This session was my first conference keynote. I cover the importance of space and place in both physical and online higher education. This presentation takes advantage of the findings of my thesis to reflect on how we can support student belonging, inclusion and success.
Collective learning sets humans apart from all other species, and language magnifies the impact of that learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The University is committed to developing its understanding of learning spaces fit for the future. But what spaces are we talking about and what do we understand learning to mean? This short presentation will ask us to consider learning, what it means and what it looks like by using Hamilton’s (2000) idea of vernacular literacies as a way to value what Cross (2007) referred to as natural informal learning. We will compare ideas about liminality, translocation and Third Space with notions of the dominant, formal, institutional space. In amongst these ideas of space, learning and literacies, we will examine interstitiality and the lived connections found and made by students as they experience learning through their course.
Creating student spaces for emancipatory practicedebbieholley1
Creating Student Spaces for emancipatory practice
This paper will explore emergent approaches to students and their learning spaces, a project that potentially calls for a reconfiguration or rehabitation of learning spaces that is politically, economically and ecologically sustainable. Our work draws upon the creation of student centred spaces by our Centres for Excellence in teaching and learning (CETL). Our CETLs are rooted in post-1992 universities and have application in shifting contexts – the metropolitan, the rural and increasingly the virtual. These shifts indicate the need to embrace a pedagogic theory and practice formally embodied in models of Place Based learning (Gruenewald 2003) and in a dialogic that fosters criticality through students’ own ontological markers. In practice, this allowed us to challenge what a university can ‘be’ – and how best to promote success within an academy once again going through rapid change.
The literature we focus upon moves from a theoretical framework drawn from the work of Lefebvre (1974) and is broadly located within differing perspectives of space. The first of these focuses on Temple’s (2007) work on new and exciting spaces for students (and staff) to work. Whilst offering much to those seeking inspiration for designing physical spaces, it lacks the pedagogic framework of the ways in which learning can be designed to take place in these (and other) spaces.
Exploring pedagogic space, we find that the idea of tutors have long endeavored to find freedom within the constraints of a formal curriculum, for example, and Eisner’s work from the early 1980s called for creative spaces within which students and tutors could operate.
Discussion as to whether a revolution has occurred (or is imminent) for teaching and learning with the introduction of new technologies within institutional parameters sets the final ‘space’ theme. In the Web 2.0 world, the themes of physical and pedagogic spaces have been drawn into a new debate: what happens when we (and our students) leave our physical presence and start to engage with our learning in cyberspace? The student as an ‘embodied self’, is viewed through the work of authors such as Land, Bayne and Kefka, who broadly consider the body in space as an extension of the physical being, and authors such as Dreyfus, who take an opposite stance.
Our session will conclude with drawing upon some examples of these emergent practices for the classroom, including creative and Inquiry Based Learning, our conference by and for students and developments in second life.
Alpine tel position paper_holley_jan2013debbieholley1
This is a position paper about learning spaces of the future and draws upon Soja's 'Thirdspace' and Lefebvre 'the production of space' and a model which developed by Rob Shields http://www.ualberta.ca/~rshields/f/lefebvre.htm. To be dicussed at the EU Scientists Alpine RV 2013, blog here: http://arv13crisisforum.wordpress.com/
Collective learning sets humans apart from all other species, and language magnifies the impact of that learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The University is committed to developing its understanding of learning spaces fit for the future. But what spaces are we talking about and what do we understand learning to mean? This short presentation will ask us to consider learning, what it means and what it looks like by using Hamilton’s (2000) idea of vernacular literacies as a way to value what Cross (2007) referred to as natural informal learning. We will compare ideas about liminality, translocation and Third Space with notions of the dominant, formal, institutional space. In amongst these ideas of space, learning and literacies, we will examine interstitiality and the lived connections found and made by students as they experience learning through their course.
Creating student spaces for emancipatory practicedebbieholley1
Creating Student Spaces for emancipatory practice
This paper will explore emergent approaches to students and their learning spaces, a project that potentially calls for a reconfiguration or rehabitation of learning spaces that is politically, economically and ecologically sustainable. Our work draws upon the creation of student centred spaces by our Centres for Excellence in teaching and learning (CETL). Our CETLs are rooted in post-1992 universities and have application in shifting contexts – the metropolitan, the rural and increasingly the virtual. These shifts indicate the need to embrace a pedagogic theory and practice formally embodied in models of Place Based learning (Gruenewald 2003) and in a dialogic that fosters criticality through students’ own ontological markers. In practice, this allowed us to challenge what a university can ‘be’ – and how best to promote success within an academy once again going through rapid change.
