Upload
evelyn-phillips
View
217
Download
2
Tags:
Embed Size (px)
Citation preview
Dissertation DefenseDissertation Defense
Susan J. Wolff
September 7, 2001
Dr. George H. Copa, Major Professor
Dissertation TitleDissertation Title::
Sustaining Systems of Relationships: The Essence of the Physical Learning Environment that Supports and Enhances Collaborative,
Project-based Learning at the Community College Level
Table of ContentsTable of Contents
Chapter 1 ….. Focus and Significance of the Study
Chapter 2 ….. Review of Related Literature
Chapter 3 ….. Design of the StudyChapter 4 ….. Findings and
Analysis of Phase I
Table of ContentsTable of Contents
Chapter 5 ….. Findings and Analysis of Phase II
Chapter 6 ….. Findings and Analysis of Phase III
Chapter 7 ….. Understandings and Future Research
BibliographyAppendices
Significance of the StudySignificance of the Study
Roles and responsibilities of work, family, community, and personal life are changing in response to:
– Globalization
– Transition from the industrial age to a knowledge age
Significance of the StudySignificance of the Study
– Diverse and multi-cultural living and work environments
– Fast-paced, fragmented, and
changing societal norms and
structures
Significance of the StudySignificance of the Study
– Need for continual learning of new skills and abilities to keep pace with the accelerated rate of change
Sample of Learning Sample of Learning Expectations Expectations
That address changing roles and responsibilities:
– Gathering, analyzing, and using
information
– Anticipating and handling change
Sample of Learning Sample of Learning ExpectationsExpectations
– Working in high-performance teams
– Thinking in terms of systemic outcomes
– Using effective communication
skills
Sample of Learning Sample of Learning
Expectations Expectations
– Taking action to improve communities
– Managing resources
– Providing leadership
Sample of Learning Sample of Learning ExpectationsExpectations
– Respecting others and valuing
diversity
– Taking responsibility for one’s
own learning
Collaborative Learning ProcessCollaborative Learning Process
Provides Learning of:• Content• Critical thinking• Problem solving• Teamwork
Collaborative Learning ProcessCollaborative Learning Process
• Negotiating
• Reaching consensus
• Social and academic
development
• Sense of community
Project-Based LearningProject-Based Learning
Provides relevancy, value, and meaning
Provides learning of:
• Value of relationships and
partnerships
• Communication skills
Project-Based LearningProject-Based Learning
• Higher order thinking skills such
as critical thinking and solving
problems
• Use of technology and tools
• Importance of lifelong learning
Focus of the StudyFocus of the Study
Identify and describe the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level
Focus of the StudyFocus of the Study
Gain an understanding of the
rationale for the selection of the
desired features of the physical
learning environment of
community colleges
Why Look at Physical Why Look at Physical Environments ?Environments ?
Majority of community college
facilities were built in the 1960’s
Billions of dollars are being spent for
renovations and replacements
Why Look at Physical Why Look at Physical Environments ?Environments ?
Availability of research regarding how
design of college facilities supports
desired learning expectations and
processes is minimal and most of what
is available addresses K-12 facilities
MethodologyMethodology
Phenomenology – to gain an
understanding of recommended
the design features and the
purpose and rationale of the
features.
Design of the StudyDesign of the Study
Phase I of the StudyPhase I of the Study
Sources of data:– Site visits– Internship
Data gathering strategies:– Observation– Participation– Note taking– Reflection
Phase I of the StudyPhase I of the Study
Analysis process: – Text analysis
Findings of Phase IFindings of Phase I
28 design features and their
descriptions and purposes of
the physical learning environment
were identified
Findings of Phase IFindings of Phase I
4 preliminary categories of these design
features were determined:
– Learning group sizes
– Learning activities
– Adjacencies among the spaces
– Furnishings for the spaces
Transition - Phase I to Phase IITransition - Phase I to Phase II
Phase I was introductory and exploratory
Findings from Phase I indicated need
for:
– Gaining greater understanding of
the two foci of the study
Transition - Phase I to Phase IITransition - Phase I to Phase II
– Narrowing the focus to
collaborative, project-based
learning
– Concentrating the study at the
community college level
– Increasing the pool of participants
Phase II of the StudyPhase II of the Study
Sources of data:– National and International Conferences
Data gathering strategies:– Observation– Participation– Note taking
Phase II of the StudyPhase II of the Study
Data gathering strategies:
– Audio and electronic mail interviews
– Reflection
Analysis process:
– Text and audio analysis
Findings of Phase IIFindings of Phase II
5 additional design features were identified
1 additional category of design feature
was identified
– psychological and physiological
support
Findings of Phase IIFindings of Phase II
Renamed “Learning Activities” to
“Learning Activities/Learning Spaces”
Added depth and breadth to findings
Data more specific to community colleges
Transition - Phase II to Phase IIITransition - Phase II to Phase III
Phase II began to concentrate on collaborative, project-based learning at the community college level; however, the data collected continued to have some Pre-K-12 influence
Transition - Phase II to Phase IIITransition - Phase II to Phase III
The addition of personal interviews
as a means of collecting data
provided new perspectives to the
foci of the study and the data
Transition - Phase II to Phase IIITransition - Phase II to Phase III
Phase III gave full attention to
physical learning environments that
support and enhance collaborative,
project-based learning specifically
at the community college level
Transition - Phase II to Phase IIITransition - Phase II to Phase III
Phase III added three additional
methods for collecting data
Phase III modeled collaborative,
project-based learning
Phase III of the StudyPhase III of the Study
Source of data:– Two-day design studio
Data gathering strategies:– Observation– Note taking– Audio and electronic mail interviews
Phase III of the StudyPhase III of the Study
Data gathering strategies:– Participant journals– Participant materials and designs– Reflection
Analysis process: – Text, audio, and video analysis
Findings from Phase IIIFindings from Phase III
11 additional design features were
identified resulting in a total of 44
features being identified from the study
that support and enhance collaborative,
project-based learning
Findings from Phase IIIFindings from Phase III
1 more category of design feature was
added:
– Structural aspects
Level One Analysis Level One Analysis of the Findingsof the Findings
Involved looking for commonalities
of function and design across all
44 features, resulting in the number
of features being reduced to 32
Level One Analysis Level One Analysis of the Findingsof the Findings
Further analyzed the six preliminary
categories of features for
appropriateness, resulting in the
renaming of one category:
– learning activities/learning spaces
became functional spaces for learning
activities
Level Two Analysis Level Two Analysis of the Findings:of the Findings:
The design features were clustered into the
following six categories:
– Group size
– Functional spaces for learning
activities
– Adjacencies
Level Two Analysis Level Two Analysis of the Findings:of the Findings:
– Furnishings
– Psychological and physiological
support
– Structural aspects
Level Three Analysis Level Three Analysis of the Findings of the Findings
Areas of further research:
– What are the systems of
relationships among people
and spaces that support and
enhance collaborative,
project-based learning?
Level Three Analysis Level Three Analysis of the Findings of the Findings
Areas of further research:
– What are the core or “fixed”
elements of the design of the
physical learning
environment?
Level Three Analysis Level Three Analysis of the Findings of the Findings
Areas of further research:– How can we prepare community
colleges to adopt collaborative, project-based learning approaches and assist in the design of physical learning environments that support this learning process?
Alexander, C. (1979). Alexander, C. (1979). The Timeless Way of BuildingThe Timeless Way of Building
“Evidently, then, a large part of the
structure of a building consists of
patterns of relationships …the fact is
the elements themselves are patterns
of relationships …that actually repeats
itself and gives structure to a building”.