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Wise and Marples - Learning Space Design - ETUG Fall Workshop 2009
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Wise and Marples - Learning Space Design - ETUG Fall Workshop 2009

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  • 1. Designing Learning Spaces in Physical and Virtual Settings Alyssa Wise Assistant Professor of Education Educational Technology & Learning Design Program Simon Fraser University Justin Marples Director of Classroom Services University of British Columbia Fall 2009 Workshop
  • 2.  
  • 3. Overview
    • Definitions
    • Analysis of Learning Spaces Activity
    • Key Questions
    • Design Principles with Physical & Virtual Examples
    • Take-Aways & Looking Forward
  • 4. Definitions: What Does it Mean to Design "Spaces" For Learning?
    • Creating an environment or setting in which learning interactions will occur
    • Different kinds of spaces facilitate certain kinds of interactions and hinder others
  • 5. Analysis of Learning Spaces
  • 6. Formal Learning spaces began as fixed and formal . . .
  • 7. . . .but are now designed to be more dynamic and flexible.
  • 8. The same progression can be seen for technology-enhanced learning spaces . . .
  • 9. . . .which now support greater movement and collaboration
  • 10. Even the design of virtual learning spaces is changing. . . . . . from a hierarchical push of information . . .
  • 11. . . . to creating multiplexed spaces for user-driven interactions
  • 12. Activity: Analysis of Learning Spaces
    • Take a look at the two images of learning spaces.
        • What specific kinds of interactions are promoted by the design of the learning spaces?
        • What specific kinds of interactions are inhibited by the design of the learning spaces?
  • 13.  
  • 14.  
  • 15. Designing Learning Spaces: Two Key Questions
    • How can we design spaces with intentionality?
      • Design needs to follows pedagogy
      • Goals, principles, instantiation
    • What mediates how that intentionality is taken up by the people in the space?
      • “ Soft” design - possibilities and probabilities
      • Communication of design intent via affordances
  • 16. Socio-Constructivist Principles for Designing Learning Spaces
    • Current theories of learning conceive of:
    • Knowledge as a social construction - ideas are meaningful because of the societal context in which they exist
    • Learning as a process of building, testing negotiating and revising viable understandings of the world and becoming a participant in the knowledge practices of a community
  • 17. Five Socio-Constructivist Principles for Designing Learning Spaces
    • Provide opportunities for learners to interact and negotiate understandings
    • Incite engagement and ownership in learners
    • Contextualize learning in real communities that use the knowledge
    • Provide opportunities for active participation with respect to the communities
    • Allow for evolution of knowledge, learners, and the learning process
  • 18. PRINCIPLE 1: PROVIDE OPPORTUNITIES FOR LEARNERS TO INTERACT AND NEGOTIATE UNDERSTANDINGS
  • 19.  
  • 20.  
  • 21. PRINCIPLE 2: INCITE ENGAGEMENT AND OWNERSHIP IN LEARNERS
  • 22.  
  • 23.  
  • 24. PRINCIPLE 3: CONTEXTUALIZE LEARNING IN REAL COMMUNITIES THAT USE THE KNOWLEDGE
  • 25.  
  • 26.  
  • 27. PRINCIPLE 4: PROVIDE OPPORTUNITIES FOR ACTIVE PARTICIPATION WITH RESPECT TO THE COMMUNITIES
  • 28.  
  • 29.  
  • 30. PRINCIPLE 5: ALLOW FOR EVOLUTION OF KNOWLEDGE, LEARNERS, AND THE LEARNING PROCESS
  • 31.  
  • 32.  
  • 33. Key Takeaways
    • Designing a learning space means to create an environment that facilitates pedagogically-valued interactions
    • Spaces should be designed for:
      • Interaction
      • Engagement
      • Real-life Connections
      • Authentic Participation
      • Evolution
  • 34. Pushing Forward
    • How can we integrate the design of Physical and Virtual learning spaces to support each other?
  • 35. Educational Technology & Learning Design Masters Degree Programs at http://www.SFUedtech.ca

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