A Collaborative Design Model to Support Hybrid Learning Environments During Covid19

Sinfield, D
Cochrane, T
Birt, J
Cowie, N
Deneen, C
Goldacre, P
Narayan, V
Ransom, L
Worthington, T
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Conference Contribution
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Designing online learning environments that replicate a large lecture environment require relatively simple substitution of pedagogical practice and are typically achieved using video streaming technologies such as Zoom. This correlates to the substitution level of the SAMR (Substitution, Augmentation, Modification, Redefinition) technology enhanced learning framework (Puentedura, 2006). In the switch to rapid online delivery brought about by the COVID-19 crisis video streaming lectures to remote students became the default go-to approach, that led to the coining of the phrase “zoom fatigue” (Lowenthal, Borup, West, & Archambault, 2020). However, practice-based learning environments do not directly map to simple tools such as video streaming from one to many and require a significant modification or even redefinition of teaching and learning practice online. To explore how mobile learning might support a hybrid mode for practice-based learning environments during COVID19 the ASCILITE Mobile Learning special interest group collaboratively created a resource combining research and practice to form a mobile learning design guide.

Collaborative learning environment design; COVID-19; Hybrid teaching and learning; Mobile learning; Scholarship of Technology Enhanced Learning
ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale (pp. 84–89). https://doi.org/10.14742/ascilite2020.0119
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© Cochrane, T., Birt, J., Cowie, N., Deneen, C., Goldacre, P., Narayan, V., Ransom, L., Sinfield, D. & Worthington, T.. The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.