The literature we focus upon moves from a theoretical framework drawn from the work of Lefebvre (1974) and is broadly located within differing perspectives of space. The first of these focuses on Temple’s (2007) work on new and exciting spaces for students (and staff) to work. Whilst offering much to those seeking inspiration for designing physical spaces, it lacks the pedagogic framework of the ways in which learning can be designed to take place in these (and other) spaces.
Exploring pedagogic space, we find that the idea of tutors have long endeavored to find freedom within the constraints of a formal curriculum, for example, and Eisner’s work from the early 1980s called for creative spaces within which students and tutors could operate.
Discussion as to whether a revolution has occurred (or is imminent) for teaching and learning with the introduction of new technologies within institutional parameters sets the final ‘space’ theme. In the Web 2.0 world, the themes of physical and pedagogic spaces have been drawn into a new debate: what happens when we (and our students) leave our physical presence and start to engage with our learning in cyberspace? The student as an ‘embodied self’, is viewed through the work of authors such as Land, Bayne and Kefka, who broadly consider the body in space as an extension of the physical being, and authors such as Dreyfus, who take an opposite stance.
Our session will conclude with drawing upon some examples of these emergent practices for the classroom, including creative and Inquiry Based Learning, our conference by and for students and developments in second life.
Alpine tel position paper_holley_jan2013debbieholley1
This is a position paper about learning spaces of the future and draws upon Soja's 'Thirdspace' and Lefebvre 'the production of space' and a model which developed by Rob Shields http://www.ualberta.ca/~rshields/f/lefebvre.htm. To be dicussed at the EU Scientists Alpine RV 2013, blog here: http://arv13crisisforum.wordpress.com/
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
Digital turn-what-next--pecha-kucha, Berlin--21-sept-5-2015Heiner Benking
EDUCAMP & OER2 & DIGITAL TURN & ELIG
check http://hochschulforumdigitalisierung.de Sept. 4-11
EduCamp Digital Turn, Wake-up call: What is the next "Turn" ? http://www.newciv.org/nl/newslog.php/_v396/__show_article/_a000396-000385.htm
EduCamp Digital Turn, Wake-up call: What is the next "Turn" ?
Proposal of an integrative, eclectic turn, call it a spacial/scaffolding turn which in form of macroscopic superstructures/supersigns allow to relate and integrate earlier "turns" consider GLocal integration of scales, sectors, cultures, times, media, ... in an overview, orientation mode, but also connecting to the micro-scales
see also: http://www.newciv.org/nl/newslog.php/_v396/__show_article/_a000396-000384.htm
Physical and Architectural Learning Environment, Vol 1. Educational Spaces 21...eraser Juan José Calderón
Physical and Architectural Learning Environment.. Vol 1. Educational Spaces 21.Open up!.
GUIDEBOOKS ON DESIGNING MODERN AND LEARNING-RICH LEARNING ENVIRONMENTS.
This publication has been elaborated as a part of the “Educational Spaces 21. Open up!”
project implemented by the Center for Citizenship Education Foundation in
cooperation with the THINK! Knowledge Society Foundation, the Gesellschaft zur
Förderung des Hanseatic Institute for Entrepreneurship and Regional Development an der Universität Rostock e.V. and Rektorsakademien Utveckling AB, and funded by the European Commission as a part of the ERASMUS+ programme.
In-between dominant learning spaces: a gap in our thinking about interstitial...Andrew Middleton
#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
What do connections between research and teaching look like?Martin Oliver
Although it’s widely advocated that connections should be built between research and teaching, it’s less clear how this happens in practice. This paper will explore how a sociomaterial perspective can help develop clearer accounts of how such connections have, and have not, been achieved.
Links between research activity and teaching quality were once described as "an enduring myth", leading to a programme of research to identify pedagogic approaches that can help build such connections. Healey (2005) notes, however, that opportunities for such research-based education can vary widely across disciplines.
This variation depends partly on the social norms around research, but also on the resources, tools and technologies that it involves. Latour & Woolgar’s studies (1979) showed that successful laboratory work required the coordination of tissue samples, graphs and desks, and that the scientific process could not proceed without these often mundane things.
