{"id":2559,"global_id":"www.delconference.org\/2026?id=2559","global_id_lineage":["www.delconference.org\/2026?id=2559"],"author":"3","status":"publish","date":"2026-10-13 18:17:19","date_utc":"2026-10-13 17:17:19","modified":"2026-10-13 18:17:19","modified_utc":"2026-10-13 17:17:19","url":"https:\/\/www.delconference.org\/2026\/event\/transforming-learning-cultures-through-hybrid-studios-across-and-beyond-borders\/","rest_url":"https:\/\/www.delconference.org\/2026\/wp-json\/tribe\/events\/v1\/events\/2559","title":"Transforming Learning Cultures Through Hybrid Studios Across and Beyond Borders","description":"

Transformar las culturas de aprendizaje mediante talleres h\u00edbridos a trav\u00e9s y m\u00e1s all\u00e1 de las fronteras<\/h2>\n

About this session<\/h2>\n

This contribution presents an international, hybrid teaching project co-designed and co-taught by faculty from universities in Germany and the United States. The six-week, studio-based format embeds intercultural collaboration directly into existing curricula, connecting students across institutions, time zones, and disciplinary contexts. In doing so, it advances a model of pedagogy without borders\u2014one that actively engages local-global dynamics and diverse ways of learning, communicating, and making.\u00a0<\/span><\/p>\n

Designed as a participatory, inquiry-based environment, the project reconfigures faculty roles as facilitators and positions students as co- creators of knowledge within a distributed, multilingual setting. Across two iterations over the past two years, it has evolved as an adaptive framework responsive to institutional constraints and opportunities.\u00a0<\/span><\/p>\n

Drawing on these iterations, the project identifies transferable design principles for scaling high-quality hybrid teaching and fostering sustainable, collaborative learning cultures across institutions. It demonstrates how student-centered, intercultural approaches can extend beyond isolated partnerships toward more resilient and connected models of transnational education.<\/span><\/p>\n

 <\/p>\n

Esta contribuci\u00f3n presenta un proyecto de ense\u00f1anza h\u00edbrido e internacional, co-dise\u00f1ado y co-impartido por profesorado de universidades de Alemania y Estados Unidos. El formato, basado en taller y con una duraci\u00f3n de seis semanas, integra la colaboraci\u00f3n intercultural directamente en los planes de estudio existentes, conectando a estudiantes de distintas instituciones, husos horarios y contextos disciplinarios. Al hacerlo, avanza hacia un modelo de pedagog\u00eda sin fronteras, que involucra activamente las din\u00e1micas locales-globales y las diversas formas de aprender, comunicar y crear.<\/span><\/p>\n

Dise\u00f1ado como un entorno participativo y basado en la indagaci\u00f3n, el proyecto reconfigura el rol del profesorado como facilitador y posiciona a los estudiantes como co-creadores de conocimiento dentro de un entorno distribuido y multiling\u00fce. A lo largo de dos iteraciones en los \u00faltimos dos a\u00f1os, ha evolucionado como un marco adaptativo, sensible a las limitaciones y oportunidades institucionales.<\/span><\/p>\n

A partir de estas iteraciones, el proyecto identifica principios de dise\u00f1o transferibles para escalar una ense\u00f1anza h\u00edbrida de alta calidad y fomentar culturas de aprendizaje colaborativo y sostenible entre instituciones. Demuestra c\u00f3mo los enfoques interculturales centrados en el estudiante pueden extenderse m\u00e1s all\u00e1 de colaboraciones aisladas hacia modelos de educaci\u00f3n transnacional m\u00e1s resilientes y conectados.<\/span><\/p>\n

Session type<\/strong>: Case Study<\/p>\n

Presenters<\/h2>\n