Notes

https://scholar.google.com/scholar?start=0&q=%E2%80%9Csense+of+belonging%22+%22hidden+curriculum%E2%80%9D+%22higher+education%22+%22learning+spaces%22+%22digital+learning%22&hl=en&as_sdt=1,9&as_ylo=2010&as_vis=1

What is the relationship between learning spaces and environments (virtual and physical), the
hidden curriculum, and learners’ sense of belonging? (Teaching practices)

Postmodernist view individuals create their own learning and own their own subjectivities. As we diversify our modalities there are hidden curriculums in diverse norms, procedures.
Learning environments
"Social practices, formal instruction and informal social interactions, change the nature, use and experience of space." "But learning spaces can produce conditions and mediate relationships that can improve student learning along a range of indicators (physical and mental wellbeing as well as cognitive) and relationships made more complex by the blurring of real and virtual space. There is also a temporal dimension to the production, use and effect of learning spaces. Changes in the use of physical spaces are often related pedagogically and organisationally to changes in time organisation and use." (Blackmore, Bateman, O’Mara, & Loughlin, 2011)

Time and space no longer limit how we interact (Gunawardena, Frechette, Layne, 2019)

Hidden curriculum the influences we bring in norms values procedures, Create with meaning. Sometimes the hidden curriculum is things we give them that are not used or applied in other areas. Create a space (time and mental). How much influence each of us have, we constantly send message of what are norms, whats expected,
"It is a concept used to describe the often unarticulated and unacknowledged things that students are taught at school....The hidden curriculum is an important issue in the sociological study of schools generate social inequality." Johnson, Blackwell Dictionary of Sociology, 2000.

institutional factors,

overlap
[BOOK] The Hidden Curriculum of Online Learning: Understanding Social Justice through Critical Pedagogy

we let the technology drive the interaction and we need to give more human agency. Dominant framework
Neutral space, online space erases sociocultural spaces
We design for hypothetical students, not the real students
Assimilate into a similar identity, e.g. georgetown culture
equitable build on previous experience
Online self - digital representation, performance, conscious actions
Digital body- situates in social context