21st century new learning spaces (new types of learning spaces)

Box’ classroom is being replaced by learning spaces which ‘incorporate technologies that:

• Engage the learner• Create new learning possibilities• Enhance achievements and • Extend interactions with local and global

communities

A NEW ENVIRONMENT FOR SCHOOLING HAS EMERGED DRIVEN BY TECHNOLOGY

Grummon (2009): the characteristics of informal learning spaces need to be translated into classrooms, laboratories, and other built environments

Surveys and research (Bickford & Wright, 2006; Strange & Banning, 2001) indicate that flexibility is one of the most desirable characteristics in a learning spaces

STUDENTS STUDY AND LEARN IN MANY PLACES

“Classrooms are out! No more classrooms! Don’t build them,” says Roger Schank

Flexible designs for flexible learning

Furniture plays a significant role in enabling a learning environment to be flexible.

Some easy chairs with power sockets in the arms, so that groups of users can plug in electronic equipment and plasma screens.

Like the curved desks that are designed to support clearly articulated pedagogic aims.

A community of users

Social spaces need not make distinctions between types of user.

The principle of pervasive, communal learning, which sees both staff and learners as co-users of a space,

CHARACTERISTIC OF SPACES

New learners and new pedagogy require:

•Space for instruction, presentations and discussion •Space for talk and privacy •Space for private study and access to resources • Room to move •Technology that is ‘just in time’ and flexible •Tools for communication •Flexibility in space, location and resources

21ST CENTURY STUDENTS ARE INDEPENDENT AND SELF RELIANT

The Learning Café The Learning Café at Glasgow Caledonian University was an early experiment in the use of space to

support problem-based learning and group work.

Students now work in learning studios, learning plazas, and home bases. They shift as needed into project-planning rooms, workrooms, and other breakout areas.

Mobile learningTablet PCs

LaptopsMobile phones

Wireless keyboards/mice

PDAsDigital cameras

Connected learningWired computingWireless networksWireless-enabled laptops/tablet PCsInternet-enabled

PDAsand mobile phones

Visual andinteractive learningVideo conferencing

Video streamingImage projection

Interactive whiteboards

Voting devices

Supported learningAssistive technologiesAccessible USB portsAudio-visual prompts

Video recording facilities

Plasma screen information

points

DIGITAL LEARNING SPACES REQUIRE EXTENSIVE SOFTWARE, HARDWARE AND FACILITIES

At the University of California, for example, a ‘next generation smart classroom’ has been established for staff to use and experiment with current hardware, software, and functional room controls to improve the teaching and learning process.

A learning studio for an integrated interdisciplinary class at Columbus Signature Academy.

TEACHER´S SUPPORT

Faculty Support

Formal spaces are focused on FacultyDevelopment

What support do faculty need?

• Technology Support• Instructional Design support• Best Practices for Technology Integration• Exposure & Inspiration: community of Users• Faculty innovate their teaching in different ways• Environment promotes change

Incubator Classroom built for interactivity

Process/Task orientedFaculty as FacilitatorStudent as Participant | Active Learning

SHIFT IN PHYSICAL DESIGN AND PEDAGOGY

Lecture hall

focused on information deliveryInformation-oriented

Faculty as Performer, 1-person “show”Student as Observer | Passive Learning

Flexible Space + Supported Faculty + Innovative Technology

= Meaningful, impactfullearning experience

Flexibility

Screens

Video Conferencing

Laptop Integration