Covid-19 lock-down: hybrid learning cases using the lens of the Zone of Possibility​.

Abstract

Our chapter responds to the need to investigate and represent a more nuanced theoretical proposition in the area of Hybrid Learning Spaces (HLS). The work is positioned along two axes of pedagogical theory and practice implications derived from case studies. The following research question (RQ) originates from the Zone of Possibility (ZoP) body of work and offers a lens to guide the examination of three cases that have emerged in the Covid-19 lock-down. RQ: In the context of Hybrid Learning Spaces, how can the design process and design thinking advance or bridge ‘successful communication’ and an understanding of social context in a ZoP? Following a brief outline of our research method, in this chapter we explore ZoP/Hybrid Learning Space pedagogy through three cases: Bristol Jazz Workshops, Goethe University Frankfurt students, and Bournemouth University (UK) Nursing academics. All three cases surfaced the importance of approaches to bridging; they further illustrate that ‘interpenetration’ is an important HLS concept that requires further elaboration. Our findings suggest that contextual framing, pedagogic implications and implications for design are the critical factors for case study analysis. In terms of implications for future design, we specify the meta-design principle called ‘Respect Learners' Zone of Possibility’.