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Test Slides for Hangouts for SCUP


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Test Slides for Hangouts for SCUP

  1. 1. Just Do It: Prototyping Toward Progressive Renovation of Learning Spaces Prof. Phillip D. Long Director
  2. 2. Where I hope we‟ll go today... learning & spaces a palette of spaces more than boxes a culture of inquiry
  3. 3. The Shift from teaching to learning (Barr & Tagg, 1995) 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. 4. The Problem of Learning How do we make formal learningenvironments more like practice-based learning& environments? learning spaces a palette of spaces
  5. 5. Is Learning really influenced by the environment? Abstract Detailed lists ideas Low ceiling High ceiling
  6. 6. What do the spaces use forteaching say about learning?
  7. 7. “A Vision of Students Today” -
  8. 8. Learning environmentsLecture 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. 9. Persona l Lab a laptoptool kit (multimeter, dial calliper wire strippers, etc.) software - Mathcad, Solidworks, MS Office Robot kit - (Boe-bot) Louisiana Technical University
  10. 10. Minimalist Spaces
  11. 11. Minimalist Spaces floor to ceiling whiteboard walls Georgia Tech University
  12. 12. Active Learning- group collaboration Team screens Messaging intent PC per table University of Birmingham, UK
  13. 13. EngineeringActive 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. 14. Specialised Group Spaces Terraces Teams QuickTime™ and a mpeg4 decompressor are needed to see this picture. Orientation University of Birmingham, UK
  15. 15. Specialised Group Spaces Observation cameras Whiteboard per team Screen per group Flexible Fume hood “Pac Man” orienting tables University of Birmingham, UK
  16. 16. VirtualQWAK @ Duke Uni. spaces
  17. 17. Virtual spacesMasterClass in Piano between Yale University & the University of Queensland
  18. 18. Sanctuary Outdoor Spaces
  19. 19. Sanctuary Spaces High Line Park, NYC
  20. 20. Laboratory Spaces Biosciences Lab (wet lab) Royal Melbourne Institute of Technology
  21. 21. Laboratory Spaces Engineering Lab “Integrated Learning Lab” University of Colorado Boulder
  22. 22. PerformanceSpaces Kresge Auditorium, MIT
  23. 23. PerformanceSpaces Federation Square, Melbourne
  24. 24. Non-Formal Learning Spaces Shared Screen Movable Chairs USC
  25. 25. Non-Formal Learning Spaces Ad hoc study rms “Club style” study spaces USC
  26. 26. Group study spaces Stanford University
  27. 27. Group study spaces University of Derby
  28. 28. Prototyping Spaces Stanford University
  29. 29. Pause
  30. 30. Learning spaces also have a temporaldimension
  31. 31. Learning spaces, when well designed, serve the academic enterprise Stanford Wallenberg Hall - during the day
  32. 32. But learning Spaces need to be re-thoughtin terms of their use across a 24 hour day Stanford Wallenberg Hall - at night
  33. 33. BUilt environments as a learningback channel UC Boulder ITL UC Boulder ITL Listening to the physical world
  34. 34. Live Environments 1.0 Queen‟s University Live Building from “push”...Getting data
  35. 35. Live Environments 2.0 To “Pull” - subscribing to data for personal devices
  36. 36. The Transition to Software Infrastructure
  37. 37. The Transition to Software Infrastructure
  38. 38. The Transition to Software Infrastructure Routing presentation video by hardware switches vs. software
  39. 39. Relative rates of obsolescence Stanford University
  40. 40. Finding a Common LanguageRelative focus on the issues of technology and AV in learning spaces Stanford University
  41. 41. Pause
  42. 42. Building a Culture of Active InquiryBuilt on passion in spaces that inspire itWhere recreation becomes an act of re-creation & remix through engaged learning (JSB)
  43. 43. Re-Thinking Process Learning Modes Literature Scholarship Bench-marking The Service Designed Environment PersonasNeeds, Goals, Vision Requirements Activities & Interactions Journey Maps Support Prototypes Iterative Assessment Service Blueprints Elliot Felix,
  44. 44. Learning Activities Courtesy of Ed Crawley, MIT
  45. 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. 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 processchairs, couches, partitions Capture / Re-use systems -- Lecture learning spaces as instrumentscapture, LMS, personal podcasts, web Architectural elements -- lessons learned Finishes, carpeting, room geometry, lighting configuration
  47. 47. VERBS of Learning SpacesConnecting 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 processacross resources Capturing -- Faculty, student, group work (long- learning spaces as instruments term, e-folios) Thinking/conceiving Debating/negotiating space lessons learned
  48. 48. Prototyping & Tinkering We know the entire campus is a learning environment, across space & time. Graphic: Shirley Dugdale, DEGW
  49. 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?
  50. 50. Thank YouProf. Phillip D. Long, CEIT The University of Queensland & Visiting Researcher, MIT