SCUP SCUP SCUP

1. Just Do It: Prototyping Toward Progressive
Renovation of Learning Spaces
Prof. Phillip D. Long
Director

2. Where I hope we‟ll go today...
learning &
spaces
a palette of spaces
more than boxes
a culture of inquiry

3. The Shift from teaching to learning
(Barr & Tagg, 1995)
http://critical.tamucc.edu/~blalock/readings/tch2learn.htm
Instructional paradigm to the learning paradigm.
Begin with what we want students to
learning & spaces
be able to do at the end
a palette of spaces
and design to get there

4. The Problem of Learning
How do we make formal learning
environments more like practice-based
learning& environments?
learning spaces
a palette of spaces

5. Is Learning really influenced by the
environment? Abstract
Detailed lists ideas
Low ceiling High ceiling

6. What do the spaces use for
teaching say about learning?

7. “A Vision of Students Today” - http://www.youtube.com/watch?v=dGCJ46vyR9o

8. Learning environments
Lecture Active Learning Computer Lab Informal Study Prototyping Space Engineering Lab Performance Space Group Study
Critique Space
A palette of spaces
• the Personal Lab
•
• Virtual sanctuaryLab
• Minimalist SpacesLab spaces
• Active Learning
Spaces
PerformanceNo
• Group Study
• Specialised Spaces
n-formal • prototyping

9. Persona
l Lab
a laptop
tool kit (multimeter, dial
calliper
wire strippers, etc.)
software - Mathcad,
Solidworks,
MS Office
Robot kit - (Boe-bot)
http://www.parallax.com/tabid/411/Default.aspx
Louisiana Technical University

10. Minimalist Spaces

11. Minimalist Spaces
floor to ceiling whiteboard walls
Georgia Tech University

12. Active Learning- group collaboration
Team screens
Messaging
intent
PC per
table
University of Birmingham, UK

13. Engineering
Active Learning - Scale-up/TEAL Task lighting
Screen per
team
Whiteboard
ribbon
3 PCs per
table
Tables of 9
Teams of 3
Math University of
Queensland

14. Specialised Group Spaces
Terraces
Teams
QuickTime™ and a
mpeg4 decompressor
are needed to see this picture.
Orientation
University of Birmingham, UK

15. Specialised Group Spaces
Observation
cameras
Whiteboard per team
Screen per group
Flexible Fume hood
“Pac Man” orienting
tables
University of Birmingham, UK

16. Virtual
QWAK @ Duke Uni.
spaces

17. Virtual spaces
MasterClass in Piano between Yale University & the University of Queensland

18. Sanctuary
Outdoor
Spaces

19. Sanctuary Spaces High Line Park, NYC

20. Laboratory Spaces
Biosciences
Lab
(wet lab)
Royal Melbourne Institute of Technology

21. Laboratory Spaces
Engineering Lab
“Integrated
Learning Lab”
University of Colorado Boulder

22. Performance
Spaces
Kresge Auditorium, MIT

23. Performance
Spaces
Federation Square, Melbourne

24. Non-Formal Learning Spaces
Shared
Screen
Movable
Chairs
USC

25. Non-Formal Learning Spaces
Ad hoc
study rms
“Club style”
study
spaces
USC

26. Group study spaces
Stanford University

27. Group study spaces
University of Derby

28. Prototyping Spaces
Stanford University

29. Pause

30. Learning
spaces
also
have
a
temporal
dimension

31. Learning spaces, when well designed,
serve the academic enterprise
Stanford Wallenberg Hall - during the day

32. But learning Spaces need to be re-thought
in terms of their use across a 24 hour day
Stanford Wallenberg Hall - at night

33. BUilt environments as a learning
back channel
UC Boulder ITL
UC Boulder ITL
Listening to the physical world

34. Live Environments 1.0
Queen‟s University
Live Building
from “push”...
Getting
data

35. Live Environments 2.0
To “Pull”
- subscribing to data for
personal devices

36. The Transition to Software
Infrastructure

37. The Transition to Software
Infrastructure

38. The Transition to Software
Infrastructure
Routing presentation video by
hardware switches vs. software

39. Relative rates of obsolescence
Stanford University

40. Finding a Common Language
Relative focus on the issues of technology and AV in learning spaces
Stanford University

41. Pause

42. Building a Culture of Active Inquiry
Built on passion in spaces that inspire itWhere recreation becomes
an act of re-creation & remix through engaged learning (JSB)

43. Re-Thinking Process
Learning Modes Literature Scholarship Bench-marking
The Service Designed
Environment
Personas
Needs, Goals, Vision Requirements
Activities & Interactions
Journey
Maps Support
Prototypes
Iterative Assessment
Service
Blueprints
Elliot Felix, http://www.brightspotstrategy.com/

44. Learning Activities
Courtesy of Ed Crawley, MIT

45. Learning Activities
Key structure:
Learning Activity Type
- metadata descriptors
o timing (when)
o frequency
o temporal pattern
o duration
o storage
o periodicity
o connectivity
o collaboration
o number of students
o size of activity space
o access
o special infrastructure (gases, water, etc.)

46. Nouns of Learning Spaces
Work surfaces -- Smartboards, whiteboards, tack boards, flip
charts, blackboards Display outputs -- Flat panels, projectors,
optiputers Mobile devices -- Tablet PCs, smartphones, laptops,
iPods Audio channels -- Microphone, outputs Artifacts --
Inspirational objects, displays, posters Furnishings -- Tables,
a palette of spaces
a design process
chairs, couches, partitions Capture / Re-use systems -- Lecture
learning spaces as instruments
capture, LMS, personal podcasts, web Architectural elements --
lessons learned
Finishes, carpeting, room geometry, lighting configuration

47. VERBS of Learning Spaces
Connecting socially -- Peer-to-peer, faculty-to-student Discussing
/ Arguing -- Dyads, small group, "in the round" Commenting --
Anchored discussion, annotation from multiple sources
Demonstrating Presenting / Demonstrating Searching -- ad hoc,
a palette of spaces
a design process
across resources Capturing -- Faculty, student, group work (long-
learning spaces as instruments
term, e-folios) Thinking/conceiving Debating/negotiating space
lessons learned

48. Prototyping &
Tinkering
We know the entire
campus is a learning
environment, across
space & time.
Graphic: Shirley Dugdale, DEGW
http://bigthink.com/ideas/38119

49. Prototyping &
Tinkering
If buildings are „built pedagogy‟, and inquiry
& discovery are fundamental components of
learning, how are these elements
represented in the way we plan and make
available spaces for learning on our
campuses?
http://bigthink.com/ideas/38119

50. Thank You
Prof. Phillip D. Long, longpd@uq.edu.au
CEIT
The University of Queensland
&
Visiting Researcher, MIT