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Session with podcast on IASL 2009
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Nomenclature
• Formal
– Registrar-scheduled
– Face to face
– All course participants
• Informal
– Spontaneous
– Anywhere, anytime
– Any subset
• Virtual
– IT-based
– Can be asynchronous, ephemeral
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“Space”
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the freedom and scope to live,
think, and develop in a way
that suits one
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a continuous area or expanse
that is free, available, or
unoccupied
The physical campus sets up the enabling conditions for a
complex social ecology to emerge over time”
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oral
written
narrativevideos
modeling
contextualizedpractice
isolated drilland practice
learning bydesign projects
problems
casestudies
self-study
cooperativelearning
jigsawlearning
communicationenvironments
assessmentopportunities
electronictools
simulations
technologyenhanced
individualvs. group
skillsbased
inquirybased
lecturebased
From: How People Learn (expanded edition), p. 22
knowledge ofhow people learn
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Aspects of Learning Spaces
• group teaching/learning
• simulated environment
• immersive environment
• peer-to-peer and social learning
• learning cluster
• individual learning spaces
• external spaces
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Supporting Theories
• Environmental psychology
• Social constructivist philosophy: environments stimulate the senses
• Situated learning theory
• Vygotsky’s activity theory of social cognition: learning as a transaction between an individual and the social environment.
• Kolb’s related experiential learning theory
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Environments to Support Knowledge Sharing
• environments for delivering knowledge
(e.g., libraries, classrooms)
• environments for applying knowledge
(e.g., service learning venues, production labs)
• environments for creating knowledge
(e.g., science labs, studios)
• environments for communicating knowledge
(e.g., presentation areas, computer labs)
• environments for decision making
(e.g., conference rooms, project areas)
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Features of Effective Learning Spaces
• flexibility: to meet changing educational task needs, and amenable for student customization
• decentralization: learning flows from classroom to corridors and eating spaces, so students co-construct knowledge (learning and living commingle)
• ergonomic comfort
• stimulating to the senses
• ubiquitous technology
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Physical Features that Foster Community-based Learning
• communication surfaces (e.g., portable
SmartBoards, PowerWalls, wonder wall,
tackable/writable walls)
• open areas with flexible furniture/seating
for impromptu meetings/study groups
• joint work space, project area, and
adjustable lighting
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University Functions and Spaces• Entrances: establish sense of the university;
engage visitor via touch-screen info kiosks and plasma/LCD screens, immediate service centers, displays of student work
• Teaching spaces: support range of purposes, offer classroom clusters with adjacent social spaces
• learning centers: space is self-regulating in terms of activity/behavior (e.g., nooks by windows, carrels among library stacks)
• social spaces: increase student motivation and participation by providing food areas, wifi, common areas for both students and faculty
• ubiquitous learning leads to student engagement
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Trends in Learning Space Design
• interconnecting individual and group spaces, formal and informal learning spaces
• clustering informal and formal spaces such as cybercafes or labs near classrooms to form a kind of intellectual neighborhood
• locating faculty offices near classrooms
• considering passageways as learning spaces in themselves
• encouraging cross-disciplinary interaction and innovation
• insert space for experimentation
• displaying creative work to stimulate originality
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Ideas for Flexible Space
• customizable offices with glass walls or other ways to facilitate privacy while inviting interaction
• multiple conferencing areas with technology support (e.g., projectors, presentation surfaces, wifi, etc.), particularly in corners
• differentiated spaces for reflection, “play”/exploration
• dedicated spaces/areas for projects, where the area can be messy
• presentation and public spaces for large-group events (which can be easily modified for the specific purpose)
• stimulating walls, natural vegetation, natural lighting, physical objects
• food and reading areas adjacent to office/collaboration space
• fun furniture: bean bags, organic and modular tables, tackable walls
• physical accommodations to blend work and life (e.g., child care, recreation, fitness)
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Convergence
• Telephone
• TV
• Stereo
• CD collection
• Calendar
• Photo album
• Checkbook
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Integration
• Human activity, not cycles
• Support for multiple learning activities
• Supporting everyone’s hours
• Reclaim spaces
• Non-silo-ized support resources
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Key points
• Focus on student learning
• Integrated services
• Importance of humanizing technology
• Social learning space
Nancy Schmidt, University of Guelph, 5/2005
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Range
• Services
– IT help
– Library research help
– Writing and ESL help
– Academic skills help
– Media help
• Space types
– individual
– small team
– small classroom
– project
– traditional media
– new media
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Learning is encouraged
by social engagement
Must be easy to reconfigure
space to form small discussion
groups
Use seat XYZ from vendor
XYZZY
Learning
principle
Design
principle
Tactical
plan
Example
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before #4
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before #5
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after #1
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net-gross 2
In Sync, p. 138
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before #2
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before #3
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25
cox 2
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mit
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wallenberg day
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wallenberg nite
Stanford Wallenberg Hall - at night
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Suggested reading
• Malcolm Brown and Joan K. Lippincott, “Learning Spaces, More Than Meets the Eye,” Educause Quarterly, Number
1, 2003, pages 14-16.