Studies of students’ digital literacies show that in Education and related social sciences, studying involves books, photocopies, pens, iPads, library tables, buses, field sites, software packages, data sticks, highlighter pens and the movement of texts from digital to print format and back again (Gourlay & Oliver, 2013). Much of this mirrors the practices of researchers active in these fields.
Such studies raise questions about wider patterns of connection between study and research. When do these resources cross boundaries between research and teaching practice? What variations exist across disciplines, and why? What can following these mundane things tell us about the success – or otherwise – of connections between research and teaching?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
Digital turn-what-next--pecha-kucha, Berlin--21-sept-5-2015Heiner Benking
EDUCAMP & OER2 & DIGITAL TURN & ELIG
check http://hochschulforumdigitalisierung.de Sept. 4-11
EduCamp Digital Turn, Wake-up call: What is the next "Turn" ? http://www.newciv.org/nl/newslog.php/_v396/__show_article/_a000396-000385.htm
EduCamp Digital Turn, Wake-up call: What is the next "Turn" ?
Proposal of an integrative, eclectic turn, call it a spacial/scaffolding turn which in form of macroscopic superstructures/supersigns allow to relate and integrate earlier "turns" consider GLocal integration of scales, sectors, cultures, times, media, ... in an overview, orientation mode, but also connecting to the micro-scales
see also: http://www.newciv.org/nl/newslog.php/_v396/__show_article/_a000396-000384.htm
Physical and Architectural Learning Environment, Vol 1. Educational Spaces 21...eraser Juan José Calderón
Physical and Architectural Learning Environment.. Vol 1. Educational Spaces 21.Open up!.
GUIDEBOOKS ON DESIGNING MODERN AND LEARNING-RICH LEARNING ENVIRONMENTS.
This publication has been elaborated as a part of the “Educational Spaces 21. Open up!”
project implemented by the Center for Citizenship Education Foundation in
cooperation with the THINK! Knowledge Society Foundation, the Gesellschaft zur
Förderung des Hanseatic Institute for Entrepreneurship and Regional Development an der Universität Rostock e.V. and Rektorsakademien Utveckling AB, and funded by the European Commission as a part of the ERASMUS+ programme.
In-between dominant learning spaces: a gap in our thinking about interstitial...Andrew Middleton
#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
What do connections between research and teaching look like?Martin Oliver
Although it’s widely advocated that connections should be built between research and teaching, it’s less clear how this happens in practice. This paper will explore how a sociomaterial perspective can help develop clearer accounts of how such connections have, and have not, been achieved.
Links between research activity and teaching quality were once described as "an enduring myth", leading to a programme of research to identify pedagogic approaches that can help build such connections. Healey (2005) notes, however, that opportunities for such research-based education can vary widely across disciplines.
This variation depends partly on the social norms around research, but also on the resources, tools and technologies that it involves. Latour & Woolgar’s studies (1979) showed that successful laboratory work required the coordination of tissue samples, graphs and desks, and that the scientific process could not proceed without these often mundane things.
Studies of students’ digital literacies show that in Education and related social sciences, studying involves books, photocopies, pens, iPads, library tables, buses, field sites, software packages, data sticks, highlighter pens and the movement of texts from digital to print format and back again (Gourlay & Oliver, 2013). Much of this mirrors the practices of researchers active in these fields.
Such studies raise questions about wider patterns of connection between study and research. When do these resources cross boundaries between research and teaching practice? What variations exist across disciplines, and why? What can following these mundane things tell us about the success – or otherwise – of connections between research and teaching?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. “It should be a truism that
university design needs to
recognize that space has social
dimensions, as well as the more
obvious material ones; but,
unfortunately, it is not.”
(Temple, 2014:xxvii)
12. Spaces (‘physical’ or ‘digital’) are the
containers in which *things* happen
The
campus
Lecture
theatres
Canvas
Microsoft
Teams
Labs &
the field
Cafes
Social
media
Support
Portal
Halls of
residence
The
Library
Library
Search
PebblePad
13. It is space
that enables
pedagogy &
connection
(Reushle, 2012)
People
(Learners)
14. Those spaces must
have the right
affordances…
Adopted from Hunter and Cox (2014) New Library World 115(1/2)
Background atmosphere
Personal space
Student
15. Spaces are conceived (by the powerful)
(Lefebvre, 1991)
By architects, senior management
& estates teams
By EdTech companies, ICT
departments & learning
technologists
16. Spaces are ‘real’. They are perceived by
the university community
(Lefebvre, 1991)
20. Place is privacy and belonging
‘My place’ is not
‘your place’
(Cresswell, 2004)
21. Place is a sense of being somewhere
This is a nice
place to be
(Cresswell, 2004)
22. Place is order and hierarchy
They ‘put me in
my place’
(Cresswell, 2004)
23. Place provides an alternative lens through
which we can explore the relationships we
all form.
