Information Spaces for Creative Conversations Middlesex University City University Bob Fields Tamara Al-sheikh Andy Bardill Sara Jones Meirion Williams Learning and Teaching Practice Experts Group 13 July 2010

Observations and premises Design is done and learned conversationally – Through conversation ideas exchanged, design concepts modified, alternatives explored However, learners often disengage, playing no part in conversation Technology often part of the problem! – Distracting gadgets; learners and tutors in ‘Presentation mode’; difficulty of taking notes and taking part simultaneously

Conversational Spaces Allow learners to: – Bring digital and physical materials to the table – Engage peers and tutors in discussion – Critique the work of others – Connect with earlier work and prior decisions – Reflect, review, comment later Key technology elements – Display and projection onto table or whiteboard – Writeable table surfaces – Video recording conversation and design critique sessions – Delivery using video podcasting and blogs

Case studies and trials Studies at City and Middlesex covered – Levels 2, 3, 4 – Disciplines: computing, design – Variations in contact duration and pattern – Learning activities – Cohort size Face-to-face, in class sessions Photos Other media Reflections

Technology setup Packaged ‘Pods’ containing computer, camera, networking, audio capture, etc Apple Podcast Producer Blogging / Moodle for delivery to students Explored Wii-remote based interaction, interactive tables & whiteboards

Beyond the case studies Lessons learned Importance of packaging Reliability matters Readiness to engage Putting learners in control Conversation happens all over the place – not necessarily where we expect it – How can we support it? The Future… Technology selection and setup – What works? What really adds value? What else is possible? Preparation and readiness – Of staff and students? Longer-term sustainability – Wider uptake and embedding