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Pedagogy, Space & Technology: Findings from a Masters Dissertation
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Pedagogy, Space & Technology: Findings from a Masters Dissertation

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This is a Pecha Kucha presentation (20 slides x 20 seconds) that was given at the first Edubury event, 11 June 2013, Canterbury Christ Church University, UK. …

This is a Pecha Kucha presentation (20 slides x 20 seconds) that was given at the first Edubury event, 11 June 2013, Canterbury Christ Church University, UK.

The 4 minute presentation gaved a flavour of some of the findings from my Master’s research project in 2010. Edubury provides informal opportunities to share ideas via short inputs and presentations and is an informal alternative to externally driven professional development for teachers, teaching assistants, academics, student teachers, learning technologists & other education related professionals. More information about this Kent-based group can be found at: http://www.meetup.com/Edubury/

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  • 1. Image: “Augustine-House_30-09-2009_G” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/3969742052/EduburyCanterbury Christ Church University, UK, 11 June 2013Pedagogy, Space & TechnologyFindings from a Masters DissertationPecha Kucha: 20 slides x 20 secondsWayne BarryLearning and Teaching Enhancement Unit, CCCU
  • 2. Who am I?Wayne Barry- Learning Technologist- PGCLT(HE) Tutor- Change Agent- Blogger- EdD Studentemail: wayne.barry@canterbury.ac.uk | web: www.waynebarry.com | twitter: @heywayne
  • 3. • In 2008/09, CCCU invested £35m on building Augustine House (AH).• In September 2009, Augustine House was officially opened covering over 12,000m2of space.• An important feature of the building was the creation of flexible social and learningspaces. It includes: a large atrium, 2 café areas, 2 outdoor terrace areas, a “quietzone”, 8 private group-study areas, and a 500 seat flat-floor space.• Joint JISC/CCCU funding was used to develop the iBorrow Project which provided200 thin-client, wireless netbooks for staff and students to borrow as “easy aspicking up a book from a shelf”.• The iBorrow Project provided an opportunity to understand how students woulduse mobile vs. fixed computing devices within a large-scale learning environmentworking within different individual or group contexts.• More information: http://www.canterbury.ac.uk/iborrow/Image: “Augustine-House_13-11-2009_AI” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4106567383/Some Background
  • 4. Image: “Augustine-House_05-02-2010_Y” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4340885181/“...it remains frustratingly difficult to isolate theimpact of a particular learning space or interventionon learner development...” - Collis (2010)The Problem
  • 5. Image: “Augustine-House_11-11-2009_M” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4106524463/Research: The Methodology• Multi-method approach- Triangulation – reduce the issue of “inappropriate uncertainty” by collecting andcorroborating evidence from more one source- Can compare own research with that of others (Hammersley & Atkinson, 1995)• Semi-structured staff interviews (n=5)- Purposefully selected for their experiences and engagement with Augustine House .Academic staff had previously been identified in the iBorrow Project for using AH.• Online student questionnaire (n=325)- Constructed, piloted and deployed via BOS. Promotion and recruitment through VLE.Opportunity to take part in a prize draw. Entirely voluntary and anonymous.• Student narrative inquiries (n=35)- Through the medium of “story-telling”, students elaborated on their usage of AH.Selection was opportunistic based on student availability in AH over 5 consecutive days.
  • 6. Image: “Augustine-House_11-11-2009_M” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4106524463/Research: Theoretical Foundation• Theory of Planned Behaviour (TPB) (Ajzen, 1991)- A powerful and predictive model that suggests a person’s behaviour is not onlydetermined by their own personal attitudes, but is also influenced by socialpressures and a sense of control.
  • 7. Image: “Augustine-House_05-02-2010_AY” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4341648410/Findings: “Troublesome Space”• Tutors not having a thorough “mental map” of space.• Underestimating the time involved in designing andplanning “learning events”.• Attempting to control an unpredictable and open“teaching” environment.• Challenges existing learning and teaching philosophy.• Students uncertain as to what they can and cannot doin certain spatial configurations.