Social
relationships
Relationships
with spaces
24. Place is space with meaning
My university
My course
My lecturers
My course friends
My essay
(Cresswell, 2004)
25. If anything, place is a feeling. It is a
connection/relationship with space
(Hull University Archives ref: PHO A2151 & A2151)
26. Place should form part of the defining
relationship a student has with the university
The place they
want to study
The place they
belong
The place of
memories
33. Brynmor Jones
Library (BJL) as
a collection
Okay so when I thought
of the library I thought
specifically about the
books and the librarian.
The bookshelves. When I
think of the library that's
always what comes to
mind (Student 11)
34. BJL as social
For me from the Brynmor
Jones is all about
community, and relating to
people and relationships.
(Student 19)
35. BJL as
physical space
You know, for some
people sitting in these
big open spaces in the
middle and just sort
of soaking it all in.
And for others it's
finding that it's nice
quiet corner to just
consume knowledge
at their leisure.
(Student 13)
36. BJL as
exclusive
I kind of, when I think
of academic libraries
I think of it as sort of
gated access […]
there's probably
some level of
closedness to an
academic library
(Student 11)
40. BJL as a place of solitude
But as a user of a library
personally, I actually feel I
prefer the quiet spaces which
are policed by a proper
librarian who has got a
proper librarian stare... The
kind of structured
environment of an old-
fashioned research library or
rare books reading room is
precious to me. (Academic 5)
41. BJL as a place of perplexity
You go in and you're like, this
is a place for storing and
consuming and learning,
erm, of just knowledge and
that can be quite daunting
(Student 13)
42. BJL as a place of technology
Actually, as much as I
like books, I don't
think I could do it
without a computer
to write (Academic 1)
44. Estates and tech teams provide us with
spaces – it is us that make them places.
I feel like the people are really at the heart of
the library and that without them that it, that
the library wouldn't be what it was. It wouldn't
be a place of learning because there would be
no one here to learn. (Library staff 10)
it's difficult to distinguish
learning from social
socialization (Academic 4)
53. In the pandemic we lost the in-between
’places’ – Have we yet claimed them back?
So many conversions
and connections were
lost – and continue to
be lost
Public Realm is emerging as the new
‘anchor’ in placemaking | The Crown Estate
63. References
Cresswell, T. (2004) Place: a short introduction. Oxford: Blackwell.
Fallin, L. (2020) Reading the academic library : an exploration of the conceived, perceived and lived spaces of the Brynmor
Jones Library at the University of Hull. Doctor of Education thesis. University of Hull. Available online:
https://hydra.hull.ac.uk/resources/hull:18417 [Accessed 11/01/2022].
Hunter, J. & Cox, A. (2014) Learning over tea! Studying in informal learning spaces. New Library World, 115(1/2), 34-50.
Lefebvre , H. (2013) Rhythmanalysis: Space, time and everyday life. Translated from French by Moore, G. & Elden, S. London:
Bloomsbury Publishing.
Lefebvre, H. (1991) The production of space. Translated from French by Nicholson-Smith, D. Malden: Wiley-Blackwell.
Lefebvre, H. (1996) Writings on cities. Translated from French by Kofman, E. & Lebas, E.. Malden: Blackwell Publishing.
Shirley, R. (2012) Designing and Evaluating Learning Spaces: PaSsPorT and Design-Based Research, in Mike, K., Kay, S. &
Matthew, R. (eds), Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment.
Hershey, PA, USA: IGI Global, 87-101.
Temple, P. (ed), (2014) The physical university: Contours of space and place in higher education. Oxon: Routledge.
64. Bibliography
Augé, M. (1995) Non-places: introduction to an anthropology of supermodernity. Translated from English;French; by. London: Verso.
Castells, M. (2004) Space of Flows, Space of Places: Materials for a Theory of Urbanism in the Information Age, in Graham, S. (ed), The
Cybercities Reader. London: Routledge, 82-93.
Harvey, D. (1988) Social Justice and the city. Oxford: Basil Blackwell.
Harvey, D. (1990) Between Space and Time: Reflections on the Geographical Imagination1. Annals of the Association of American Geographers,
80(3), 418-434.
