4. New Production of Knowledge Mode 1 [Closed - Silo] Disciplinary Homogeneous Organisationally hierarchical Tends to preserve its form Quality control related to discipline Context based on basic research or academic science (Gibbons, 1994) (Kirkpatrick, 2007) Mode 2 [Open - Network] Trans-disciplinary Heterogeneous Organisationally heterarchical Transient Quality temporary and heterogeneous practitioners Context around a particular application
18. Saltire Centre - Glasgow Caledonian University Diverse range of learning settings Flexible & temporary private meeting spaces Rubida
Editor's Notes
We are all aware of the rate of change of technology in society. Yet technology is only now having a significant impact on teaching and learning as academics seek ways to deliver material in more challenging and interesting ways. This trend is also responding to the idea of the ‘NetGen’ student or the ‘digital native’. These students are digitally literate and are skilled at using a variety of IT devices. They can surf the net precisely (Bill Mitchell calls it ‘Googling it’) and constantly experiment with technology. They are always connected with mobile phones, PDA’s, laptops, Skype, webcams, blogs, email, wikis, chats and gaming. They are multi-media literate and are comfortable in a visual environment. They can weave together images, text and sound and are familiar with visual interfaces and streaming media . Above all though they expect immediacy – they expect information, communication and entertainment to be 24/7. They want immediate responses and instant gratification and have high expectations of their preferred sources.
There is another spatial archetype which is clearly needed in response to the NetGen trends noted above, that of the ‘Thirdspace’ (Soja, 1996) or informal learning space on campus. Yet most campuses are constructed of about 80% mode 1, 15% mode and perhaps only 5% mode 3 spaces. Key questions arise here such as what is the right balance of the three modalities and where should these be located? Furthermore, how do you measure space utilisation in 3 modalities; do you measure inputs or outputs – what are the performance criteria; and how do you measure the quality of these respective learning environments?
Other models are suggested in a range of other studies in the UK
One model which works well although in a significantly different context is the airport club lounge. These facilities have a wide range of pedagogical settings and resources tuned to the needs of the business traveller. Why not replicate such a facility but tuned to the needs of the student and researcher?
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