Space impact on learning 2016
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The document discusses how physical learning spaces should be aligned with educational approaches and curricula. It notes that constructivist learning is active, collaborative, builds on prior knowledge and experiences. Effective learning landscapes include formal classrooms, informal collaborative spaces, and are moving towards blended, networked environments that combine physical and digital experiences for mobile learners. When designing learning spaces, the values, views of teaching and learning, and intended functions should be considered before finalizing the design.
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Space impact on learning 2016
- 1. SPACE IMPACT ON LEARNING Teresa Sörö, MSc, RN, Strategic Educational Developer, Medical Case Centre, Karolinska Institutet & Red Cross University College Maria Watter, PhD, Senior Lecturer, Director of undergraduate studies Department of laboratory medicin, Karolinska Institutet Jonas Nordquist, PhD, Director Medical Case Centre, Karolinska Institutet
- 2. Space impact on learning: More than design
- 5. What values are we expressing with and in our environments?
- 6. What is our view on teaching and learning?
- 7. What is our view of work?
- 11. How do we view learning?
- 12. CONSTRUCTIVISM Learning is an active process. Learning happens with collaboration Builds on earlier expereinces and knowledge.
- 14. ”PERFORMANCE REQUIREMENTS” • Dialogue • Vizualisation • ”Peer-to-peer learning” Alignment achieved? The learning landscape and curricula in health professioneducation. Nordquist J Med Educ 2016 Jan;50(1):61-8 Aligning physical learning spaces with the curriculum: AMEE Guide No. 107. Nordquist J, Sundberg K, Laing A Med Teach 2016 Aug;38(8):755-68
- 16. News on the catwalk
- 17. Orthodoxy
- 18. Fad
- 19. Aligning physical learning spaces with the curriculum: AMEE Guide No. 107. Nordquist J, Sundberg K, Laing A Med Teach 2016 Aug;38(8):755-68
- 20. The learning landscape: scales City Campus Building Classroom Designing spaces for the networked learning landscape. Nordquist J, Laing A Med Teach 2015 Apr;37(4):337-43
- 21. FORMAL MILJÖ
- 28. Informal spaces
- 33. Built environments • + 100 Classrooms in Solna and Huddinge • + 15 informal learning spaces • New Karolinska University Hospital • Biomedicum laboratory level 3 (Solna) • Neo level 5 (Huddinge)
- 35. CAMPUS FLEMMINGSBERG What values are we expressing and what would we like to express?
- 36. Design for experience rather than space • Towards blended multi-use • Networked environments • Combining physical and digital experiences • For mobile technologically enabled users Danish Technical University Photo credit: Stamers Kontor
- 37. TOWARDS NETWORKED LEARNING LANDSCAPE Hybrid physical & virtual experiences Active learning Traditional lecture Singular homogeneous teaching spaces Heterogeneous learning landscape Performative learning spaces-on- demand CURRICULUM LEARNING ENVIRONMENTS Lecture Hall Collaborative (formal/informal) spaces Multi-use multi-scale spaces Serviced learning spaces Networked learning landscape
- 39. Function before design: - What would you like to happen in an space?
Editor's Notes
- Vad vill vi skicka för signaler och vad vill vi ”fostra” Modellera för arbetssätt? Hur manifesteras hierarki i våra lokaler?
- Hacker space
- IT university Köpenhamn
- Allt lärande är aktivt!
- Konstruktivism (pedagogik) – betonar att människor själva skapar och konstruerar kunskap i interaktion med omvärlden. Socialkonstruktivism – ett samhällsvetenskapligt perspektiv på samhället som socialt konstruerat av människor i samspel med varandra. Nytt lärande bygger på det Du redan vet och har erfarenhet av Lärande är alltid en aktiv process Kunskapsöverföring fungerar inte Lärande är roligt
- (mellan lärare och studenter såväl som mellan studenter på lärosalsnivå) av studenternas tidigare kunskaper och erfarenheter och samarbete mellan studenter
- I förhållande till något hållbart
- Catwalk nytt
- Fad bestående trend
- Kom ihåg, de bakomliggande pedagogiska principerna
- We think it is critical to explore the learning landscape at multiple inter connecting scales, moving beyond the classroom to the building to the campus and even the city - -as an inter-connecting landscape of physical and virtual learning experiences. We propose breaking down some of the siloed focus on design of learning spaces which paid attention primarily to the class and building levels, in isolated ways – to a broader perspective of connected scales of learning activities Lots of projects at the classroom and library scales; also of some buildings; we see a lack of intergation of innnovation at different scales of the learning landscape; pockets of excellence, no connnection and integration across the scales and a lack of how innovation aligned and optimized across theese scales which also need to take
- Dialog men även peer learning
- Visualisering Analog Digital
- Värden? Hur underlättar vi IPE?
- Grupprum Omslutning, synas men ”säkerhet”
- Reinforcing that space does matter! Space contributes transformational learning experiences. Yet the roles of space and design are changing radically given the new impacts of technologies on how we learn and use space, buildings and the city
- Blended multi-use spaces, connected in networks, combining physical and virtual experiences for mobile users
- Directions for change: X axis: shift in the curriculum from the traditional lecture format to active learning and then to hybrid physical and virtual learning experiences. Y axis: shift therefore from homogenous eachng spaces to heterogeneous and to what we might call performative learning spaces-on-demand – in which learners are increasingly able to self program and self design their learning environments with digital tools in flexible spaces.
- Nästa gång någon kommer och frågar, vilka stolar, Funktion är du ute efter?