With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the University’s Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space. The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning. The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the University’s directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces. Using a pop-up Stand Up Classroom pedagogy, you will discover ‘whiteboard learning’ through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect. Participants are invited to become Future Learning Spaces group members.

1. CAFÉ
Consistently active, flexible and experiential
a 60 minute pop-up workshop on spaces for learning using collaborative
whiteboarding techniques
Andrew Middleton & Ian Glover
with Tim Jones, David Greenfield, Sinead O’Toole, David Smith
Jeff Waldock, Ciara O’Hagan, and Colin Beard

2. Introduction and background
We will explore Active Learning Classrooms (ALCs)
 Spaces for learning
 ALCs and SCALE-UP
 Stand Up Pedagogy and whiteboarding
 Future Learning Spaces Academic Interest Group

3. What we will do
Whiteboarding techniques to construct a video commentary exploring
“Moving to an active learning paradigm”
• Concept mapping - to explore the scope of the problem
• Listing: to brainstorm and list actions
• Sorting: to organise and assign actions

4. Concept mapping
“Moving to an active learning paradigm”
Explore the scope of the problem
Consider incorporating
1. The teacher’s role
2. The student’s role
3. Infrastructure
4. Institutional priorities: Employability, Retention & Inclusive Practice
Then create a video commentary

5. Listing
“Moving to an active learning paradigm”
As a group, construct an action list to address all or part of your concept
map

6. Sorting
“Moving to an active learning paradigm”
Swap boards
Sort the list thematically and assign actions

7. Summary discussion
“Moving to an active learning paradigm”
 ALCs
 Whiteboarding
 PBL
 Groupwork
 Institution and infrastructure