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Plenary Presentation on Learning and Space with Wendy Newstetter at PKAL conference on planning learning spaces

Plenary Presentation on Learning and Space with Wendy Newstetter at PKAL conference on planning learning spaces

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    Plenary Presentation on Learning and Space Plenary Presentation on Learning and Space Presentation Transcript

    • LEARNING AND SPACEWendy Newstetter, Georgia Tech Elliot Felix, DEGW Plenary Session II PKAL Fall ’09 1 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • INTRODUCTION AGENDA INTRODUCTION (5mins) What are the key considerations whenIs this space thinking about the relationshipsupporting learning? between learning and space? GROUP EXERCISE (30mins) Reverse engineering a problem and its implications in teams of 3 REPORT BACK (20mins) Reactions and conclusions across the groups IMPLICATIONS (10mins) What this means in terms of people, process, and place? CONCLUSION (5mins) How you can get started using this process? 2 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • INTRODUCTIONLEARNING AND SPACE Georgia Tech PBL Room WHERE AND HOW LEARNING HAPPENS: Across a range of settings and unfortunately often in spite of space not because of it SPACE IS A MEANS: Space should be considered a means, not an end unto itself. It exists only to support people and activities. Google London (DEGW) DESIGN EXPERIENCES: Understand the activities and then design the experiences not just the space ROADMAP: Answering the fundamental questions of who, what, where, when, how and why provide a roadmap for learning space design 3 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • GROUP EXERCISEQUESTIONS WHO: Who is the learner? Who is supporting the learner? WHAT: What is to be learned? What are the objectives? WHERE: Where does the learning happen? Enabled by what sort of space, technology, and furnishings? WHEN: When does the learning happen? Over what timeframe might this problem be solved? HOW: How will the learner tackle this problem? WHY: Why are the students learning? What does this problem say about the reasons they are learning? 4 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS WHO IS THE LEARNER?CONVENTIONAL WISDOM NEW PARADIGMStudents are sponges who enroll in a Students bring their own perspectivesuniversity without much knowledge and life-experiences and must take anand experience. They are there to active role in shaping their ownsoak it all up. education, with ubiquitous access to information and a need for guidance – “knowledge navigation.”1Notes: 1. James Hilton, CIO University of Virginia 5 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS WHAT IS TO BE LEARNED?CONVENTIONAL WISDOM NEW PARADIGMStudents should be given problems Students should be asked questionsthey can answer, otherwise they risk they cannot answer. It’s during thenot learning anything from it moments they stretch that they actually learn, preferably in public 6 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS WHERE DOES LEARNING HAPPEN?CONVENTIONAL WISDOM NEW PARADIGMLearning happens in designated Learning happens everywhere1 –places on campuses, such as formally and informal, in everythingclassroom and lectures halls from libraries and laboratories to cafes and corridorsNotes: 1. DEGW refers to this range of settings as 7 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix the "Learning Landscape”
    • IMPLICATIONS WHEN DOES LEARNING HAPPEN?CONVENTIONAL WISDOM NEW PARADIGMLearning happens on a specific With a supportive network of learningschedule, generally in 50minute spaces, learning happens around theincrements clock 8 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS HOW DOES LEARNING HAPPEN?CONVENTIONAL WISDOM NEW PARADIGMLearning is an individual endeavor. Learning is a social process thatOnly through individual effort and happens by students relating whatfeedback/commentary specific to the they are learning to their own life andindividual. experiences and benefitting from other students doing the same. 9 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS WHY ARE STUDENTS LEARNING?CONVENTIONAL WISDOM NEW PARADIGMStudents are enrolled to learn ABOUT Students are engaged in a process ofspecific topics1 learning TO BE a practitioner of a discipline1Notes: 1. See John Seeley Brown on “Learning to 10 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix be” rather than “learning about”
    • IMPLICATIONS PEOPLE To shift toward this new paradigm, a new mindset and a new skillset are needed for learning spaces. This includes learner- centered planning, supporting “learning to be,” and providing “knowledge navigation” along the way.The cash register comes to you... Structure Roles CommunicationApple Store Mobile Checkout (Design: BCJ) Boundaries 11 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS PROCESS To design learning experiences rather than spaces, the process must understand user needs and organizational goals and then align the design to them. Design strategy does this by using research to fully define the design problem and employing an iterative , participatory process to develop an integrated solution.University of Minnesota Workshop (DEGW) 12 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • IMPLICATIONS PLACE Where can learning happen? Everywhere. DEGWs Learning LandscapeSM approach plans for networks of physical and virtual places for learning, discovery, and interaction and cultivates a rich mix of spaces – formal and informal, specialized and multi-purpose, owned and sharedMIT Stata Center (Design: Gehry partners) 13 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • CONCLUSIONLEARNING AND SPACE Georgia Tech PBL Room ROADMAP: Answering who, what, where, when, how, and why enable you to understand the activities and the objectives and then build a scenario DESIGN LEARNING EXPERIENCES: Don’t think of the space as product. Use the scenario to think about the services and Google London (DEGW) support needed along with space and then think about how they are linked to create a network PROCESS COUNTS: Supply rarely creates demand when it comes to learning space. Need to work with faculty to shift toward to new paradigm and support them in this journey 14 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix
    • THANK YOU! Wendy Newstetter, Georgia Tech wendy@bme.gatech.edu Elliot Felix, DEGW efelix@DEGW.com 1 | 10.16.09 | PKAL FALL WORKSHOP | Wendy Newstetter and Elliot Felix