Farmer, Lesley Session Pp Library E Learning Spaces


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Session with podcast on IASL 2009

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Farmer, Lesley Session Pp Library E Learning Spaces

  1. 1. E-Learning Spaces Dr. Lesley Farmer California State University, Long Beach 1
  2. 2. Nomenclature • Formal – Registrar-scheduled – Face to face – All course participants • Informal – Spontaneous – Anywhere, anytime – Any subset • Virtual – IT-based – Can be asynchronous, ephemeral 2
  3. 3. “Space” 1 2 a continuous area or expanse the freedom and scope to live, that is free, available, or think, and develop in a way unoccupied that suits one The physical campus sets up the enabling conditions for a complex social ecology to emerge over time” 3
  4. 4. written oral narrative videos simulations electronic lecture isolated drill tools based and practice assessment contextualized opportunities technology skills practice enhanced based communication knowledge of modeling environments how people learn individual inquiry self-study vs. group based case studies cooperative learning by problems learning jigsaw design projects learning From: How People Learn (expanded edition), p. 22 4
  5. 5. Aspects of Learning Spaces • group teaching/learning • simulated environment • immersive environment • peer-to-peer and social learning • learning cluster • individual learning spaces • external spaces 5
  6. 6. Supporting Theories • Environmental psychology • Social constructivist philosophy: environments stimulate the senses • Situated learning theory • Vygotsky’s activity theory of social cognition: learning as a transaction between an individual and the social environment. • Kolb’s related experiential learning theory 6
  7. 7. Environments to Support Knowledge Sharing • environments for delivering knowledge (e.g., libraries, classrooms) • environments for applying knowledge (e.g., service learning venues, production labs) • environments for creating knowledge (e.g., science labs, studios) • environments for communicating knowledge (e.g., presentation areas, computer labs) • environments for decision making (e.g., conference rooms, project areas) 7
  8. 8. Features of Effective Learning Spaces • flexibility: to meet changing educational task needs, and amenable for student customization • decentralization: learning flows from classroom to corridors and eating spaces, so students co- construct knowledge (learning and living commingle) • ergonomic comfort • stimulating to the senses • ubiquitous technology 8
  9. 9. Physical Features that Foster Community-based Learning • communication surfaces (e.g., portable SmartBoards, PowerWalls, wonder wall, tackable/writable walls) • open areas with flexible furniture/seating for impromptu meetings/study groups • joint work space, project area, and adjustable lighting 9
  10. 10. University Functions and Spaces • Entrances: establish sense of the university; engage visitor via touch-screen info kiosks and plasma/LCD screens, immediate service centers, displays of student work • Teaching spaces: support range of purposes, offer classroom clusters with adjacent social spaces • learning centers: space is self-regulating in terms of activity/behavior (e.g., nooks by windows, carrels among library stacks) • social spaces: increase student motivation and participation by providing food areas, wifi, common areas for both students and faculty • ubiquitous learning leads to student engagement 10
  11. 11. Trends in Learning Space Design • interconnecting individual and group spaces, formal and informal learning spaces • clustering informal and formal spaces such as cybercafes or labs near classrooms to form a kind of intellectual neighborhood • locating faculty offices near classrooms • considering passageways as learning spaces in themselves • encouraging cross-disciplinary interaction and innovation • insert space for experimentation • displaying creative work to stimulate originality 11
  12. 12. Ideas for Flexible Space • customizable offices with glass walls or other ways to facilitate privacy while inviting interaction • multiple conferencing areas with technology support (e.g., projectors, presentation surfaces, wifi, etc.), particularly in corners • differentiated spaces for reflection, “play”/exploration • dedicated spaces/areas for projects, where the area can be messy • presentation and public spaces for large-group events (which can be easily modified for the specific purpose) • stimulating walls, natural vegetation, natural lighting, physical objects • food and reading areas adjacent to office/collaboration space • fun furniture: bean bags, organic and modular tables, tackable walls • physical accommodations to blend work and life (e.g., child care, 12 recreation, fitness)
  13. 13. Convergence • Telephone • TV • Stereo • CD collection • Calendar • Photo album • Checkbook 13
  14. 14. Integration • Human activity, not cycles • Support for multiple learning activities • Supporting everyone’s hours • Reclaim spaces • Non-silo-ized support resources 14
  15. 15. Key points • Focus on student learning • Integrated services • Importance of humanizing technology • Social learning space Nancy Schmidt, University of Guelph, 5/2005 15
  16. 16. Range • Services • Space types – IT help – individual – Library research help – small team – Writing and ESL help – small classroom – Academic skills help – project – Media help – traditional media – new media 16
  17. 17. Example Learning Learning is encouraged principle by social engagement Design Must be easy to reconfigure principle space to form small discussion groups Tactical Use seat XYZ from vendor plan XYZZY 17
  18. 18. before #4 18
  19. 19. before #5 19
  20. 20. after #1 20
  21. 21. net-gross 2 In Sync, p. 138 21
  22. 22. before #2 22
  23. 23. before #3 23
  24. 24. 24
  25. 25. cox 2 25
  26. 26. mit 26
  27. 27. wallenberg day 27
  28. 28. wallenberg nite Stanford Wallenberg Hall - at night 28
  29. 29. Suggested reading • Malcolm Brown and Joan K. Lippincott, “Learning Spaces, More Than Meets the Eye,” Educause Quarterly, Number 1, 2003, pages 14-16. • Brooks, J., and Brooks, M., The Case for Constructivist Classrooms, Association for Supervision and Curriculum Development: Alexandria, VA, 1993. ISBN: 0871202115. • Howe, N. and Strauss W., Millennials Rising : The Next Great Generation, Vintage Books, 2000. ISBN: 0375707190 • Oblinger D., and Oblinger J., eds., Educating the Net Generation, an Educause eBook, <> • Scott-Weber, L., InSync Environmental Behavior Research and the Design of Learning Spaces, Society for College and University Planning, 2004 • Alexander, B., “Web 2.0: A New Wave of Innovation for Teaching and Learning?,” Educause Review, March/April 2006, pp. 33–44. • Educause Review, issue on learning spaces, July/August 2005, Vol. 40, No. 4. • Educause Learning Initiative web site • Pascarella, E., and Terenzini, P., How College Affects Students : A Third Decade of Research, Jossey-Bass, ISBN: 0787910449 • Barr, R., and Tagg, J., “From Teaching to Learning: A New Paradigm for Undergraduate Education,” Change, November/December 1995, pp. 13-25. Text available from a variety of Internet sources. 29
  30. 30. Site Examples City of London University:, Denison University MIX Lab: Duke University Perkins Library: Eckerd College Armacost Library: Estrella Mountain Community College Learning Studios Project: Indiana University Purdue ES Corridor Project: MIT Brain and Cognitive Sciences Complex and Steam Café:, Murdoch University Information Commons: North Carolina State University Flyspace and SCALE-UP:, Northwestern University Information Commons: Oxford Brookes University Blended Learning Landscape:! Pennsylvania State University Smeal College of Business: San Jose State University Academic Success Center: Stanford University GroupSpaces: , University of Chicago USITE/Crerar Computing Cluster and Cyber Café: University of Dayton ArtStreet Project:, University of Georgia Student Learning Center: University of Stirling: Virginia Tech Math Emporium and Torgersen Hall: University of Washington TeamSpot: 30