The spaces in which we engage with each other have a significant impact on how we interact and the experiences we have during these interactions. Recently there has been increasing research in the design of spaces and the activities that are best aligned with the outcomes we are trying to achieve. RMIT University's Swanston Academic Building has been specifically designed for interactive learning, with a wide range of learning space designs to enable student-centred learning. This interactive event organised by the Melbourne Knowledge management Leadership Forum briefly introduced participants to the building in the "conversational space" and then asked to explore other spaces to see what they would do in them. A report is available on the outcomes on the KMLF Meetup site.
Opening the doors to visible and connected learningJonathan Shaw
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Opening the doors to visible and connected learningJonathan Shaw
In 2011 Peter Norvig and Sebastian Thrun at Stanford University shook up educational institutions by opening their doors to their ‘Introduction to Artificial Intelligence’ interactive MOOC (Massively Open Online Class). Two years earlier in the back of a converted cinema in the UK , Jonathan Shaw together with his colleagues Jonathan Worth and Matt Johnston seeking to enhance student engagement with photography and connect them with their wider professional networks, had explored a similar idea, allowing the world to peer into their classroom. Picturing the Body better known by its hashtag #picbod, a free and open undergraduate photography class was born. #picbod together with its sister open class #phonar (short for Photography and Narrative) are now referred to as Open Boundary by JISC as a third distinct thread running within the wider weave of what might be commonly termed MOOCs.
This workshop will reflect upon and explore the motivations, rational and strategies for development and support of open, online courses specifically within context of arts, media and design education.
It is aimed at people who are interested in exploring how the practitioner led educator may have privileged insights into defining new practices for a fast changing higher education landscape.
This report uses six case studies to understand how researchers in the humanities find, access, use and share information. Centred around users of a resource, members of a department or participants within a research field, each case presents several viewpoints on the changing nature of research.
It is clear that new information behaviours are developing. Researchers make increasing use of digital resources, and are collaborating in more open configurations. However, some challenges remain, and researchers are not always able to make the most of the new tools that are available to them.
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Arthur Shelley: Creative Spaces for Interactive Learning
1. 1
Interactive Learning Spaces
for Knowledge Creation and Transfer
Dr Arthur Shelley
RMIT University
Materials courtesy of RMIT University
Academic Development and Facilities Management Teams
“Learning is not the product of teaching.
Learning is the product of the activity of learners”
John Holt
2. 2Building 80 Post Occupancy Evaluation
“SAB’s innovative design and leading use of technology will promote new ways
of learning, research and teaching. Professor Ian Palmer, Pro Vice-Chancellor & Vice-President, College of Business
BUILDING 80 SAB - COLLEGE OF BUSINESS
RMIT University’s Building 80 on the Melbourne City campus forms part of RMIT’s state-of-the-art
learning and teaching precinct that has been designed to high quality and sustainable standards.
3. 3
4.1 Overview of Building 80 – SAB (Cont’)
Building 80 Post Occupancy Evaluation
"What an amazing building. Just powerful and exciting, To learn there and study
there would be extraordinary.“ Dr Kevin McCloud , Grand Designs
5. 5
”Research conducted on how students learn these days is interesting. Twenty Years ago it was all
about listening to the lecturer, the research today says students actually learn better from
themselves in what’s referred to as peer-to-peer learning.” Carey Lyon, Director, Lyons Architects.
6. 6
DISCURSIVE
”Due to the design and configuration of the classrooms, it is more conducive to engage in student participation, hence it is much
easier to include activities during class time.” SAB Online Survey Respondent
7. 7
PROJECT BASED
“The design of teaching and learning spaces has an important role to play in enriching the student experience within
the learning environment, whilst also integrating it with new technologies,” Adrian Stanic, Director, Lyons Architects
8. 8
“The use of display screens in project rooms provides many options for student activities.”
“The interactive screens mean students can work together. Also the teacher is no longer hidden behind a computer desk.”
SAB Post Occupancy Survey Respondents
KMLF...Connecting Melbourne's KM Community
9. 9
ENHANCED LECTURE
”This is the biggest single-building project that RMIT has done in its history. It was RMIT's biggest ever investment in an academic building.”
