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      Teaching Novice Teachers to Enhance Learning in the Hybrid University

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          Abstract

          Hybrid learning spaces are often associated with ‘blended’ education and defined by the presence of a mediating technology. In this paper, we shift the focus from technology to practice in the search for a relationist perspective that understands hybrid space as emerging from a sociomaterial assemblage. In this perspective, learning and teaching involve blurred boundaries and spatiotemporal configurations in a context of radical uncertainty. The paper presents a qualitative study of an ongoing project called Teknosofikum, a course/concept for the professional development of novice higher-education teachers in Denmark. The project addresses the complexity of distributed learning in (post-)pandemic hybrid spaces and times. It aims at generating imaginative pedagogies through the use of technology while also nurturing ontological aspects of the teaching profession. The paper presents and discusses data from the first iteration, which included co-designed processes of prototype content development and a mini-trial with seven course participants. Two key findings about teacher professional development emerge from the study. The first is the need to focus on multiple and situated teaching activities, providing a bridge between learning theories and educational practices. The second is the importance of knowing-in-practice, rather than acquiring knowledge, to create space for imagination in teaching with technologies and face up to the dynamic evolution of higher education.

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          Most cited references 85

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          Knowing in Practice: Enacting a Collective Capability in Distributed Organizing

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            Expansive Learning at Work: Toward an activity theoretical reconceptualization

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              Sociomaterial Practices: Exploring Technology at Work

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                Author and article information

                Contributors
                magd@itu.dk
                Journal
                Postdigit Sci Educ
                Postdigital Science and Education
                Springer International Publishing (Cham )
                2524-485X
                2524-4868
                30 September 2021
                : 1-23
                Affiliations
                GRID grid.32190.39, ISNI 0000 0004 0620 5453, Department of Computer Science, , IT University of Copenhagen, ; Copenhagen, Denmark
                Article
                257
                10.1007/s42438-021-00257-1
                8481934
                87f799da-90e5-4b69-885a-c640b53c9c42
                © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/100008389, Uddannelses- og Forskningsministeriet;
                Award ID: 9156-00008B
                Award Recipient :
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