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Dalhousie Keynote
- 1. When Students “Move In” Turning Learning Spaces into Learning Homes Gary Poole University of British Columbia Vancouver, Canada
- 7. Examples of a Universalist’s Approach
- 9. Human beings (universally) are social animals
- 11. What happens to humans when they co-exist in the same space?
- 12. “ I don’t usually go that fast” “ Neither do I!” Triplett,1898
- 13. That’s fine for well-learned performance , but what about the learning itself?
- 14. Slower learning is common in the presence of others Greenfinches Medical Students true for …
- 15. Sitting around the same table Refute the arguments of Plato Amount written: At the table > alone Quality of counter-arguments: Alone > at the table Allport, 1924
- 16. The mere presence of others inhibits learning and sophisticated thought. Physiological Arousal Evaluation Apprehension Distraction Why?
- 18. Sitting around the same table Group learning is a good thing
- 19. Sitting around the same table Group learning is a good thing
- 20. Sitting around the same table Group learning is a good thing
- 21. An important distinction when considering humans as Social Animals ... In the presence of others From and with others CO -ACTING INTER ACTING
- 22. Social attributes: New to Net Gen? Educause, Sept/Oct. 2005 A classic relativist’s statement
- 23. Examples of a Relativist’s Approach Educause Quarterly, 2005
- 24. Examples of a Relativist’s Approach Adapted from Malcolm Brown, Learning Spaces , in Educating the Net Generation , ed. Diana G. Oblinger and James L. Oblinger Universal or new? Increased capacity to maintain concurrent cognitive tasks? Or shorter attention spans?
- 27. We can design for co-acting ... ... very well
- 28. No acting Co-acting Interacting
- 29. In fact, we can design for co-acting and interacting on a large scale Durham College/ UOIT computer labs
- 30. Things we still have to learn Interaction in the theatre
- 31. The “Parliamentary Room” — Early Conceptions
- 32. The Parliamentary Room when it opened The Parliamentary Room Today
- 35. Why are these students moving the furniture? Because it’s their home
- 36. I told you, man ... This place is for us!
- 38. Icons of Place Identity — How you know you are home Icons of Place Identity
Editor's Notes
- Shane thanks exercise
- Re objective 2: I will assert that learners have brought certain attributes to the learning enterprise forever and we have never gotten the design right. These attributes are along such dimensions as cognitive processes, brain physiology, and social psychology. I will focus on cognitive and social attributes. Is there really a Humans 2.0?
- My session at Deakin on Enduring Pedagogies My contributions to Bates and Poole Cognitive processes
- Here is the universal element that I am going to focus most of my attention on today in terms of implications for learning spaces. Tell them what this is a photo of. Ask how many come from institutions with “Learning Commons.”
- What is the difference between these students and the ones in the previous slide (other than the fact that they are outside)?
- I didn’t say “this generation.” I said “humans.”
- Make clear the distinction between performance and learning. For performance, there is a distinction between well-learned and poorly-learned behaviours.
- The people in the learning commons are doing different things, or at least they should be. They are rehearsing, reinforcing, clerking. Signs going up at the University of Western Ontario re how the space can best be used.
- This is a demonstration of how dominant behaviours are facilitated by the presence of others.
- Ask people to predict the effect of being at the table for this task. We do better because it is a well-learned task.
- When corrected, “Remember that moment.”
- Both are prevalent in modern learning spaces. Mention silent sections of UBC’s Koerner library. Question: Is the environment on the right catering to some new attribute of our students, or an attribute they have always had? In some ways it doesn’t matter. The fact is we have created too few places for them to learn via interaction. A word about cultural differences. Cultures impose DISPLAY RULES that affect public performance. They are less likely to impose rules regarding the extent to which people can learn from each other. Some personality traits can do that — introversion and extroversion.
- The “Today’s students” statement presents a totally different view from the universalists. Can the audience see that (in more ways than one)? These students are interacting IN SPITE of the design.
- Net Gen may have some new attributes, but social attributes aren’t among them. Rather, we’ve been ignoring these attributes in our designs. If there are new attributes, we must get them right. Here is where universal vs. relative really affects design decisions. Multitasking vs. attention spans has huge implications for the way we enable our spaces for connectivity. Think of the prof who wants the wireless free zone.
- Now, we know how to design for social attributes.
- UOIT University of Ontario Institute of Technology
- This slide provides the transition between what we know and what we don’t know. We know how to design the spaces -- formal and informal. But we are still learning how to USE them as educators. Our students are having less trouble in the informal spaces, though remember the group study rooms when they first opened. This is something like coming home one day and finding that you had a new fridge with a cold water dispenser on the front, except you would NOTICE the water dispenser.
- But what if your fridge was just moved (door opening direction)?
- This is quite different from the Learning Theatre. Ask for observations about the differences between the opening and today. The design and today. What is going on here? People are making it THEIRS. They are making it a home, the same way you would move the fridge back.
- Ask for observations about this slide. Maybe the most important slide in the collection. This is moved furniture. Tell the stories.
- This piece of art became an icon for place identity
- Where were these students before the building opened?
- See if any of these apply to the drawings.