Learning design for teacher-student co-agency in hybrid spaces

Auteurs-es

  • Maria Antonietta Impedovo Aix-Marseille Université https://orcid.org/0000-0003-2172-7105
  • Seng Chee Tan National Institute of Education, Nanyang Technological University

DOI :

https://doi.org/10.51657/ric.v7i1.51883

Mots-clés :

emergent technology, hybridity, agency, zone of possibility, teacher-student

Résumé

This paper reflects on hybrid learning design focusing on co-agency between teachers and students. The research question is: How could learning design with technology leverage the hybridity of the learning environment and teacher and student co-agency for post-pandemic learning? To answer this question, we examine academic publications for related studies to derive possible post-Covid learning design principles to answer the research question. Aligned with the focus of bridging hybridity, we draw on studies involving different emerging technologies from two different contexts: France and Singapore. The implications for hybridity, co-agency, and zone of possibility are analysed. The discussion stresses the virtual, material, and agentic transformation in hybrid learning design for a post-pandemic learning design.

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Publié

2023-06-19

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Texte à considération théorique et méthodologique

Comment citer

Learning design for teacher-student co-agency in hybrid spaces. (2023). Revue Internationale Du CRIRES : Innover Dans La Tradition De Vygotsky, 7(1), 24-38. https://doi.org/10.51657/ric.v7i1.51883