Open AccessA collaborative design model to support hybrid learning environments during COVID19
Author(s) -
Thomas Cochrane,
James R. Birt,
Neil Cowie,
Christopher Charles Deneen,
Paul Goldacre,
Vickel Narayan,
Lisa Ransom,
David Sinfield,
Tom Worthington
Publication year - 2020
Language(s) - English
Resource type - Conference proceedings
DOI - 10.14742/ascilite2020.0119
Subject(s) - computer science , learning design , collaborative learning , covid-19 , knowledge management , resource (disambiguation) , key (lock) , face to face , face (sociological concept) , human–computer interaction , mathematics education , psychology , sociology , medicine , computer network , social science , philosophy , computer security , pathology , infectious disease (medical specialty) , disease , epistemology
COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.