Call for papers 58
Call for papers Sinéctica 58
Theme: Hybrid learning environments: Challenges and possibilities beyond the pandemic*
Submissions deadline: June 30, 2021
Dr. Cristóbal Suárez-Guerrero (Universitat de València, España)
Dra. Liliana Guadalupe García Ruvalcaba (Instituto Tecnológico de Estudios Superiores de Occidente-México)
The broadest definition of hybrid education is the articulation of learning opportunities that combine both classroom and digital traditions. However, this conceptual umbrella is very general, since the nuances of the notion of hybrid learning environment are as diverse as the educational needs that generate them and the approaches or designs with which they are sought to be implemented.
It is not only about thinking about education + internet, but rather about understanding an educational process that integrates elements of distinct nature within the same environment. As Floridi (2015) argues, information and communication technologies delimit environments that affect, among other aspects, our self-concept, our perception of reality and the interactions derived from it. The Internet draws an environment of action and representation in where people live and learn which combines overlaps or hybridizes with other classic educational environments. According to Wegerif (2013), this would be one of the biggest impacts of the internet on education: having blurred the demarcations of education. Thus, it is urgent to respond to the pedagogical demand of understanding, analyzing and valuing the opportunities and dilemmas that digital technology holds, upon the imminent construction of hybrid learning.
Hybrid education, understood as a system that supports the experience of teaching and learning by integrating the physical dimension (space, equipment and infrastructure), the social dimension (relationships and interaction among participants) and the virtual dimension (use of information and communication technologies), responds to the importance of renewing educational systems in terms of their limitations and inertia, and is shown as a great opportunity to make the learning experience more flexible from particular interests, needs, contexts and biases.
Especially in times of pandemic, the discussion regarding technologically mediated education has intensified. The meaning of traditional education is being questioned and the limitations of mechanically transferring face-to-face practices to virtual environments have been highlighted, as well as the dilemmas and challenges involved in building models that integrate digital and face-to-face environments for the generation of meaningful and relevant learning experiences, capable of enabling continued learning throughout life. The forced shift from face-to-face to virtual teaching, in what has come to be called emergency remote teaching, has highlighted the need to transcend its limitations in order to move towards hybrid environments that capitalize on what has been learned and integrates the best of both worlds (Pardo & Cobo, 2020).
Hybrid learning environments allow for the reconfiguration of communication processes and educational interaction through the use of technology, but the technological aspect is only a part of it. To conceive a hybrid environment, an extended learning experience in a network, a pedagogical reading is always needed that articulates in a holistic way the educational sense of the technological variable, which is increasingly important, but partial, of the educational fact (Gros & Suárez-Guerrero, 2016). Hence the need to be more knowledgeable regarding the frames, the existing practices and what they produce, from a broad, complex, critical and rigorous vision.
Assuming that the COVID-19 pandemic has generated an unprecedented educational situation at the global level (García, 2021), many educational systems, agencies and institutions have opted to make their processes more flexible in order to continue providing educational services to their populations. How have hybrid environments been designed, managed and validated to meet educational needs generated in times of pandemic? What is the socio-educational impact of these environments on learning and school culture? What possibilities and dilemmas do they present at different educational levels? What impact do technologies have on learning management in these environments? What models have been operating and leading to hybrid learning environments? What is the future of post-pandemic hybrid models? What emerging models of education are being validated to address education in future pandemics? These are some of the questions that this monograph addresses.
At a time during which educational practices are being questioned and new challenges are emerging, researchers, critics and scholars of hybrid learning environments are called upon to share, through theoretical and empirical papers, the results of their research. Recognizing problems, challenges, and possibilities for the transformation of current educational and learning practices will lead us to the projection of future ones.
The following issue of Sinéctica opens to the reception of basic and applied research articles that contribute to reflection, analysis and debate on:
· Pedagogy of hybrid learning environments
· Models of hybridization of learning
· Educational needs and care through hybrid environments
· Participation and reconfiguration of educational actors in hybrid learning environments
· New learning ecologies and expanded education
· Learning and networking
· Networks and technologically mediated learning communities
· Hybrid environments for vocational training
· Pedagogical innovation in hybrid learning environments
· School management and culture in the hybridization of learning
· Design of hybrid learning environments
· Educational content in hybrid education
· Resources for hybrid learning environments
· Evaluation of learning in hybrid environments
· Teacher training and competence for hybrid learning environments
· Curriculum and hybrid models
· Emerging models for learning in times of pandemic and post-pandemic
· Artificial Intelligence (AI) and learning analytics in hybrid education
· Public policies for hybrid education
Learning, hybrid education, hybrid learning environments
Floridi, L. (Editor) (2015). The onlife manifesto: Being human in a hyperconnected era. Springer Nature.
García Aretio, L. (2021). COVID-19 y educación a distancia digital: Preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), pp. 09-32. http://dx.doi.org/10.5944/ried.24.1.28080
Gros, B. y Suárez-Guerrero, C. (eds.) (2016). Pedagogía Red. Una educación para tiempos de internet. Barcelona, Editorial Octaedro.
Pardo, H. y Cobo, C. (2020). Expandir la universidad más allá de la enseñanza remota de emergencia. Ideas hacia un modelo híbrido post-pandemia. Outliers School. Barcelona.
Wegerif, R. (2013). Dialogic Education for the Internet Age: http://www.rupertwegerif.name/uploads/4/3/2/7/43271253/deiaproofs24thoct12.pdf