Redesigning the classroom: a small-scale case study
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This presentation describes a relatively small-scale project that was undertaken at DCU in 2015 to create next generation, mobile-oriented learning spaces. It describes the process undertaken, the reasoning behind the decisions, and some initial feedback from lecturers using those spaces. We also look at lessons learnt and finally look towards what we plan to do in future research.
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Redesigning the classroom: a small-scale case study
- 1. @glynnmark Redesigning the Classroom: a small-scale case study Clare Gormley Justin Doyle Prof Mark Brown Dr Mark Glynn Twitter: @Clare_Gormley
- 2. @Clare_Gormley What do you think a learning space is?
- 3. @Clare_Gormley DCU Staff Survey Results
- 4. DCU Staff Survey Results
- 5. @Clare_Gormley DCU Staff Survey Results
- 6. @Clare_Gormley 7 Principles of Learning Space Design • Comfort • Aesthetics • Flow • Equity • Blending • Affordances • Repurposing http://www.skgproject.com Keppell, M., Souter, K., & Riddle, M. (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Hershey, Pennsylvania: IGI Global.
- 11. Aesthetics
- 15. @Clare_Gormley Affordances - Lecturer Feedback “The work you guys did on C167 is amazing. I had two classes in there yesterday, we used all the whiteboards, we moved the tables to be a u-shape for the start then back to the circles. It was quick and easy and the ‘Air Media’ thing sounds superb, I can't wait to have the freedom to move around and teach”. “…it will be my favourite room, I am delighted that one of my classes is timetabled there. The ability to display student devices makes it so easy to manage student presentations.” “Dual projection is ideal for maths teaching, display the problem on one screen and then work through the solution on the other.”
- 18. Lessons for the future • Consider pedagogically- oriented principles (eg UK HE Learning Space Toolkit) • Consider appropriate professional development initiatives for staff • Observe, observe, observe how learning spaces are being used
Editor's Notes
- Many universities today are struggling with the challenge of working with learning spaces that were originally designed for different pedagogies and different purposes. We are told (and we can see for ourselves) that we have an increasingly mobile generation of students who like to use their mobile devices and who are open to mobility and connectedness in multiple forms. This presentation describes a relatively small scale project that was undertaken to create a next generation learning space to better meet the needs of these learners. It describes the process undertaken, the reasoning behind the decisions, and some initial feedback from lecturers and students using those spaces. We also look at lessons learnt and finally look towards what we plan to do in future research.
- So we have three different types of learning space here - the informal, the formal, and the virtual learning space.
- In this question, staff were asked about the top priorities for spaces needing work. This slide shows that flat classroom spaces were rated as the highest priority for future development. Almost 43% of lecturers voted them an immediate priority.
- In particular, when asked about preferences for furniture type within such classrooms, results indicated a strong preference for flexible furniture whereby tables can be easily moved, joined up, or folded up as required. 42.4% of respondents voted for flexible furniture options. So with this information gathered, the size of the task quickly became apparent and a multi phased project emerged. The first phase of development described in this paper involved developing a small number of showcase learning spaces that facilitate both collaborative and technology enhanced learning.
- This project drew heavily on the 7 principles of learning design developed by Keppell, Riddle & Souter (2011) so I’m using those principles as a framework for this presentation. The project team aimed to use these principles to create a learning environment that is student-centred, collaborative, and experiential. In summary, the CAFEBAR acronym calls for Comfort: a space which creates a physical and mental sense of ease and well-being. Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose. Flow: the state of mind felt by the learner when totally immersed in the learning experience. Equity: consideration of the needs of cultural and physical differences. Blending: a mixture of technological and face-to-face pedagogical resources. Affordances: the “action possibilities” the learning environment provides the users, including such things as kitchens, natural light, Wi-Fi, private spaces, writing surfaces, sofas, and so on. Repurposing: the potential for multiple usage of a space So with these principles in mind, I’ll now describe what was actually done.