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When pedagogy collides with
physical reality: the (re)design of
teaching rooms to enable
teaching excellence.
Gunter Saund...
This session: why worry?
• Much of the literature about teaching excellence and the concerns
about learning gain (e.g. Aru...
Our aims?
What should we be trying to achieve?
Learning spaces:
What is happening across the sector?
View from HELF, 2016*
• Growing interest in the design of formal lea...
Some trends to reflect upon
• Growth of interest in learning spaces as a ‘campus initiative’, e.g
• New campus at Northamp...
Specific pedagogy #1
The newsroom model (Westminster)
Specific pedagogy #2
Team-based learning: at Bradford
http://www.bradford.ac.uk/life-sciences/pharmacy/team-based-learning/
Team-based learning at Anglia
8
Experimental rooms,
e.g. Nottingham Trent
http://www4.ntu.ac.uk/adq/teaching/experimental-teaching-rooms/index.html
SCALING UP - Active Collaborative Learning
for Student Success (new HEFCE project)
http://www4.ntu.ac.uk/apps/news/192812-...
http://campusdevelopments.leeds.ac.uk/news/reimagining-traditional-tiered-lecture-theatres/
‘Flagship’
Development
At Leeds
A next generation room
at Westminster:
before and after
Back to the trends … and the but clause
• Growth of interest in learning spaces as a ‘campus initiative’, e.g
• New campus...
SMART Teaching
in New and Old
Classrooms
The initiative
At Westminster.
Teaching room innovation
at Westminster: the plan
• 5 year programme covering ~ 260 ‘standard teaching
spaces’
• Now in ye...
Room types
18
Room Type - Furniture
Standard tables and chairs - Tables slightly smaller than standard;
stackable. Chairs ...
Wheels
Writing walls
Multiple TVs
More wheels
Tables and Chairs
Dimmable lighting
Multiple Smartboards
Plectrum Tables
STAFF FEEDBACK
Q. Has teaching in a new room led you to try things/ways of
running a session that you may not have previously tried?
Arou...
Q1. Do your classes in new classrooms tend to be more
interactive, engaging i.e. is there less of the tutor ‘lecturing’
an...
Q2. Do you feel differently in the new classrooms as
compared to old classrooms? For example, do you feel
more positive or...
IN CLASS ENGAGEMENT TOOLS USED AT WESTMINSTER
Your task
• Organise the pictures of redesigned teaching rooms into a ‘pyramid of
preference’ to enable your teaching appr...
HEI norms in 2016
(HELF survey)
33
Impact of ‘gadgets’ at Westminster:
best buys?
• Wifi
• Mirroring
• Hand-held presenters
• Padlet
• Poll Everywhere
Our aims?
What should we be trying to achieve?
And so?
Final considerations
Does your institution have:
• strategic and implementation plans for teaching room developmen...
Thank you
Please contact us if you want to explore any of these ideas further:
• Gunter Saunders
g.saunders@westminster.ac...
(Re) Design of Teaching Rooms to enable teaching excellence
(Re) Design of Teaching Rooms to enable teaching excellence
(Re) Design of Teaching Rooms to enable teaching excellence
(Re) Design of Teaching Rooms to enable teaching excellence
(Re) Design of Teaching Rooms to enable teaching excellence
(Re) Design of Teaching Rooms to enable teaching excellence
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(Re) Design of Teaching Rooms to enable teaching excellence

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Presentation from the SEDA Spring 2017 Conference reviewing the impact of teaching room (re)design on staff and student behaviour.

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(Re) Design of Teaching Rooms to enable teaching excellence