• Brooks, J., and Brooks, M., The Case for Constructivist Classrooms, Association for Supervision and Curriculum
Development: Alexandria, VA, 1993. ISBN: 0871202115.
• Howe, N. and Strauss W., Millennials Rising : The Next Great Generation, Vintage Books, 2000. ISBN: 0375707190
• Oblinger D., and Oblinger J., eds., Educating the Net Generation, an Educause eBook,
<http://www.educause.edu/educatingthenetgen>
• Scott-Weber, L., InSync Environmental Behavior Research and the Design of Learning Spaces, Society for College
and University Planning, 2004
• Alexander, B., “Web 2.0: A New Wave of Innovation for Teaching and Learning?,” Educause Review, March/April
2006, pp. 33–44.
• Educause Review, issue on learning spaces, July/August 2005, Vol. 40, No. 4.
http://www.educause.edu/er/erm05/erm054.asp
• Educause Learning Initiative web site http://www.educause.edu/eli/
• Pascarella, E., and Terenzini, P., How College Affects Students : A Third Decade of Research, Jossey-Bass, ISBN:
0787910449
• Barr, R., and Tagg, J., “From Teaching to Learning: A New Paradigm for Undergraduate Education,” Change,
November/December 1995, pp. 13-25. Text available from a variety of Internet sources.
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Site Examples
City of London University: http://www.cass.city.ac.uk/, http://www.boxexchange.net/
Denison University MIX Lab: http://www.denison.edu/academics/learningspaces/
Duke University Perkins Library: http://cit.duke.edu/news/flex_space.html
Eckerd College Armacost Library: http://www.eckerd.edu/librarydedication/
Estrella Mountain Community College Learning Studios Project: http://www.estrellamountain.edu/awareness/studio.asp
Indiana University Purdue ES Corridor Project: http://opd.iupui.edu/opd/0405ann_report/AB%20Teaching%20and%20Learning/tl%20pages/tle%20lenv.htm
MIT Brain and Cognitive Sciences Complex and Steam Café: http://web.mit.edu/facilities/construction/completed/bcs.html, http://steamcafe.mit.edu
Murdoch University Information Commons: http://wwwlib.murdoch.edu.au/
North Carolina State University Flyspace and SCALE-UP: http://www.ncsu.edu/PER/SCALEUP/Classrooms.html, http://www.ncsu.edu/classtech/standards
Northwestern University Information Commons: http://www.library.northwestern.edu/ic/
Oxford Brookes University Blended Learning Landscape: http://www.brookes.ac.uk/publications/bejlt/volume1issue3/perspective/francis_raftery.html!
Pennsylvania State University Smeal College of Business: http://www.smeal.psu.edu/
San Jose State University Academic Success Center: http://sjsu.edu/asc/news
Stanford University GroupSpaces: http://academiccomputing.stanford.edu/groupspace/teamspot.html ,
University of Chicago USITE/Crerar Computing Cluster and Cyber Café: http://nsit.uchicago.edu/academic/usite/crerar.shtml
University of Dayton ArtStreet Project: http://artstreet.udayton.edu/, http://artssciences.udayton.edu/alumni/initiatives/learningspace.asp
University of Georgia Student Learning Center: http://www.slc.uga.edu/
University of Stirling: http://www.digitalinsite.co.uk/learning_space_design/ACTJanet/actpages/actindex.html
Virginia Tech Math Emporium and Torgersen Hall: http://www.emporium.vt.edu/
University of Washington TeamSpot: http://catalyst.washington.edu/learning_spaces/index.html
