Patricia Santos, from TIDE UPF, is co-autor of two publications of the Special section of BJET on Hybrid Learning Spaces – Design, Data, Didactics.
The specific publications are:
1) Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility
Authors: John Cook, Yishay Mor , Patricia Santos
Link: https://onlinelibrary.wiley.com/doi/10.1111/bjet.12945 (Open access)
Abstract: The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).
2) Learning design and learning analytics in mobile and ubiquitous learning: A systematic review
Authors: Gerti Pishtari, María J. Rodríguez‐Triana , Edna M. Sarmiento‐Márquez , Mar Pérez‐Sanagustín, Adolfo Ruiz‐Calleja , Patricia Santos, Luis P. Prieto, Sergio Serrano-Iglesias , erje Väljataga
Link: https://onlinelibrary.wiley.com/doi/10.1111/bjet.12944
Abstract: Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u‐learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u‐learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.