In-between dominant learning spacesa gap in our thinking about interstitiality and learning
APT 2016 - Mind the Gap 50 minute workshop, July 2016
Andrew MiddletonHead of Academic Practice & Learning Innovation, Sheffield Hallam University
@andrewmid
IntroductionSeeing space differently
Aim and objective
We will prove that technology and media can disrupt
instrumental thinking about the learning space
We will,
Generate stories to discover new spaces for new ideas of
learning
Envision learning in the digital-social age and what this means
for learning space and place
IntroductionChallenge: Push discourse beyond 'space as a technology'
Context Co-ordinating the University’s Furture Learning Spaces agenda
Tendency to focus on or gravitate towards the technological and
operational (i.e. space, devices, VLEs, social media)…
Not the experience of learning
Danger: Who is looking after ‘Learning’, ‘Becoming’ and
‘Belonging’?
Learning between dominant moments
Let’s look at roles involved in developing learning spaces….
Who's involved and how do they think?Who is looking after learning?
The urgent matter of overcoming
organisational complexity to get on the same page by finding a
common languageStudent
body
Catering Managers & other
important people
Educational Developers Estates
TimetablingInstitutional Leaders IT
Learning Technologists Library
Students Union
Academics
Suppliers and
Architects
?
Researchers
If we talk about learning what do people understand by that?
BTW - We will spend £millions on learning spaces without really understanding their value!
BinariesGuess the binary
Fill in the blank
Teaching and… Physical and… Passive and… Formal and… Synchronous and…
How useful are these binaries in understanding learning and space?
Change the ‘and’ for an ‘or’
Common binaries
Physical Virtual
Borderland spaces of becoming
Social
Independent
Teach
Learn
Asynchronous
Synchronous
Open
Closed
Informal
Formal
Provided
Active
Passive
Public
Private
Dominant
Liminal
Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
“Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). “
Third Space“the necessity of thinking beyond initial categories and initiatory subjects and focusing on those interstitial moments or processes that are produced in the articulation of ‘differences’ - Bhabha (1994, p. 269)
Open
Closed
Informal
FormalDominant
Liminal
Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
“Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005).”learning in the
rich spaces in-between binaries
Between binaries
Borderland spaces of becoming
Physical Virtual
Lefebvre's Spatial Triad Seeing space differently
Representational spaceSpace as it is perceived - ideas, imagination, theory and vision
Representations of spaceSpace as it is conceived and intendedThrough signifiers such as maps, plans, models, and designs
Space is a product of the,• Perceived• Conceived and the• Lived
Space + Time
Representations of spaceSpatial practice
of a societydaily routine and realityas lived and evidenced
Finding the In-between spaceValuing the private, social, apparently inconsequential and the neglected space
In-Between Space“Lifts, doorways, stairwells, toilets and cupboards – these are the spaces that have been neglected in our examination of work space, yet these are spaces that are used and experienced most days
in most organizations – these spaces are everywhere” (Shortt, 2014, p. 2).
Third PlaceNeutralLeveller
ConversationAccommodating
AccessibleRegulars and friendship
UnpretentiousA home from home
Oldenburg (1989)
Third Space
boundary crossing
bridging
transiti
on and navigation
negotiation
“the official and unofficial
spaces of le
arning
contexts”
Gutiérrez et al. (1999)Liminal Space
ThresholdTransition
RitualPassing
TranslocationDisplacement
Turner (1969)
Hybrid Space
Contiguous situations
Multiple purposes
Multiple roles
Multiple perspectives
Multiple modalities
Multiple hybrid identity
Vulnerable
Stommel (2012)
= Digital= Non-Digital
formal interstice non-formal
‘bridging’ or connecting experience of learning across formal/non-formal spaces
Bridging the interstitial experienceFinding the digital
formal interstice non-formal
Connectivist hybrid classroom
Dominant Spaces
applying digital learning e.g. tweetchat
The InterstitialValuing the private, social, apparently inconsequential and the neglected space at the intersection of other spaces
The Digital In-Between Spacethe glance at the phone, email or calendar
the Facebook moment, the tweet you view, send or retweet
the like or retweet of your message while you were awaythe note you make with your camera
the connection you spot in the digital or physical spacethe connection you make…
Interstitialan intervening space
or actionapparently less consequential
small space or intervaltemporal or spatial
a momentan interfacea breatherreflection
The Digital Interstitial
RICH DIGITAL MEDIA
USERGENERATED
MEDIA
BYOD
MOBILE LEARNINGOPENNESS
SOCIAL MEDIAFOR
LEARNING
Social Open Learning Environment
disrupts Models of Formal of Delivery
disruptsOne-to-Many model
disruptsDependency on Text
disrupts Provided Content model
disrupts Provided “Classroom" model
disrupts Provided Technology model
++
++
+SOLE
Transformation
+
Storytime: Where do you learn? Share stories in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
Discuss where you learn best, or where you have to learn out of necessity Make some notes about spaces or places and for each one identify important characteristics
The Digital Hybrid Learning Space – a Manifesto!You need to convince managers to rethink the digital learning strategy…
A Manifesto for Future Learning Spaces - how we communicate ideas about Digital Learning spaces to institutional colleagues with non-learning roles. We discussed:• Learning happens in and out of the classroom and the design of all provided learning
space needs to address diversity and complexity as a design problem.• Learning is:
• directed, self-directed, self-determined and sometimes uncertain• deliberative and planned, reactive and spontaneous, and implicit and tacit• lifewide and diverse, taking different forms, at different times, in different places, for
different people• often serendipitous• flexible and generative, rather than prescribed or assigned
• (Continues on the next page)
The Digital Hybrid Learning Space – a Manifesto!You need to convince managers to rethink the digital learning strategy…
A Manifesto for Future Learning Spaces - how we communicate ideas about Digital Learning spaces to institutional colleagues with non-learning roles. (continued):• Learning can be inhibited by being overly constrained• Learning happens and can be stimulated by moving between spaces and in adjacency to
spaces of different designations• Learning happens at different paces and in different places in self-designated spaces• Learning can be enhanced by connection to meaningful external authentic contexts,
including virtual, professional and real world contexts• Learning often happens alongside 'knowledgeable others' in open and easily accessible
physical and digital spaces• Access to learning space needs to flexibly account for time constraints and other
commitments of students and staff wherever they are in the world• Learning spaces are eclectic where assessment practices promote curiosity and
personalised learning• Deep learning never takes place in designated space – learning is personal!