axes of pedagogical theory and practice implications derived from case studies. The research question (RQ) originates from the Zone of Possibility (ZoP) body of work and offers a lens to guide the examination of three cases that have emerged in the COVID-19 lock-down. This chapter explores ZoP/Hybrid Learning Space pedagogy through three cases: Bristol Jazz Workshops, Goethe University Frankfurt students, and Bournemouth University Nursing academics. All three cases surfaced the importance of approaches to bridging; they further illustrate that ‘interpenetration’ is an important HLS concept that requires further elaboration. The chapter ends with the recommendation that contextual framing, pedagogic implications and implications for design are the critical factors for case study analysis. In terms of implications for future design, Debbie and her co-author specify the meta-design principle called ‘Respect Learners’ Zone of Possibility’.
Reference: Cook, J., Holley, D., 2022. Covid-19 lock-down: hybrid learning cases using the lens of the Zone of Possibility​. In: Gil, E., Mor, Y., Dimitriadis, Y., Koppe, C. (eds.) Hybrid Learning Spaces. Springer, pp.77-94. This chapter is available in the BU respiratory: http://eprints.bournemouth.ac.uk/35528/
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