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  • 1. Just Do It: Prototyping Toward Progressive Renovation of Learning Spaces Prof. Phillip D. Long Director
  • 2. Where I hope we‟ll go today... learning & spaces a palette of spaces more than boxes a culture of inquiry
  • 3. The Shift from teaching to learning (Barr & Tagg, 1995) http://critical.tamucc.edu/~blalock/readings/tch2learn.htmInstructional paradigm to the learning paradigm. Begin with what we want students to learning & spaces be able to do at the end a palette of spaces and design to get there
  • 4. The Problem of Learning How do we make formal learningenvironments more like practice-based learning& environments? learning spaces a palette of spaces
  • 5. Is Learning really influenced by the environment? Abstract Detailed lists ideas Low ceiling High ceiling
  • 6. What do the spaces use forteaching say about learning?
  • 7. “A Vision of Students Today” - http://www.youtube.com/watch?v=dGCJ46vyR9o
  • 8. Learning environmentsLecture Active Learning Computer Lab Informal Study Prototyping Space Engineering Lab Performance Space Group Study Critique Space A palette of spaces• the Personal Lab • • Virtual sanctuaryLab• Minimalist SpacesLab spaces• Active Learning Spaces PerformanceNo • Group Study• Specialised Spaces n-formal • prototyping
  • 9. Persona l Lab a laptoptool kit (multimeter, dial calliper wire strippers, etc.) software - Mathcad, Solidworks, MS Office Robot kit - (Boe-bot) http://www.parallax.com/tabid/411/Default.aspx Louisiana Technical University
  • 10. Minimalist Spaces
  • 11. Minimalist Spaces floor to ceiling whiteboard walls Georgia Tech University
  • 12. Active Learning- group collaboration Team screens Messaging intent PC per table University of Birmingham, UK
  • 13. EngineeringActive Learning - Scale-up/TEAL Task lighting Screen per team Whiteboard ribbon 3 PCs per table Tables of 9 Teams of 3 Math University of Queensland
  • 14. Specialised Group Spaces Terraces Teams QuickTime™ and a mpeg4 decompressor are needed to see this picture. Orientation University of Birmingham, UK
  • 15. Specialised Group Spaces Observation cameras Whiteboard per team Screen per group Flexible Fume hood “Pac Man” orienting tables University of Birmingham, UK
  • 16. VirtualQWAK @ Duke Uni. spaces
  • 17. Virtual spacesMasterClass in Piano between Yale University & the University of Queensland
  • 18. Sanctuary Outdoor Spaces
  • 19. Sanctuary Spaces High Line Park, NYC
  • 20. Laboratory Spaces Biosciences Lab (wet lab) Royal Melbourne Institute of Technology
  • 21. Laboratory Spaces Engineering Lab “Integrated Learning Lab” University of Colorado Boulder
  • 22. PerformanceSpaces Kresge Auditorium, MIT
  • 23. PerformanceSpaces Federation Square, Melbourne
  • 24. Non-Formal Learning Spaces Shared Screen Movable Chairs USC
  • 25. Non-Formal Learning Spaces Ad hoc study rms “Club style” study spaces USC
  • 26. Group study spaces Stanford University
  • 27. Group study spaces University of Derby
  • 28. Prototyping Spaces Stanford University
  • 29. Pause
  • 30. Learning spaces also have a temporaldimension
  • 31. Learning spaces, when well designed, serve the academic enterprise Stanford Wallenberg Hall - during the day
  • 32. But learning Spaces need to be re-thoughtin terms of their use across a 24 hour day Stanford Wallenberg Hall - at night
  • 33. BUilt environments as a learningback channel UC Boulder ITL UC Boulder ITL Listening to the physical world
  • 34. Live Environments 1.0 Queen‟s University Live Building from “push”...Getting data
  • 35. Live Environments 2.0 To “Pull” - subscribing to data for personal devices
  • 36. The Transition to Software Infrastructure
  • 37. The Transition to Software Infrastructure
  • 38. The Transition to Software Infrastructure Routing presentation video by hardware switches vs. software
  • 39. Relative rates of obsolescence Stanford University
  • 40. Finding a Common LanguageRelative focus on the issues of technology and AV in learning spaces Stanford University
  • 41. Pause
  • 42. Building a Culture of Active InquiryBuilt on passion in spaces that inspire itWhere recreation becomes an act of re-creation & remix through engaged learning (JSB)
  • 43. Re-Thinking Process Learning Modes Literature Scholarship Bench-marking The Service Designed Environment PersonasNeeds, Goals, Vision Requirements Activities & Interactions Journey Maps Support Prototypes Iterative Assessment Service Blueprints Elliot Felix, http://www.brightspotstrategy.com/
  • 44. Learning Activities Courtesy of Ed Crawley, MIT
  • 45. Learning Activities Key structure: Learning Activity Type - metadata descriptors o timing (when) o frequency o temporal pattern o duration o storage o periodicity o connectivity o collaboration o number of students o size of activity space o access o special infrastructure (gases, water, etc.)
  • 46. Nouns of Learning Spaces Work surfaces -- Smartboards, whiteboards, tack boards, flip charts, blackboards Display outputs -- Flat panels, projectors,optiputers Mobile devices -- Tablet PCs, smartphones, laptops, iPods Audio channels -- Microphone, outputs Artifacts -- Inspirational objects, displays, posters Furnishings -- Tables, a palette of spaces a design processchairs, couches, partitions Capture / Re-use systems -- Lecture learning spaces as instrumentscapture, LMS, personal podcasts, web Architectural elements -- lessons learned Finishes, carpeting, room geometry, lighting configuration
  • 47. VERBS of Learning SpacesConnecting socially -- Peer-to-peer, faculty-to-student Discussing / Arguing -- Dyads, small group, "in the round" Commenting -- Anchored discussion, annotation from multiple sources Demonstrating Presenting / Demonstrating Searching -- ad hoc, a palette of spaces a design processacross resources Capturing -- Faculty, student, group work (long- learning spaces as instruments term, e-folios) Thinking/conceiving Debating/negotiating space lessons learned
  • 48. Prototyping & Tinkering We know the entire campus is a learning environment, across space & time. Graphic: Shirley Dugdale, DEGW http://bigthink.com/ideas/38119
  • 49. Prototyping & Tinkering If buildings are „built pedagogy‟, and inquiry & discovery are fundamental components of learning, how are these elements represented in the way we plan and make available spaces for learning on our campuses? http://bigthink.com/ideas/38119
  • 50. Thank YouProf. Phillip D. Long, longpd@uq.edu.au CEIT The University of Queensland & Visiting Researcher, MIT