...the data collection showed how it is possible to design hybrid learning spaces that are equitable and engaging for all students involved. References: Marmot, A. (2012), Matching Post-16 Estate Investment to Educational Outcomes, Alexi Marmot Associates by order of Scottish Funding Council. Oblinger, D., & Lippincott, J.K. (2006). Learning spaces: Boulder. Oblinger, D.G. (2006). Space as a change agent. Learning spaces, 1, 1-2. Steele, J.; Holbeck, R. & Mandernach, J. (2019) Designing Effective Online Pedagogy. Journal of Instructional Research, 8(2), 5-8. pedagogy in the design and execution of educational research. Qualitative research methods can provide effective spaces for pedagogy. It was clear from this research that effectiveness is dependent on pedagogies, not only the technology that is available. Teachers must adopt effective pedagogies to engage students in meaningful ways and they must be flexible in their approaches. Ultimately this project showed that there is no best type of teaching space – one just needs to consider and develop different skills sets. A “one size fits all” approach cannot be adopted. Furthermore, there is also no best mode, rather the focus and effectiveness depend on instructional strategies and tasks, discipline, context, and level (Steele, et al. 2019). Essentially it was important for the different pedagogies to engage students meaningfully. Finally this project was about the imagined potential to change pedagogic practice. The focus of lecturers/teachers in higher education spaces should be on improving T & L practices in sustained ways, while at the same time taking into consideration the effects of spatial transformation. As mentioned, the Teaching Innovation Fund support that I received, assisted and supported me in collecting my data. I am currently analysing my data, which I will use to complete my PhD thesis and various journal articles. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2022 34
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