  1. 1. When pedagogy collides with physical reality: the (re)design of teaching rooms to enable teaching excellence. Gunter Saunders, Federica Oradini Peter Hartley
  2. 2. This session: why worry? • Much of the literature about teaching excellence and the concerns about learning gain (e.g. Arum et al, 2016) seem to assume that lecturers can readily employ the most effective pedagogy if they wish. There is little or no mention of physical constraints on teaching innovation. • The growing literature on the impact of physical space on learning and teaching (e.g. Brooks, 2012; Scott-Webber et al., 2013; Harrison and Hutton, 2014) tends to examine broad institution initiatives such as transitions from ‘traditional library’ to ‘flexible learning centre’.
  3. 3. Our aims? What should we be trying to achieve?
  4. 4. Learning spaces: What is happening across the sector? View from HELF, 2016* • Growing interest in the design of formal learning spaces. Most HEIs don’t currently have institutional plan/strategy. • Funding is the major barrier. • Standard IT equipment is the norm. • Easier to change informal space. 4 * HELF is the Heads of E-Learning Forum and these conclusions are taken from their most recent survey, which can be found on the website (http://helfuk.blogspot.co.uk ) alongside links to other useful sources - http://helfuk.blogspot.co.uk/p/projects.html
  5. 5. Some trends to reflect upon • Growth of interest in learning spaces as a ‘campus initiative’, e.g • New campus at Northampton with ‘no lecture rooms’ http://hellowaterside.northampton.ac.uk • The new Learning Spaces Toolkit at https://www.ucisa.ac.uk/learningspace • Rooms set up for specific pedagogies, e.g Team-Based Learning. • Experimental rooms, e.g. Nottingham Trent. • Flagship rooms, e.g. new lecture space at Leeds. • Technology in the rooms, e.g. polling/voting. BUT …
  6. 6. Specific pedagogy #1 The newsroom model (Westminster)
  7. 7. Specific pedagogy #2 Team-based learning: at Bradford http://www.bradford.ac.uk/life-sciences/pharmacy/team-based-learning/
  8. 8. Team-based learning at Anglia 8
  9. 9. Experimental rooms, e.g. Nottingham Trent http://www4.ntu.ac.uk/adq/teaching/experimental-teaching-rooms/index.html
  10. 10. SCALING UP - Active Collaborative Learning for Student Success (new HEFCE project) http://www4.ntu.ac.uk/apps/news/192812-15/NTU_and_partners_lead_the_way_in_demonstrating_innovative_teaching_method
  11. 11. http://campusdevelopments.leeds.ac.uk/news/reimagining-traditional-tiered-lecture-theatres/ ‘Flagship’ Development At Leeds
  12. 12. A next generation room at Westminster: before and after
  13. 13. Back to the trends … and the but clause • Growth of interest in learning spaces as a ‘campus initiative’, e.g • New campus at Northampton with ‘no lecture rooms’ http://hellowaterside.northampton.ac.uk • The new Learning Spaces Toolkit at https://www.ucisa.ac.uk/learningspace • Rooms for specific pedagogies, e.g Team-Based Learning. • Experimental rooms, e.g. Nottingham Trent. • Flagship rooms, e.g. new lecture space at Leeds. • Technology in the rooms, e.g. polling/voting. BUT … • Hasn’t the ‘seminar room’ been neglected/left behind?
  14. 14. SMART Teaching in New and Old Classrooms The initiative At Westminster.
  15. 15. Teaching room innovation at Westminster: the plan • 5 year programme covering ~ 260 ‘standard teaching spaces’ • Now in year 3: 100 rooms done by this summer • End year 2 - 72 rooms completed • Investment to date ~ £10M • AV/IT standard (with minor variations) • Furniture arrangement variable • To date 5 room types identifiable • Now adding a 6th (‘active learning’) 17
  16. 16. Room types 18 Room Type - Furniture Standard tables and chairs - Tables slightly smaller than standard; stackable. Chairs light and not on wheels Audi rotating chairs –rows of chairs with writing tablet; chairs rotate to facilitate short periods of group discussion Tablet chairs on wheels - Chair with pull across writing tablet Plectrum tables and chairs - 6 seater plectrum tables with wheels; chairs not on wheels Curved sofas with shared table - Informal seating; table provides range of device connectivity
  17. 17. Wheels Writing walls
  18. 18. Multiple TVs More wheels
  19. 19. Tables and Chairs Dimmable lighting Multiple Smartboards
  20. 20. Plectrum Tables
  21. 21. STAFF FEEDBACK
  22. 22. Q. Has teaching in a new room led you to try things/ways of running a session that you may not have previously tried? Around 50% have indicated that the new rooms have led them to engage in more interactive approaches with students or that students have been more engaged in the classrooms or that it has been possible for them to more easily undertake activities/approaches they have previously tried using in older classrooms. STAFF FEEDBACK
  23. 23. Q1. Do your classes in new classrooms tend to be more interactive, engaging i.e. is there less of the tutor ‘lecturing’ and more of you (the student) contributing/engaging in activities? 45% 33% 22% Yes Sometimes No STUDENT FEEDBACK 36 46 33 58 40 47 24 32 40 33 48 32 40 22 27 9 12 21 ABE LAW MAD FST SSH WBS Yes Sometimes No
  24. 24. Q2. Do you feel differently in the new classrooms as compared to old classrooms? For example, do you feel more positive or motivated in a new classroom? 42% 25% 33% Yes Sometimes No STUDENT FEEDBACK 39 41 25 46 42 48 15 22 42 25 26 29 46 37 33 29 32 23 ABE LAW MAD FST SSH WBS Yes Sometimes No
  25. 25. IN CLASS ENGAGEMENT TOOLS USED AT WESTMINSTER
  26. 26. Your task • Organise the pictures of redesigned teaching rooms into a ‘pyramid of preference’ to enable your teaching approach. • Which devices/facilities are likely to have most impact on the behaviour of lecturers in redesigned teaching rooms? e.g. see the list from the 2016 HELF survey.
  27. 27. HEI norms in 2016 (HELF survey) 33
  28. 28. Impact of ‘gadgets’ at Westminster: best buys? • Wifi • Mirroring • Hand-held presenters • Padlet • Poll Everywhere
  29. 29. Our aims? What should we be trying to achieve?
  30. 30. And so? Final considerations Does your institution have: • strategic and implementation plans for teaching room development (based on pedagogy and not just on ‘capacity’ and ‘efficiency)? • senior management champions? • pedagogic models to support specific designs? • ‘sandpit’ area for experimentation? • evaluation and feedback mechanisms? • staff development to support adopters?
  31. 31. Thank you Please contact us if you want to explore any of these ideas further: • Gunter Saunders g.saunders@westminster.ac.uk • Federica Oradini f.oradini@westminster.ac.uk • Peter Hartley profpeter1@me.com

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