University of Granada was founded in 1531, and built on a long-standing teaching tradition, the roots of which can be traced back to the madrasahs of the Nasrid dynasty of Granada. As a forward-looking historical University located at various sites throughout Granada, the UGR is deeply engaged with today’s city, province and surrounding region, playing a leading role in the recovery and conservation of Granada’s magnificent historical and cultural heritage sites. With over 55,000 undergraduate and postgraduate students and 6,000 staff members, the UGR has a powerful presence in a city of 240,000 inhabitants. Its role as leader in incoming and outgoing student and staff mobility in European and international programmes, and its attractiveness for international students and researchers, make for multicultural campus life and a lively cosmopolitan setting. Over the course of the current academic year 2019-2020, 2,600 new international undergraduate students from over 70 countries will complete studies at the UGR, thanks to the diverse range of mobility programmes on offer at our institution. The UGR is the highest-ranked university in the South of Spain and the 4th highest-ranked in Spain, according to the prestigious Shanghai Academic Ranking of World Universities (ARWU 2019).
Hybrid learning models for sustainable education in contexts derived from COVID-19
The reflection on the value of systematizing and promoting the construction of Hybrid Learning Models, and the strategies to implement it in our educational systems, from the sustainability and educational situation derived from the global pandemic of COVID-19, is the central theme of this conference that we present.
Today's cities are generating a wide variety of changes, on which an informed reflection must be made, in order to make them functional, sustainable, and livable places. These places are ideal for innovation and the implementation of ideas, and therefore also for learning, leading to economic growth and social development.
On the other hand, the constant and increasingly transparent presence of interconnected mobile devices, the internet of things, the accelerated convergence between technology and information, Big data, or learning analytics, are a part of the new social ecology. In it, educational systems must not only teach how to use all these technologies, but it is the educational system itself that has to function methodologically from them.
This is how we thought it prior to the global pandemic of COVID-19, and thus this new reality has forced us to understand that traditional learning environments, due to their fixed, static, and decontextualized characteristics, do not conform to current training requirements. With that what must be considered when defining priorities and designing new pedagogical learning models, these must be planned considering the inclusion of elements that guarantee the formation of different needs of students, from different social origins and technological opportunities.
And among these models, which consider the new techno and socio-educational needs, we notably find the Hybrid Learning Models, which are currently considered as enhancers of current and future learning, since they have the best of both worlds. On the one hand, they consider face-to-face teaching, fundamentally non-digital resources, and in traditional physical spaces such as schools, institutes, academies or universities; and on the other hand, non-face-to-face teaching, using mature technologies in virtual spaces of various characteristics.
These hybrid spaces allow the development of learning processes that are not limited by space or time, with synchronous and asynchronous learning. They are processes that are determined by the subject's own use of information sources, hyper-connected tools, and the use and dissemination of their own learning. And in this sense, it supposes democratization of learning, because greater autonomy is achieved in the acquisition of content, in the ability to make decisions, or in academic and social integration. In short, the appearance of these new ways of learning is a positive disruption that individualizes the learning activities of students, enhancing their strengths and complementing their limitations, to facilitate them to reach their maximum potential.
However, some educators are reluctant to use a part of the virtual learning experience. Since although they offer immense opportunities that guarantee diversity, knowledge, and network action. These same technologies can facilitate segregation and marginalization, justified by the absence of user skills or by limited access to them due to economic, social, and cultural disadvantages. We are at a decisive moment caused by this great world crisis in which we have to take advantage of and to reverse situations of social and technological disadvantage since governments have promoted access in record time to the means necessary to make this implementation of the hybrid learning model.
Social Sciences and Humanities are an area of knowledge in which most of these challenges can be answered. And on which to elucidate the modes of relationship between hybrid learning and social learning scenarios. To evaluate how these new learning models are contributing to the development of a new social, and global citizenship, model that requires to be aligned with the current needs derived from COVID-19. Seeking that the sustainable development goals promoted by the United Nations are an early reality and not any utopian dream.
- Hybrid learning models in times of COVID-19
- Development of training contexts to achieve sustainable development objectives with emphasis on citizens who are economically, socially, and culturally disadvantaged.
Prof. Eva María Olmedo Moreno, PhD – Universidad de Granada (Spain)
PhD in Pedagogy from the University of Granada and Full Professor in the Department of Research Methods and Diagnosis in Education of the University of Granada, where she teaches the core subject of Educational Research Methods. Her main line of research: «Learning Strategies and the development of hybrid learning models in the Smart Cities culture: Effective tools for socio-educational inclusion», topic on which she directs the I+D+I EDU2017-88641-R National Project. She is currently the Director of the MIDE Department and Coordinator of the Doctoral Program in Educational Sciences of the University of Granada.
Prof. Gregory M. Hauser, PhD – Roosevelt University (USA)
Gregory M. Hauser is a Professor at Roosevelt University where he taught courses in the master’s and doctoral programs in educational leadership. He is currently serving a three year term as an elected member of the Roosevelt University Board of Trustees. Prior to his faculty appointment, he served for seventeen years as a chief student affairs officer. He has served as Vice Provost of Student Affairs at Roosevelt University, as Dean of Students at Montana State University-Northern, and as Dean of Students at Monmouth College. As an outgrowth of his research interests in technology and educational leadership he co-authored, The standards-based digital school leader portfolio; A handbook for preparation and practice (2005), as well as a revised second edition in 2010. He has also written several book chapters and articles related to various aspects of school reform. Professor Hauser serves on the editorial review board for three peer-reviewed journals. He has also authored and administered numerous federal and private foundation grants from the U.S. Department of Education, the U.S. Information Agency, and the IBM Foundation, to mention a few. He is a former Fulbright Scholar to Germany.
To be announced.
- Marcelo Emilio Bianchi Bustos, Universidad Argentina J. F. Kennedy, Argentina.
- Henry Aberto Chero Valdivieso, Los Angeles Catholic University of Chimbote, Peru.
- Marisol Cipagauta, University Corporation Minuto de Dios, Colombia.
- Aleska Cordero, National Open University, Caracas, Venezuela.
- Candida Filgueira Arias, CEU San Pablo University, Madrid, Spain.
- Maria José Fueyo Muñiz, Professional Conservatory of Music, Alcalá de Henares, Spain.
- Karim Javier Gherab Martín, Rey Juan Carlos University, Madrid, Spain.
- Sílvia Ester Orrú, University of Brasília, Brazil.
- Delia Manzanero, Universidad Rey Juan Carlos, Madrid, Spain.
- Jesús Paz-Albo, Rey Juan Carlos University, Madrid, Spain.
- Magda Pereira Pinto, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil.
- Miriam Persiani de Santamarina, Campana Kindergarten, Buenos Aires, Argentina.
- Salvador Ponce Ceballos, Autonomous University of Baja California Mexicali, Mexico.
- Antônio Vanderlei dos Santos, Integrated Regional University, Rio Grande do Sul, Brazil.
- Judith Schneider, Campana Child Development Care Center, Buenos Aires, Argentina.
- Nancy Viana Vázquez, University of Puerto Rico in Rio Piedras, Puerto Rico.
- Rosa Virgínia Wanderley Diniz, University of Sorocaba, Brazil.