ASCILITE 2022 presentation on Hybrid Learning Space design outlining an approach based on a '5-piece' model that incorporates: 1. clear pedagogy; 2. design patterns; 3. tools to think with; 4. exploratory design method/approach; 5. agile team configuration.

1. Hybrid Learning Spaces (HLS)
A contemporary design challenge?
ASCILITE 2022
Steven Warburton, University of New England
Yishay Mor, Independent Consultant

2. The University of New England respects and acknowledges that its
people, courses and facilities are built on land, and surrounded by a
sense of belonging, both ancient and contemporary, of the world’s oldest
living culture. In doing so, UNE values and respects Indigenous
knowledge systems as a vital part of the knowledge capital of Australia.
We recognise the strength, resilience and capacity of the Aboriginal
community and pay our respects to the Elders past, present and future.
Acknowledgement
of Country
Pictured: Warwick Keen “Always was, always will be” 2008
Gifted by the artist to UNE in 2008

3. 1. Sparked by emerging design
challenges in campus master
planning.
2. Responding to the challenge of
drawing together the multiplicity
of conceptualisations of space
(and place).
3. Underpinned by a desire to
inject design thinking as a
shared problem-solving
methodology.
Why?

4. In this presentation we focus on learning space design
Background: Active Learning Spaces are already a well-known learning
space configuration

5. “As 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?”
Gil, E., Mor, Y., Dimitriadis, Y., & Köppe, C. (Eds.). (2022).Hybrid learning spaces. Cham: Springer International
F-2-F Online Hybrid
Allows us to
reconnect with our
learners?
Hybrid learning spaces as contested spaces

6. 12/23/2022 6
Estates and
Built
Environment
Learning
Designers
Architects
End
users
Future
state
Current
state
It's a design conversation: the 'design - discourse - activity' gap
actors​ in
design space
Project process driven
structuring of teams
and governance – is
this the best design
configuration?
under-represented?

7. 12/23/2022 7
Slide 6 of 19
(+ Technology) + (+ Flexibility) = (+ Learning)
+ Capex + Capex
+ Outcome
The crude HLS design equation?
hmm
… surely … we can
be more
sophisticated?

8. Reference: John Augeri see https://members.educause.edu/john-augeri
The term ‘hybrid learning
space’ (HLS) is loosely
used to describe a fusion
of learning opportunities
and teaching approaches
that span physical and
virtual spaces.
Adding a layer of sophistication to the opportunities for HLS designs

9. 12/23/2022 9
Slide 6 of 19
We define a practice as a pattern of action, aimed at achieving a specific goal in a
given context. All human activity is organised into systems of practices. Arguably,
this is what we call “culture”.
We read space as a social text – inferring function and conventions from it, determining which
practices are admissible and expected in it. When we walk into a tiered auditorium, we assume our
role as student or teacher, and take our place accordingly.
Motif one: the social nature of space
(architecture)
Motif two: social practice
(relations)
Social practice and the architecture of space as recurring themes in HLS design

10. Estates and
Built
Environment
Learning
Designers
Architects
12/23/2022 10
End users
Problem Based Learning
Bridging the 'design – discourse - activity' gap: deploying an enriched '5-piece' design model
Defined pedagogical
driver/s
Design solutions /
patterns
Tools to think with
(storyboards)
Key actors in an
agile configuration
Intentional
design methodology:
exploratory

11. These designs serves a particular pedagogical approach above others ... direct
instruction
Design 1: instructional approach … are your pedagogical drivers are clear?

12. 12/23/2022 12
Pattern Synopsis
1. Readable space for hybridised
learning
Set the design parameters based on the social affordances of space and place for learning and
teaching.
2. Placemaking for identity Identity and public-private boundaries need to be defined and managed. Designing a ‘gradient of
intimacy’ allows for differentiated areas of pubic versus private to be demarcated within the learning
space.
3. Safe spaces Design spaces for differing levels of participation with sensitivity to safety and equity of participation.
4. Setting the frame Use design considerations from film making to solve the on-screen framing of learner participation in a
hybrid setting.
5. Capability and confidence Building capability in ‘technology, pedagogy, content knowledge’ (Mischra & Koeler, 2006) underpins
confident and effective teaching and learning.
6. Learning Pods Design an attendance format that acknowledges that learners want to participate in often self-
determined configurations away from the standard lecture theatre or classroom delivery.
7. Team teaching Blend face-2-face and online settings using a methodology that supports decentred and shared teaching
approach to best engage leaners within and across the shared classroom space.
Design 2: principles to help scaffold design actions … here in the form of design patterns

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Tools to design with … leading from pedagogical narratives
Problem Based Learning
Design 3: tools to think with – using storyboards to unpack your pedagogy, actors and actions

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Which values have emerged from this design activity for HLS?
• equity (maximising access);
• connectedness (connecting learning
to learners' own context);
• protection (safeguarding learners'
privacy and wellbeing);
• empowerment(of learners and
teachers).
Five-piece model Emerging value set

15. 12/23/2022 15
The HLS design equation
+ or - technology
+ or - flexibility
Learning outcomes
Instructional approaches
+ capability level
Social practices
Successful
design
solution/s
Design patterns

16. 12/23/2022 16
Finally … it's
over!
… no idea … I just
followed the crowd ...
What session is
this?
Thank-you