What do we want from our learning spaces?

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What do we want from our learning spaces?

Andrew Middleton, SFHEAHead of Innovation & Professional Development

@andrewmid

Overview

Learning Spaces - a chance to

• Discuss some questions

• Consider a set of design principles for formal learning spaces and their implications

(cc) Chad Kainz (cc) Learning Space Toolkit (cc) Wesley Fryer

Introduction

Where do we start?!

• How much does space matter anyway?

• How much do we, or our colleagues, know about learning

spaces anyway?

• The reality is our spaces need to be general enough to

accommodate all of us different people - don't they?

• No point looking at learning spaces before we've sorted

Timetabling!

• Messing with space will just confuse people!

Activity

In pairs

• Each person select one principle to discuss in a pair

• Read through your document

• What are the implications of this principle for the redesign of existing spaces or the design of our future spaces?

• Generate one or more ideas or examples for how the principle may help to enhance or transform teaching and learning

Please make notes on the handout and let me have them after

Principle

Inform teaching and learning

interventions through the hosting and

distribution of resources in multiple media

formats including media generated by the

learning community

(cc) Sookle

Principle

Present key concepts in

ways that engage the

learner and develop their

understanding, skills and

sense of becoming i.e.

presentation methods and

media

(cc) Tobias Toft

Principle

Foster cognitive, active and

affective (how we belong and

feel) learner engagement i.e.

the design and use of

activities, discussion, and

reflection in and on learning

(cc) Pink Sherbet Photography

Principle

Develop understanding, skills

and a sense of becoming

through tutor-student and peer

co-operation i.e. space for

working together flexibly in a

range of one-to-one, or one-

to-many, and many-to-many

configurations

(cc) Brian Moore

Principle

Promote and support time on

task in and beyond the

classroom i.e. space supports a

range of active, immersive,

concentrated and purposeful

approaches to learning

(cc) COD Newsroom

Principle

Share learning artefacts that

reflect and represent formative

learning i.e. distribution of

learner-generated artefacts

including posters, flip charts,

videos, spreadsheets,

documents, etc

(cc) Jonathan McIntosh

Principle

Connect learning in the

classroom and independent study

with practice and communities

across physical, virtual, formal

and informal spaces i.e. viewing

formal spaces as part of a holistic

view of learning spaces used in a

student-centred approach

(cc) frankieleon

Principle

Interact and provide clear and

timely feedback on learning i.e.

formative feedback amongst

tutors and peers using a range

of appropriate interpersonal

interventions and media

(cc) Wonderlane

Principle

Capture understanding and

outcomes of active learning so

that it can be reviewed and

developed i.e. student note

making using various media and

provided methods for capturing

the outcomes of teaching

(cc) Saskia

Principle

Empower and include all learners and

their tutors and ensure all media and

methods are accessible, realistic or offered

as equivalent alternatives

(cc) Shawn Skriver

A principle-based approach allows us to review and articulate our

requirements for formal teaching and learning space

Are design principles for formal spaces enough (for the moment)?

Dominant concepts (e.g. the 'teaching wall') need to be challenged

Formal and informal learning spaces need to considered

holistically

Integration of both provided and personal technology is needed

Integration of technologies into teaching requires us to think

carefully about promoting inclusivity and digital literacy

Signature pedagogies (subject specific methods and professional

cultures) need consideration - how general can we be?

17

Summary and closing thoughts