Learning space design_nelsond_may21_2015
Transcript of Learning space design_nelsond_may21_2015
Presentation to Facilities ManagementMay 21, 2015 by…
• Educator
• Instructional Designer of online/blended courses
• Educational Technology Planner
Denise Nelson
Plan• Evolution of Learning Space Design• Formal Learning Spaces
– Blended/Flipped Learning– Learning Space Rating System (Educause, Sept, 2014)
• Principles of Learning Space Design– FLEXspace
• Informal Learning Spaces• What does this all mean? Future considerations?
Time to Reflect…How has the
design of learning spaces
changed over time?
How do we make
decisions about learning space design?
What are our goals for designing learning spaces?
What is the future direction
of learning space design?
Emerging Student Learning Experience
more social
informalless structured
Majority of student learning – outside the classroom
Technology is natural
Students construct learning rather than just consume learning
Learning TechnologiesVirtual
Technologies
Online presence
Online resources
Installed Appliances
Media presentation
systems
Remote interaction systems
Room-scale peripherals
Mobile Devices
Personal information &
communication devices
Learning Technologies
Virtual Technologies
Online presence (e.g., email, websites, blogs, wikis, Skype, SMS, podcasts, e-
portfolios, instant messaging)
Online resources (e.g., Google, digital libraries, online publications, electronic
databases, courseware management systems)
Built Pedagogy
Formal Learning Spaces
• e.g., classrooms, large auditorium
• designed to support face-to-face meetings; scheduled
Informal Learning Spaces
• e.g., information commons, makerspace
• designed to enable individual learners or groups to pursue learning activities; ad hoc basis
Flipped Learning• direct instruction moves from the group to the
individual learning space• the group space is transformed into a dynamic,
interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” (Flipped Learning Network, 2014)
Learning Space Rating System
Educause September
2014
rates design -- not
performance
presently limited to formal
learning spaces
7 Principles of Learning Space Design
Learning Space Design
• aligns with overarching campus plans, strategies, and support infrastructures
• involves all key stakeholders from the beginning of the design process
1. Design Aligns with Campus Context
• Campus’ academic strategy• Learning space master plan• IT infrastructure• Regular, iterative process of research & assessment,
results of which can inform future local designs and be shared with community
Example of Alignment with Campus Academic Strategy• A team-based space design could be aligned to the
goal of increasing student engagement & collaboration skills.
• Mobile projection in the space’s design to align to a campus tablet initiative
2. Planning & Design Process• Ensure participation in design process, building
consensus and support across key stakeholders– Future users of the learning spaces, administrators
Consider • design process based on research and best practices• pilot projects have demonstrated feasibility of design• evaluation plan in place to determine if potential of
space has been realized in practice
3. Support & Operations• How will the space be maintained?• Who can come “riding to the rescue” in the event that
users encounter difficulty?• Can faculty find information about the room when
requesting classrooms?• Will that information tell them if the room’s capabilities
align with their pedagogical goals?• Are plans in place to help faculty re-imagine their
course to take advantage of room’s features?
4. Environmental Quality• A learning environment that supports human needs
supports learning – lighting– temperature– comfortable furniture– technology– trend toward including cafes near learning spaces indicates
importance of addressing full range of human needs
5. Layout & Furnishings• Room layout & furnishings are to classroom design as
rhythm and melody to music.• Anticipate how learners will be using learning space focused
on discussions, presentations, teams and versatility:– Movement paths through space– Seating density– Reconfigurability of the room– Visibility of learning activities– Comfort of the furnishings– Ways for learners to collaboratively express & capture learning
process by means of writable surfaces
6. Tools & Technology• Is the technology capable of supporting the activities
anticipated for the classroom? Electrical power Network connectivity Distributed interactivity Session capture & access Visual display Sound amplification Audio/Visual interface & control Innovation in technology and tools
7. Innovation• Rating applied to each of the sections• Allows thinking outside the box to contribute to the
room design’s score.
Rethink Classroom Spaces• Many classrooms are not designed to support active
learning strategies.
• "Faculty need to be able to move around freely," Georgieva said. "Trying to do that in a classroom with bolted chairs is almost impossible."
FLEXspace Learning Environments eXchange
• an interactive online database with images and videos of learning spaces
• provides a searchable collection of best practices in active learning design
• describes detailed attributes of these spaces
• serves as a useful planning resource and consulting network
Importance of Informal Learning Spaces
Widespread wireless access to campus network & online
resources
Increasing student laptop
ownership
Majority of learning activities take place
outside formal classroom
User’s experience not always a focus of design process
Students and faculty experience building
design at a personal level.•Inter ac t d ir ec tly with chairs & tables•Look for convenient power outlets to connec t to the ir laptops /devic es•View a pr o jec ted image from a partic u lar location in the r oom
What does this mean?• What is driving change in learning practices (which in
turn affects change in learning space design)?
What does this mean?
Learning space development will require iterative design & prototyping methods to accommodate new forms of technology and learning approaches, a departure from traditional design practices.
Conclusion
Design is both a noun and a verb; learning space design outcomes and processes intertwine.
New forms of blended learning space will evolve over time as technologies change, people adapt, and new practices emerge.
Saskatchewan Polytechnic, in reconsidering how campuses are designed in both a physical and technological sense, will position itself to exploit future technologies.
References• Brown, M. (2015). Seven principles for classroom design: The learning
space rating system. Retrieved May 14, 2015 from http://www.educause.edu/ero/article/seven-principles-classroom-design-learning-space-rating-system
• Educause. (2014). Learning space rating system. Retrieved May 14, 2015, from http://www.educause.edu/eli/initiatives/learning-space-rating-system
• Flipped Learning Network (2014). Definition of flipped learning. http://fln.schoolwires.net//site/Default.aspx?PageID=92
• Milne, A. J. (2006). Chapter 11. Designing blended learning space to the student experience. Retrieved May 14, 2015, from http://www.educause.edu/Chapter11.DesigningBlendedLearningSpacetotheStudentExperience/11909
References cont’d• Mohawk College. (2015). Blended learning at Mohawk College. http://
www.mohawkcollege.ca/programs-courses/blended-learning.html• New Media Consortium. (2015). Redesigning learning spaces. NMC
Horizon report: 2015 Higher education edition. Retrieved May 14, 2015, from http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/
• Raths, D. (2014). How do your learning spaces measure up? Campus Technology. Retrieved May 14, 2015, from http://campustechnology.com/articles/2014/03/05/how-do-your-learning-spaces-measure-up.aspx
• Stephens, L. (2015). Building community with FLEXspace: The flexible learning environment eXchange. Educause. Retrieved May 14, 2015, from http://www.educause.edu/ero/article/building-community-flexspace-flexible-learning-environments-exchange