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

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

Overview
Definitions
Analysis of Learning Spaces Activity
Key Questions
Design Principles with Physical & Virtual Examples
Take-Aways & Looking Forward

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

Analysis of Learning Spaces

Formal Learning spaces began as fixed and formal . . .

. . .but are now designed to be more dynamic and flexible.

The same progression can be seen for technology-enhanced learning spaces . . .

. . .which now support greater movement and collaboration

Even the design of virtual learning spaces is changing. . . . . . from a hierarchical push of information . . .

. . . to creating multiplexed spaces for user-driven interactions

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?

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

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

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

PRINCIPLE 1: PROVIDE OPPORTUNITIES FOR LEARNERS TO INTERACT AND NEGOTIATE UNDERSTANDINGS

PRINCIPLE 2: INCITE ENGAGEMENT AND OWNERSHIP IN LEARNERS

PRINCIPLE 3: CONTEXTUALIZE LEARNING IN REAL COMMUNITIES THAT USE THE KNOWLEDGE

PRINCIPLE 4: PROVIDE OPPORTUNITIES FOR ACTIVE PARTICIPATION WITH RESPECT TO THE COMMUNITIES

PRINCIPLE 5: ALLOW FOR EVOLUTION OF KNOWLEDGE, LEARNERS, AND THE LEARNING PROCESS

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

Pushing Forward
How can we integrate the design of Physical and Virtual learning spaces to support each other?

Educational Technology & Learning Design Masters Degree Programs at http://www.SFUedtech.ca

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

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