GKA EDU 2021 VIRTUAL | JUNE 23-25, 2021

10th International Conference on Education and Learning in collaboration with Universidad de Granada

Highlighted Theme
Scientific Coordination
Keynote Speakers
Final Program
Conference Proceedings
Virtual Platform

Highlighted Theme

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.
Other conference themes

Scientific Coordination

Universidad de Granada

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).


Scientific Director

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.

Conference Scientific Committee


Logo Educación 3.0

Keynote Speakers

Patricia Pol

Prof. Robert Stake – University of Illinois (USA)

Assessing On-Line Teaching

Robert Stake was director of the Center for Instructional Research and Curriculum Evaluation at the University of Illinois from 1975 to 2016. He arrived in 1963 to be Assistant Director of the Illinois Statewide Testing Program. Since 1965, he gradually moved to specialize in qualitative research methods, particularly case study, and the evaluation of educational programs. Stake authored Quieting Reform and five books on research methods, and co-authored with Merel Visse: a Paradigm of Care. He received honorary doctorates from the Universities of Uppsala, Valladolid, and Bucharest. He is a career teacher of quantitative and qualitative methods for educational research, particularly case study and program evaluation, and now specializes in humanistic ethics.

Patricia Pol

Kris D. Gutiérrez University of California in Berkeley (USA)

Designing for Radical Possibilities: Learning from the Everyday

Kris D. Gutiérrez is the Carol Liu Professor at the Graduate School of Education, University of California, Berkeley. Gutiérrez’s expertise is in the learning sciences, literacy, educational policy, and qualitative, and design-based approaches to inquiry. Gutiérrez is a member of the National Academy of Education and the American Academy of Arts and Sciences. She is past president of the American Educational Research Association and was appointed by President Obama to the National Board for the Institute of Education Sciences. Gutiérrez’s research examines learning in designed environments, with attention to students from nondominant communities and translingual populations. Her work in social design experiments seeks to leverage students’ everyday concepts and practices to ratchet up expansive and equitable forms of learning.

Patricia Pol

Prof. Carmen Herrero – Manchester Metropolitan University (United Kingdom)

Las comunidades de práctica como espacios híbridos para una educación sostenible

Principal Lecturer at Manchester Metropolitan University (United Kingdom) and PhD from the University of Valladolid (Spain).  She is the director of the research group Film, Languages and Media Education [FLAME] and the co-founder and co-director of the Film in Language Teaching Association [FILTA]. She has participated in the European project Communication in Mobile and Virtual Work and the AHRC Open World Research Initiative Cross-Language Dynamics: Reshaping Community with a project on Language Teaching Training and Transmedia Pedagogy. Her research focuses on online professional learning communities, language education and media, and Spanish screen studies.  She has published widely on Spanish cinema and the use of film in language teaching.

Patricia Pol

Beatriz Guerci de Siufi, PhD  Universidad Nacional de Jujuy (Argentina)

Un antes y un después en la Educación Superior de la Región

PhD from the University of Murcia. Diploma in Complex Thought (Mexico). Magister Scientiae in Cientific investigation Methodology (Argentina). Degree and Professor of Philosophy (Argentina). She is currently Coordinator of the Office of Internationalisation and Regional Integration Programmes in National University of Jujuy. UNJu. Argentina. Permanent Secretary of the CRISCOS Network and Argentine Referent in UNIRILA. She teaches postgraduate courses – at the National University of Jujuy. Researcher Category II (Argentine Scientific System). External evaluator of publications and research and currently director of the SECTER-UNJu Project (Secretary of science, technology and regional studies): “Past and present of Philosophy in Jujuy. Its study and teaching”. Author of numerous national and international publications.

Patricia Pol

Luísa Aires, PhD  Universidade Aberta (Portugal)

Aprendizaje híbrido: utopías y distopías en tiempos de crisis

Associate Professor at the Department of Education and Distance Learning, Universidade Aberta, where she held a PhD in Educational Sciences.  She is a researcher at the Laboratory of Distance Education and eLearning (LE@D), Universidade Aberta. Her research focuses on Digital Inclusion, Digital media and Communication and Online Learning. She has published several books and articles on her research topics and has been a visiting professor in European Universities and the United States. Since 2010, she coordinates the ObLID network – an international research and intervention network for literacy and digital inclusion.