“I’m ecstatic at the way this looks, I think this transforms learning and teaching and the student experience at RMIT”
Professor Margaret Gardner, RMIT Vice-Chancellor
10. 10
“The new theatres in the SAB are a dramatic improvement on the capital. The technology
in these theatres means we can have more confidence in walking into the room”
SAB Post Occupancy Survey Respondent
11. 11
One of the things I like most about the new building is “the new, large lecture theatres
are clean and the AV works” Online Survey Respondent
12. 12
“What I really like is “It looks great and feels very contemporary; the teaching spaces are wonderful;
the location and proximity to the rest of the city campus.”
SAB Post Occupancy Survey Respondent
13. 13
“In designing RMIT SAB, our prime focus was to create a flexible environment that could extend the teaching and learning
‘culture’, not only to provide for current needs but to facilitate the future evolution of pedagogical approaches. A broad
palette of teaching and learning spaces in the building reinforces this concept. Such spaces include curved, tiered format
lecture theatres with natural light and views to out to the street, through to interactive multimodal learning spaces and
conversational style learning areas.” Adrian Stanic, Director, Lyons
14. 14
INTERACTIVE LECTURE
“What I really like is “It looks great and feels very contemporary; the teaching spaces are wonderful; the location and
proximity to the rest of the city campus.” SAB Post Occupancy Survey Respondent
15. 15
“The light, space and the ventilation” are things I really like about the building. “The teaching spaces
can be great places to work when everything is working, and the sound proofing works well.”
SAB Post Occupancy Survey Respondent
16. 16
“The space, and the technology. cutting edge world class, high tech stuff. Where’s my jet pack!”
SAB Post Occupancy Survey Respondent
17. 17
LECTORIAL
“The new spaces definitely enable me to have more human contact with the students at a physical level which is to the
benefit of all.”
“The architecture supports what I was trying to do in Building 108. Now the building is working with me rather than
against me.” SAB Post Occupancy Survey Respondents
18. 18
INTERACTIVE TUTORIAL
The design and technology in the classroom has enabled positive modification to the curriculum by allowing us to be “closer to the students, so
there’s better eye contact and it’s easier for the students to ask questions.” SAB Post Occupancy Survey Respondent
19. 19
“Its a very modern and beautiful building. It has boldly incorporated features in L&T spaces that are still
highly controversial. But that's part of the fun - it's a grand experiment in itself.”
SAB Post Occupancy Survey Respondent
20. 20
“I don't have to move all the desks around for group work like I had to previously. I now can much more quickly get groups
to work on short exercises , for example, ask for a topic leader and have students move to that leaders table. Mature age
students feel more relaxed, and get up and move around more. I am much less the centre of attention. I find when
students talk about their workplace, they talk to all the other students, whereas previously they would more often direct
comments to me, even if I tried to shrink and hide somewhere in the class.” SAB Post Occupancy Survey Respondent
21. 21
WORKPLACE ENABLED
“True classroom flexibility is achieved through diversity in the learning and teaching spaces.”
James Wilson , Principle, Lyons Architects
22. Activity
Interactive conversations in interactive spaces
1. Walk though spaces with a “buddy” and discuss potential activities for each
2. Write notes on strengths and limitations of spaces on your scorecard
2. Return to this room by 7.00 PM, Collate comments
3. Reflect on others ideas – engage in conversations
4. Discuss our thoughts on how the spaces might be best used to
optimise knowledge creation and transfer
5. Enjoy the interactions and flow of ideas …
… and their impacts on the future of learning and education
Rooms available to view tonight: Building.Level.Room
80.10.6 80.10.7 & 80.10.18 80.10.11
Interactive lecture Conversational spaces Project Space
22KMLF...Connecting Melbourne's KM Community
23. Your Scorecard (we will collate and report back)
23
Room Optimal for what
activities?
Strengths Limitations
80.10.6
Interactive
Space
80.10.7
or
80.10.18
Conversational
80.10.11
Project
KMLF...Connecting Melbourne's KM Community
24. 24
Interactive Learning Spaces for Knowledge Creation
and Transfer
Want to know more?
RMIT Building 80
http://www.rmit.edu.au/bus/sab
Melbourne KMLF:
http://www.meetup.com/Melbourne-
KMLF/events/88484222/
A brief summary report on the event is
available on KMLF Meetup site
(Documents Tab).
KMLF...Connecting Melbourne's KM Community