  • 8. Image: “Augustine-House_23-11-2009_I” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4128369395/Findings: “Silent Spaces”• With Institutions wanting to develop more“collaborative” space, most students (~51%) wouldprefer “silent” spaces (Behuniak, 2005; Beard, 2009).• Most learning activities tended to be of a reflective /individual enterprise.
  • 9. Image: “Augustine-House_01-07-2010_Z” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4752880730/Findings: “Shared Vocabulary”• Most students and some staff perceive AugustineHouse as being “just a library”.• The notion of an “academic library” is that of a“receptacle of knowledge” which valuesquiet, studious behaviour – which is contrary to theopen, flexible spaces that promote social and creativeengagement (Ellis & Goodyear, 2010; Boys, 2011).
  • 10. Image: “Augustine-House_23-11-2009_K” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4129141716/Findings: “Channelling Attitudes”• If academic staff wish to engage their students inusing the spaces (r = 0.780, p < 0.001) and technology(r = 0.687, p < 0.001) within Augustine House, theywill need to channel their students’ attitudes in todeveloping these patterns of behaviour.• It would seem that space rather than technology isimportant to students.• Students placed value in seeing their tutors using thedifferent spaces in different contexts – thus, tutorsare modelling different behaviours and ways ofworking for their students to learn from.
  • 11. Findings: Word Selection
  • 12. Image: “Augustine-House_13-11-2009_AE” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4106562741/Solution: Planning, Planning, PlanningWhilst flexible learning spaces can provide tutors witha rich and versatile learning environment; they need tobe mindful of the cost and effort in planning anddeveloping authentic learning experiences andencounters.
  • 13. Image: “Augustine-House_30-09-2009_K” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/3969751712/Solution: Spatial FamiliarityTutors need to make sense of this space throughdeveloping a thorough mental map of the spaces andfacilities available; and to ensure that they and theirstudents have a shared understanding (vocabulary) tominimise the risks of “troublesome space”.
  • 14. Image: “Augustine-House_13-11-2009_R” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4107313368/Solution: Tangible Tutor PresenceTutors need to have a more palpable and visiblepresence with the learning space to ensure that theirstudents are able to model certain patterns ofbehaviour (i.e. conducting research with a range ofsources, both physical and digital) – thus facilitatingthe development of undergraduate skills immediatelytransferable towards employability or postgraduateopportunities.
  • 15. Image: “Augustine-House_13-11-2009_AK” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4107335538/Solution: Professional Staff DevelopmentProfessional and staff developers need to exploresustainable and scaleable ways in which to provideprofessional learning opportunities for staff who wishto work within these learning spaces, whichincorporates a blend of physical and digital spaces.
  • 16. Image: “Augustine-House_21-01-2010_X” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4293339807/Solution: Innovative PedagogiesDeveloping a suite of learning and teaching activitiesthat complement and contrast more traditionalteaching formats. These could include PBL activities;role-playing activities; workshop-styled activities (suchas a literature review); small-group discussions; andcoaching sessions on using the resources.Note: This could involve a degree of risk, creativityand enterprise and may take a few attempts beforegetting the “mix” right.
  • 17. Image: “Augustine-House_21-01-2010_AC” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4293327231/Solution: Blending SpacesConsider using a combination of physical (e.g. anoffice, Augustine House) and virtual (e.g. discussionboard, wiki) spaces for conducting activities wherestudents and staff are separated by time and distance.
  • 18. Image: “Augustine-House_05-20-2010_K” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4341615766/Policy: Spatial BalanceSenior management, planners and architects of large-scale learning environments need to ensure asuccessful balance between the proportions ofopen, social spaces and closed, private spaces that aremade available to students.
  • 19. Model: “The Elusive Triangle”
  • 20. Image: “Question Mark” by djking. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/djking/8578067721/Some Questions?