University Learning Spaces Image by velcr0, Creative Commons CC-BY Disciplinary Perspectives Introduction University Learning Spaces DRAFT

Questions What are the recent trends in design of learning spaces? Do these apply to all disciplines? How have technological developments affected thinking about learning spaces in Higher Education? See also a selection of activities to explore these questions in the file: DiscThinkLearningSpacesActivities. DRAFT

HE Learning Space Design Trends Designing to help students learn Designing environments for people Taking advantage of technological developments Opening up the academy to the world outside The whole campus as a learning space What do these trends look like from a disciplinary perspective? Designing to help students learn Designing environments for people Taking advantage of technological developments Opening up the academy to the world outside Whole campus as a learning space Leading to a sense that the whole campus is a learning space, and design guidelines/principles for designing it as such DRAFT

Designing to help students learn Photo – jaysweb, via Flickr, CC-BY-SA If we are designing based on supporting student learning, then we have to understand and describe this – and there are differences between disciplines as well as similarities. We look first at some of the general trends that have been identified as informing learning space design in universities. We will then consider whether and how these apply in different disciplines. The images on this slide represent a shift from a transmission model of learning towards one which is active, constructive, conversational, social. There is also a greater awareness of the importance of informal learning and learning outside of formally-designated spaces, perhaps arising from or closely linked with broader concerns in HE about the student learning experience. But what does this actually mean, in practice, in a particular discipline? Photo - Edinburghlibrary learningspaceTK, via Flickr, CC-BY-SA Photo – Bjornmeansbear, via Flickr, CC-BY-SA Conceptions of learning have changed: Shift from transmission model of learning towards active and social models Increased awareness of the importance of informal learning DRAFT

Disciplinary learning Example - learning science Main focus until very recently, how learners develop understanding of concepts Learning is constructive and active learners build knowledge rather than receiving it Knowing (active) rather than possessing knowledge Enquiry-based Recently Increased concern with science processes Science for citizenship Public knowledge, museums, media Science learning should be connected to the world outside the classroom (from Scanlon et al., 2005) To support learning one needs a clear idea of what this is – of how students learn and this may vary according to discipline. As an example of looking at a discipline, Scanlon et al review current and recent developments in thinking about how students learn science. “Science” is very broad but they are considering school as well as further and higher education. They note that the understanding of concepts has been the main focus until very recently and active, enquiry-based learning the practice to help students learn. This is in line with the general trend from transmission to active learning model. However, they also note recent increased concern with the the processes of science, with science in the public eye and a general view that learning science ought to be connected to the world outside the classroom. This again is in line with trends outlined in the first slide. Possible discussion: This might be the place for a discussion of whether and how these broad trends are manifest in other disciplines. Are there any other trends related to how students learn in your disciplines? However, this still is not getting to the level where we can describe what students actually do and where, and how the space (physical or virtual) might or might not foster learning. For instance what is “the outside world”? What is the nature of the “enquiries” that students undertake? What facilities do they need for their “active and constructive” learning? In what sense is learning in your discipline “social”? Two activities follow, to think about learning spaces and learning in individual disciplinary contexts. DRAFT

Environments for people Photo by Loughborough University Library, via Flickr, CC-BY This photograph of Loughborough University Library illustrates the developments that Brown and Long (2006) describe (see next slide) They point out in particular the fact that availablility of food and drink, and flexible furniture have become part of the requirements, that libraries are no longer silent environments. To see how these are developed in across a whole campus, the slides by Jamieson (2011) contain illustrations of developments at the University of Melbourne. … And people as part of the environment … DRAFT

Human-centred design Design requirements need to be drawn up in a participatory way, involving a wide range of users and interests and with learning at the centre. Table 1. Repositioning the Commons (From Brown and Long, 2006) Previously Currently Information downloaded Information created, integrated Individual workstations Social work setting Isolated support delivery Integrated support Students only Faculty too 7 x 12 access 7 x 20 access “No talking!" Whiteboards abound No food Cybercafé Brown and Long present this table comparing 2006 ideas about student study space with those of previous years. They point out in particular the fact that availablility of food and drink, comfort and flexible furniture have all become part of the requirements. To see how these are developed in practice, the slides byJamieson (2011) contain illustrations. DRAFT

