A Centre for Research on Learning and Innovation Seminar, The University of Sydney.

1. Lessons in reading the learning landscape
A Centre for Research on Learning and Innovation Seminar
Pippa Yeoman, ethnographer
The University of Sydney
@PippaYeoman | https://pippayeoman.wordpress.com | pippa.yeoman@sydney.edu.au
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

2. Some of the people who inform my thinking

3. Some of the people who inform my thinking
#
What we know
about how we learn
as changed… .-/'%#
,/3#4,/%1-2#/%2##

4. Some of the people who inform my thinking
#
Changed space#!#
changed practice.%#
,/3#4,/%1-2#/%2##

5. Some of the people who inform my thinking
We are not
powerless,/3#
4,/%1-2#/%2##

6. Some of the people who inform my thinking
#
Materials matter,/3#
4,/%1-2#/%2##

7. other bits of my epistemic environmentother bits of my epistemic environment

8. other bits of my epistemic environmentother bits of my

9. other bits of my epistemic environment

10. outputs from this epistemic assemblage…
Multimodal
studies of
learning
activity
Observational
studies of
learning space
design
Observational
studies of
innovative use
in HE
Pre and Post
occupancy
studies
ARC LAUREATE FELLOWSHIP
Learning, technology and design: Architectures for
productive networked learning.
2012 - 2015
Ethnography
habits &
HABITATS
PhD – 2015
!"#$%%!&'(!)*&'+(*+,%
-.-/%./01-(
ARC DISCOVERY PROJECT
Modelling Complex Learning Spaces:
Connecting use, management and design.
2016 - 2018

11. the learning landscape
What constitutes
?
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

12. Learning is socially situated

13. learning is physically situated

14. epistemology
/ɪˌpɪstɪˈmɒlədʒi,ɛ-/
the theory of knowledge,
especially with regard to
its methods, validity, and
scope, and the dis8nc8on
between jus8fied belief
and opinion.
Learning is epistemologically situated

15. design for learning includes…

16. design-in-advance

17. design-in-the doing

18. design for learning requires…

19. EPSITEMIC DESIGN SOCIAL DESIGNSET DESIGN
Learning is
physcially situated
Learning is supported
through knowledge
oriented activity.
Learning is socially
situated.
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PHILOSOPHY
MACRO
The global
Level I patterns
MESO
The structure
Level II patterns
MICRO
The details
Level III patterns
The Activity Centred Analysis and Design framework (Goodyear & Carvalho, 2014).
(Goodyear(1999)andAlexanderetal.(1977)

20. EPSITEMIC DESIGN SOCIAL DESIGNSET DESIGN
Learning is
physcially situated
Learning is supported
through knowledge
oriented activity.
Learning is socially
situated.
PHILOSOPHY
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The Activity Centred Analysis and Design framework (Goodyear & Carvalho, 2014)
Goodyear(1999)&Alexanderetal.(1977)
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Design-in-the-doing :==0K0D:IF0H+N:LJE+FH+:=IF0H+!"#$"%&'()

21. A palette of learning spaces,
Highlights problems with representational ways of thinking
about space, and the challenges associated with
interdisciplinary sense making…

22. formal fixed static
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23. formal fixed dynamic!
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24. formal flexible dynamic
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25. informal mixed dynamic
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26. informal fixed static
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27. performative - formal
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28. performative - dialogic
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29. performative - augmented
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30. performative - informal
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J J J " & , - H M % & , - ( ' : " 4 ( <#

31. qualities of learning activity to !
properties of the designed environment
How do we connect
?
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

32. tools to connect activity & environment
1. Case studies of materials properties & qualities
Properties of writable walls
Vertical, stable, flat, shared and
visible from a distance.
Qualities of writable walls
“Moving toward the wall had the
effect of focusing group
deliberations and planning….”
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33. tools to connect activity & environment
2. Studies of entanglement tracing learning activity
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34. tools to connect activity & environment
3. Alexandrian properties as diagnostic/design tool
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35. tools to connect activity & environment
4. Pedagogical patterns sharing good designsharing good design
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##

36. learning theory through empirical
observation of learning activity
How do we process
?
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

37. LEGEND
Mr. Osborne
Other teachers
Edward & Isobel
Student sitting on floor
Student sitting on furniture
Student lying on the floor
----- Mr Osborne’s movement
----- Edward & Isobel’s movement
The Zone
31st October, 2012
180 students in
a total 567.48 m2

38. 11.13 am
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#

39. OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
11.13 amtask-set dissonance
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;

40. OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social improvisation
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11.14 am

41. 11.16 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social improvisation
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42. 11.16 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social correspondence
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43. OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
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;
11.18 am

44. 11.26 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social improvisation
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45. 11.26 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social correspondence
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46. 11.27 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social correspondence
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47. 11.28 am
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task-set-social correspondence
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48. 11.28 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social correspondence
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;
;

49. 11.29 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social correspondence
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50. 11.30 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set-social correspondence
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51. 11.32 am
OP!I+0=I05E@+QRPQ>+HJKE@:=M+FH+ISE+T0HE+
task-set dissonance
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52. D
11.35 am
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task-set-social improvisation
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53. How we think about how we learn has changed,

54. changed space ≠ changed practice
changed set, epistemic & social design = changed practice

55. we are not powerless

56. materials matter.

57. How will you shape
your learning environment
today?
pippa.yeoman@sydney.edu.au