Wise and Marples - Learning Space Design - ETUG Fall Workshop 2009
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This document discusses designing learning spaces in physical and virtual settings. It provides definitions of learning spaces and analyzes how their design has evolved from fixed and formal to being more dynamic and flexible to support greater movement and collaboration. The document outlines key questions in learning space design around intentional pedagogical alignment and user experience. It presents five socio-constructivist principles for designing spaces that promote learner interaction, engagement, real-world contexts, participation, and evolution. Examples of applying these principles in physical and virtual spaces are provided.
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Nli0447
This document discusses the transition from traditional classrooms to new learning spaces in colleges and universities. It notes that the internet has changed notions of place and time, and new teaching and learning methods have emerged. As a result, the concept of a classroom has expanded beyond just the space for a class. The document provides guidance for institutional leaders on designing learning spaces, emphasizing that spaces should be learner-centered, support different learning activities, enable connections, and be flexible. It also discusses establishing a vision, analyzing needs, designing teams, and assessing spaces. The goal is for spaces to enhance student learning and reflect institutional values.
Westmoreland2
This document discusses the concept of learning communities in a digital age. It defines communities and networks, and describes how connected learning occurs through connections between learners. Various types of learning communities are described, including professional learning communities, communities of practice, and personal learning networks. The roles of community members and motivations for participation are discussed. Characteristics of healthy communities like norms, groups, conversations and collaboration are also covered.
Reinventing at Cyber Camp
The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.
E-Portfolios and the Problem of Learning
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Westmoreland iu21 clc
The document discusses trends in education moving from analog to digital, closed to open, and isolated to connected. It defines communities as collections of individuals bound by shared ideas and ideals. Networks are created through sharing ideas and connecting with others with shared passions. The document advocates for communities of practice, professional learning communities, and personal learning networks as models of connected learning and professional development in the digital age.
Learner Generated Contexts - Launch
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
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This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
Clc2011 iste
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Bryan Leadership
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
The document discusses communities of practice and imagined communities, and how pre-service teachers participate in these through their coursework. It presents examples of analysis of interactions between students during tutorials and online discussions to examine how they move from peripheral to full participation in the community of teaching practitioners. The approach uses conversation analysis and content analysis to study how categorizations are produced and confluences in discourse provide insight into prevalent views of teaching.
Conole opal
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
Learner Generated Contexts
The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities...
This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice"
Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education.
The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI.
http://wp.me/p4EpjT-3RU
#thirdspacejim @smythkrs
Ilash.1
The document discusses blended learning and the integration of web technologies into language teaching. It defines blended learning as combining online and offline instruction. Blended learning provides benefits for both students and faculty by offering flexibility and active learning opportunities. However, a shift is needed from a teacher-centered approach to a more student-centered one that fosters autonomy and takes advantage of web tools. Constructivism, connectivism, and Web 2.0 can support this shift by emphasizing social and informal learning.
Forum on the use of social media in the university classroom
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
Blended Learning: towards a meaning for today
A talk based on the HEA literature review of Blended Learning (Sharpe, Benfield, Roberts, Francis 2007)
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F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
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- 1. Designing Learning Spaces in Physical and Virtual Settings Alyssa Wise Assistant Professor of Education Educational Technology & Learning Design Program Simon Fraser University Justin Marples Director of Classroom Services University of British Columbia Fall 2009 Workshop
- 5. Analysis of Learning Spaces
- 6. Formal Learning spaces began as fixed and formal . . .
- 7. . . .but are now designed to be more dynamic and flexible.
- 8. The same progression can be seen for technology-enhanced learning spaces . . .
- 9. . . .which now support greater movement and collaboration
- 10. Even the design of virtual learning spaces is changing. . . . . . from a hierarchical push of information . . .
- 11. . . . to creating multiplexed spaces for user-driven interactions
- 18. PRINCIPLE 1: PROVIDE OPPORTUNITIES FOR LEARNERS TO INTERACT AND NEGOTIATE UNDERSTANDINGS
- 21. PRINCIPLE 2: INCITE ENGAGEMENT AND OWNERSHIP IN LEARNERS
- 24. PRINCIPLE 3: CONTEXTUALIZE LEARNING IN REAL COMMUNITIES THAT USE THE KNOWLEDGE
- 27. PRINCIPLE 4: PROVIDE OPPORTUNITIES FOR ACTIVE PARTICIPATION WITH RESPECT TO THE COMMUNITIES
- 30. PRINCIPLE 5: ALLOW FOR EVOLUTION OF KNOWLEDGE, LEARNERS, AND THE LEARNING PROCESS
- 35. Educational Technology & Learning Design Masters Degree Programs at http://www.SFUedtech.ca