Developments in digital technologies Connected and mobile Hand-held and portable devices Virtual environments Remote access Wireless communication Questions What mix of physical and virtual space? How are they integrated? Case studies Remote laboratories (Hanson et al. 2009) Curating virtual exhibition (Didiot-Cook, & Chatzigavriil, 2009) Mobile fieldwork (Scanlon et al., 2006) See also: http://www.enhancingfieldwork.org.uk/ Whereas in the fairly recent past, the main effort in supporting students technically was to provide access to computers and networks, nowadays in many institutions and parts of the world this is almost taken for granted. Instead, the interest of both research and development has shifted to questions about what mix of virtual and physical students need in their learning and how these should be integrated. Devices commonly used: Hand-held devices such as mobile phones, particularly smartphones, with a range of text, audio and video communication options. Tablet devices – larger and providing high resolution display. Separately or integrated with these: camera, audio recorder/player, location finders and maps and a huge range of apps Three examples: Hanson et al.: Mechanical engineering students were able to conduct an experiment using ‘ReLoad’, which stands for “Remote Labs at a Distance’. They worked in a web browser but were able to see a video image of the equipment that they were operating. They worked individually on a task that required them to take multiple readings in order to explain a phenomenon. As well as plotting their own results they were able to compare their results with those of other members of the class. Chatzigavriil: Students of French curated an art exhibition in Second Life (www.secondlife.com), publicised the exhibition and interacted with virtual visitors. Scanlon et al.: This paper includes summaries of several studies in which students used mobile devices in fieldwork, in museumsand galleries. They illustrate the use of Activity Theory to study mobile learning in a pilot project. The Enhancing Fieldwork website contains links to a number of case studies: http://www.enhancingfieldwork.org.uk/ Using similar technologies, virtual field trips, extensions of museum visits, exploration of dangerous or inaccessible environments are all possible. Discussion or writing: How do the students in your discipline use physical and virtual spaces and multiple devices? The next two slides, on specialist spaces, and public and professional environments, could be included in this discussion or used as a starting point. Possible activity: with your students, track a piece of coursework through its development from initial brief to submission. Ask students about the places where they worked and the devices that they used. DRAFT

Specialist spaces University of Exeter Have the trends described in the previous slides affected specialist disciplinary spaces? Yuya Tamai State Records NSW Tea, two sugars Many disciplines have specialist learning spaces, such as laboratories, studios, performance spaces, computer rooms. For discussion: Is the thinking about learning spaces in general relevant to these places? Has technology had an impact? What factors constrain and influence development and use of specialist learning spaces in your discipline? timitrius – CC-BY-SA DRAFT

Learning in professional environments and public spaces Opening up the Academy Learning in professional environments and public spaces Daleus, Curmudgeon-at-Large CC-BY-SA Tilemahos_E CC-BY-SA Fotos gov/ba CC-BY It is important to stress that work placements, field trips, museum visits are not new. They have taken place in the past without these new technologies. However the technologies mentioned in the previous slide have increased the possibilities both for collecting, querying and manipulating data that is collected away from the campus and for communication between the campus and other environments. Wireless communication networks, increased processing power and portable devices provide more possibilities for collecting, examining and manipulating data and better communication between the campus and learning environments outside. DRAFT

References Brown, Malcolm and Long, Philip (2006) Trends in Learning Space Design.http://its.uiowa.edu/instruction/tile/resources/General/Trends_In_Learning_Space_Design.pdf Didiot-Cook, H., and Chatzigavriil, A. (2009) A short description of the LSE French exhibition in Second life can be found at http://www2.lse.ac.uk/language/Projects/French%20Projects/FrenchProjects.aspx#DynamicJumpMenuManager_1_Anchor_4 Hanson, B., Culmer, P., Gallagher, J., Page, K., Read, E., Weightman, A., Levesley, M. (2009) ReLOAD: Real Laboratories Operated at a Distance, IEEE Transactions on Learning Technologies, Vol. 2, No. 4, October-December 2009, http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=05210094 Scanlon, Eileen, Jones, Ann, Waycott, Jenny. Mobile technologies: prospects for their use in learning in informal science settings (2005) Journal of Interactive Media in Education (JIME), http://www-jime.open.ac.uk/jime/article/viewArticle/2005-25/303 DRAFT

Learning Resource Metadata Field/Element Value: Title University Learning Spaces - Disciplinary Perspectives - Introduction Description Presentation slides for an introduction to a workshop on HE learning spaces Module Theme 5 - Disciplinarity and e-learning/digital practices Subject HE - Education Author Jane Hughes & Colleen McKenna: HEDERA, 2012 Owner The University of Bath Audience Educational developers in accredited programmes & courses in higher education. Issue Date 20/04/2012 Last updated Date Version Draft – V1 PSF Mapping A2, A4, K4 License Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. Keywords ukoer, education, discthink, disciplinary thinking, hedera, university of bath, omac, learning spaces, classroom design, mobile learning, e-learning, learning environment, student experience, learning technologies, e-learning, DRAFT