Turning spaces into places intended for ….

Derek Moore (Wits) / @ WeblearningLaura Czerniewicz (UCT) / @Czernie

I am NOT going to talk about…• Emerging Technologies• Silver Bullets for institutional change• E-learning Hero's• Disruption Theorists• Whether Higher Education is broken

• Students use of tech in their learning• Built Pedagogy, Space & Place-making• The walls perspectives on spaces and places • Comments and responses to Focus Area 3• A vision for Technology Enhanced Learning

places

Our students 1. Are confident in their use of technology for learning and for

engaging with the university admin.2. Have seamless online access to learning materials, administrative

systems and personal development tools.3. Are able to access and use a range of places on campus for their

scholarly activities4. Have access to appropriate tools and technologies for learning

through consistent institutional approaches to procurement, allocation and / or BYOD policies.

5. Electronic Submission systems are in place allowing students to submit their work and electronic marking systems provide students with timely and effective personal feedback.

6. Students experiment to generate new ways of using TEL eg sports students film themselves using the gym, put the results on YouTube and analyse their performance.

7. Students are actively engaged and involved in the design of innovative learning programmes and assessment tasks.

8. Staff are able to use analytics to identify students in need of additional support and thus enhance retention, progression and achievement.

9. Have greater flexibility in modes of study, use tech to reduce dependency on face-to-face contact and are enabled to move easily between full-time and part-time during the course of a degree programme.

10. OtherAdapted from Changing the Learning Landscape - www.lfhe.ac.uk/cll

“Built pedagogy” is the architectural embodiment of our educational philosophies.

“…university space influences the nature of the community and the culture that exist within it; that these phenomena transform space into place; and that it is place which affects academic outcomes…”

Paul Temple

Types of Buildings

Monumental Buildings • Seen as a passive container

for actions happening in it• Designed by producers in

isolation from users• Are monuments to the

ambitions of their strategic planners and designers

Generative Buildings• Contributes positively

towards an organization’s capacities

• Designed in collaboration with users, or at least with the users in mind

• Enable users to produce, originate and create artefacts and knowledge, in contrast to being passive recipients.

Kornberger & Clegg (2004)

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2

3

3

4 5

5

6

“If these walls could talk …What would they say?If students learn what they do …What are they learning sitting here?The information is up here.Follow along.Follow.”

https://www.youtube.com/watch?v=dGCJ46vyR9o

What would talking walls say…• If the walls of the classroom buildings in your institution

were silent teachers - what messages do you think that walls would say to you?

• Are the furniture, finishing's and digital technologies used in this space contributing to a sense of "belonging" to a place?

• What message would you like to say back to these the walls, desks, chairs wherein the students are being taught?

“I’m not too sure what my role is…”

Am I just a secure surface to bolt technologies onto?

Am I intended for multiple purposes and I need to meet all of the above…

Am I part of a place designed to enable access the outside and allow the inside to look out?

Am I creating a space for accessing and storing content?

Charts, chalk boards, posters, bookshelves, overhead projectors, television, speakers, amplifiers, white boards, data projectors, interactive whiteboards, amplifiers, sound loops, ethernet cables, wireless base stations, monitors, document cameras

Legal

Digital

Analogue

Illegal

BooksTextbooks

JournalsSome photocopying

E-booksE- textbooks

Journal databases

Open content(books, textbooks, journals etc),

Photocopying

Pirate sitesFile sharing

If people can learn at anytime and anywhere and often in a way that they prefer, then what role is the learning environment.

Traditional face to face setting with no digital resources or online communication

Correspondence course with off campus distributed students

Fully online curriculum with all learning done online with distant students

Fully online curriculum for on campus students

On campus classes with significant required online components

Extensive use of materials via the Internet with some contact sessions

Traditional face to face setting with some electronic resources (text, audio, video)

On campus classes with supplementary (but optional) online components

Print based correspondence materials, but with interactivity and interaction offered for off campus & distributed students

Print based materials, with face to face tutorial groups on campus

Adapted from Redefining the distance and face to face continuum, SAIDE

Places & Space for Learning

FORMAL SEMI-FORMAL NON-FORMAL

CONVENTIONAL

curriculum innovation

Brown, Czerniewicz & Walji - Online Teaching And learning: an overview

Impact of this changing Learning Landscape on

• Campus Facilities• ICT infrastructure, access and support

Pragmatics of place

Lets start in Libraries

Libraries yesterday to today

ICT Infrastructure

ICT Access

ICT Support

Creating an environment for change

• A clear strategic vision• Leadership• Staff confidence• Student confidence• Robust infrastructure

MOOCs

SPOCs

Adapted from Brown, Czerniewicz & Walji - Online Teaching And learning: an overview

Thinking about campus spaces & places

• We need to develop learning environments of the future that are inspiring, supportive of effective teaching and learning, involve of the users and the wider community, and link with other learning places

Propositions for TEL in spaces & places

• The campus should embody our values and priorities, the spaces and places should declare our aspirations.

• We must develop a student centred landscape for learning…where learning is viewed as more than a curriculum related activity.

• Technologies should be able to be used and contribute towards place making

Conceptualisation

Data collection

Data analysis

Findings

Engagement

Translation

ProtocolsLiterature reviews

BibliographiesProposals

Data sets

Conference papers

Audio recordsImages

Recorded interviews

Books

Reports

Journal articles Technical papers

Notes

PresentationsLectures

Interviews

Shared and shareablee.g. social bookmarking,

Dynamic multimodal versions

The rise of rich media

Datalinked, curated,

shareable Metadata

Multiple modes

The “enhanced publication”multimodal, hyperlinked

Open access mainstreamEmergence of the “megajournal”

Disaggregated teaching & learning

New forms OERS

open education resources

Changing, extending audiences

(e.g. life long learners, global reach)

Two way process (e.g. citizen science)

Access to all types of resources

New measures of impact

Altmetrics- use, downloads, bookmarking

etc

Open processesIncreased visibility

Increased collaborationEarlier access

Digital scholarship

References• Changing the Learning Landscape (CLL) partnership (2015) - Changing the

learning landscape - connect to the future - www.lfhe.ac.uk/cll • Jessop, T., Gubby, L., & Smith, A. (2012). Space frontiers for new pedagogies: a

tale of constraints and possibilities. Studies in Higher Education, 37(2), 189-202.

• Kornberger, M., & Clegg, S. R. (2004). Bringing space back in: Organizing the generative building. Organization Studies, 25(7), 1095-1114.

• SAIDE (2012) Redefining the distance and face to face continuum, SAIDE• Temple, P., & Batchelor, D. (2008). Space and place in the university. In

Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK, 1st UK and Ireland Higher Education Institutional Research Network (HEIR) Conference

• Pragmatics of Place - Developing-the-Learning-Landscape-in-HE Credit: http://learninglandscapes.blogs.lincoln.ac.uk/