Harvey, D. (1990) The condition of postmodernity: An enquiry into the origins of cultural change. London: Basil Blackwell.
Harvey, D. (2005) A brief history of neoliberalism. Oxford: Oxford University Press.
Massey, D. (2005) For space. London: SAGE Publications.
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Editor's Notes
It is without doubt that the last three years have been transformative times for global higher education. Going beyond the everyday interactions in programmes of study, it is important to consider how physical and digital spaces shape places of learning, research, and interaction in higher education. This keynote will argue it is now more important than ever that staff and students (re)connect with each other for community, connection and belonging.11:00 Panel Discussion: Building pos
Spaces and places are where things happen.
They are the sites of learning and teaching.
They facilitate relationships – AND are people have relationships with spaces too.
Spanish Step
With pandemic lockdowns. The spaces and places of learning and teaching looked very different….
Quite often managed by different people which can be problematic…
The conceived space is conceptualised space, as articulated in models, plans, maps and designs (Lefebvre, 1991).
The perceived space is physical or ‘real’ space (Elden, 2004:190). The space of day-to-day interactions and use (Lefebvre, 1991).
The lived space is directly lived (Pierce & Martin, 2015), a space that is experienced by people, influenced by complex symbolisms (Lefebvre, 1991).
The conceived space is conceptualised space, as articulated in models, plans, maps and designs (Lefebvre, 1991).
The perceived space is physical or ‘real’ space (Elden, 2004:190). The space of day-to-day interactions and use (Lefebvre, 1991).
The lived space is directly lived (Pierce & Martin, 2015), a space that is experienced by people, influenced by complex symbolisms (Lefebvre, 1991).
The conceived space is conceptualised space, as articulated in models, plans, maps and designs (Lefebvre, 1991).
The perceived space is physical or ‘real’ space (Elden, 2004:190). The space of day-to-day interactions and use (Lefebvre, 1991).
The lived space is directly lived (Pierce & Martin, 2015), a space that is experienced by people, influenced by complex symbolisms (Lefebvre, 1991).
This raises questions for higher education: What makes a programme of study – or course – ‘my course’. How do we develop those departmental connections? How do we give students ownership?
Again – thinking of higher education: How do we make students feel like they belong?
How do we make University of Hull ‘their place’. OR Bishop Burton College, Scarborough Tec, Lincoln College or Barnsley College
‘that’s my seat’
What makes ‘Hull’ the place they like being? They like studying at? What makes hull a nice place? Or a fantastic place?
How do we ensure our students end their time with us full of positive experiences of ‘this place’, ‘this university’.
How do we widen access to ensure higher education is inclusive, fair and open?
How can ‘our place’ welcome students – not matter their background. No matter the places they have previously resided?
social relationshipsrelationships with spaceblah blah blah
They made this space theirs – how do we enable them to do that with their course
Place is a feeling. It has little to do with the build quality of the estate.
People can love an old building – but hate a new one.
Places are what we make of them.
I loved those ancient cohen lecture rooms as a student.
(University photographer’s collection – Hull University Archives ref: PHO A2151 & A2151)
Make our place, your place
Where we may not control estates – we do control place
Sometimes old idea can use a new building. New ideas always have to use an old building.
I’m going to talk through the findings – and some reflections on this.
The wordcloud is built from the adjectives and nouns used by participants to describe libraries, academic libraries and the BJL. The bigger the word, the more frequently it was used. This is a visual representation of the diverse ways in which participants discussed academic libraries, hinting at a wide range of different meanings. Books and knowledge dominate, as do accessible and welcoming. Further down, a more diverse range of words with both negative and positive connotations emerge. Words like comfort, safe and limitless are contrasted against words like daunting, intimidating and barrier. The academic library can mean many things.
Temple talks about the lack of correlation between investment in space and satisfaction outcomes. As long as a certain level of requirements are met –
We’ve seen this in the BJL – not a huge jump between the old and refurbished library.
Focus groups with college students show these imaginaries are influenced by news
This Photo by Unknown Author is licensed under CC BY-NC
A University is more than buildings. There is also the ‘public realm’ – space around, between and within buildings that are publicly accessible.
The great ‘al-fresco experiment’ driven by the pandemic has demonstrated how quickly streets and pavements can be adapted to create an exciting new destination, unleashing huge new potential, with many locations continuing to test new ways of using outside space into the winter.
dedicated to Mary Seacole in recognition of her contribution to Britain in times of adversity.