1. Slide - 1 - © 2004 All rights reserved. Learning Space Design Phillip D. Long, MIT Learning Space Design Phillip D. Long, MIT

2. Slide - 2 - LowHigh Discovery Collaboration Low High Campuses have a range of learning spaces that help or hinder learning options U-shaped classroom and case room Conference room Multi-purpose room Science lab Media lab Traditional classroom and lecture hall Project room Classroom with breakout space

3. Slide - 3 - Low High Technology-enabled space Learner-centered principles Low High Traditional classroom and lecture hall Are there ways to change the learning experience by changing pedagogy or using technology? U-shaped classroom and case room Conference room Multi-purpose room Science lab Media lab Project room Classroom with breakout space

4. Slide - 4 - LowHigh Low High Traditional classroom and lecture hall Are there different space designs that better fit our educational goals? Classroom with breakout space Reconfigurable classroom Videoconference and telecast Conference room Multi-purpose room Online course Technology-enabled space Science lab Media lab Project room U-shaped classroom and case room Learner-centered principles

5. Slide - 5 - NLII Focus for 2004 Science labs, studios, computer labs, performance spaces Easily supports learner-centered principles Classrooms (lecture, seminar, discussion, or small classroom) Current Other spaces

6. Slide - 6 - NLII Focus in 2005 Science labs, studios, computer labs, performance spaces Easily supports learner-centered principles High Classrooms (lecture, seminar, discussion, or small classroom) Current Other spaces (library, student union, dorms, hallways, conversation areas, outdoors) NSF PKAL

7. Slide - 7 - Agenda Working Definition of a Learning Space –Malcolm Brown (Dartmouth) Working Definition of a Design Principle –Nikki Reynolds (Hamilton) & Steve Ehrmann (TLT Group) Principles of Learning Space Design and Case Studies –Phillip Long (MIT - Design strategies w/ MIT e.g.) Using Learning Spaces to Encourage Deeper Learning –Jose Mestre (Univ. o f Amherst) Process for Designing Learning Spaces –Ed Crawley (MIT)

8. Slide - 8 - Learning Principles - Design Principles

9. Slide - 9 - Definitions and assumptions There is no right answer; that depends on your campus context. We provide the logic to pursue the right answer Technology is not the panacea nor is it a principle Teaching spaces and learning spaces aren’t mutually exclusive

10. Slide - 10 - Learning Space - a definition a learning space is either a classroom or a physical location dedicated to curricular activity. It is a room that is designed for face-to-face meetings of instructors and students. Accordingly, a learning space is a room routinely used and officially scheduled (e.g., by the registrar) for regular class meetings; a room designed to host instructors and the students for face-to-face sessions

11. Slide - 11 - Design Principles Describe what (some) faculty and students should be able to do, ideally (their activities). May conflict with one another. Are complemented by other kinds of design inputs (e.g., the budget; need for flexibility) Design principles do not describe specific spaces or tools used to carry out those activities.

12. Slide - 12 - Examples: –Enable students to move into small, face-to-face groups w/o too much tripping over backpacks, etc. –Enable any student in the room to display a set of images to all other students and point to elements of those images while discussing them. These are not examples of design principles: –U-shaped seating in tiers –Students learn well –Faculty not embarrassed Design Principles

13. Slide - 13 - Learning Principle #1 Encourage student autonomy and initiative Classroom design implications –Design space that support faculty to move unimpaired throughout the classroom space paired tables vs. fixed individual seats –Enable mobile computing in the classroom to allow sharing of ideas - conducting the Geek chorus

14. Slide - 14 - Learning Principle #2 Employ raw data and interactive tools and materials Classroom design implications –Build classrooms spaces with data instrumentation integrated into the building to generate real-world data for students to use –Implement a robust communication tool suite (cross-platform, async & sync, material sharing) –Construct studio, modeling, and workshop space that encourages active engagement of authentic discipline behaviors

15. Slide - 15 - Learning Principle #3 Foster the elaboration of student responses Design implications –Make visual display options easily available to support student discussion Post-it charts or equivalents, for example Whiteboard capture and distribution –Spaces have multiple focal points for student teams to present their work to others

16. Slide - 16 - Summary of Def’ns CONCEPTEXAMPLE ActivityDiscussion Learning principle (How activity causes learning ) Discussion helps students model new ideas for one another Design principle (How “space” & “tools” supports the activity) Discussions can go better when students have a place to draw (Easel? Laptop + display?)

17. Slide - 17 - Good Teaching Can Sometimes Overcome Bad Spaces

18. Slide - 18 - What we know about the nature of expertise? Experts have –well-organized knowledge -- not just “problem solving” strategies; –their knowledge is organized to support understanding (qualitative before quantitative); they cue on major ideas needed to solve problems –it is “conditionalized” for use –fluent access to their knowledge –such knowledge is acquired over time and depends on multiple, contextualized experiences. Implications –“wisdom” can’t be taught directly and instruction must be directed towards the gradual acquisition of understanding & expertise.

19. Slide - 19 - Classic Studies with Physics Novices & Experts Novices : “These are inclined plane problems” Experts: “This can be viewed as a work-energy problem” (Chi, Feltovich and Glaser, 1981).

20. Slide - 20 - Implications for Teaching Being an subject expert doesn’t guarantee good teaching You need both content and pedagogical knowledge

21. Slide - 21 - Implications for Teaching Best learning when: content taught plus help to learner organizing that content Principles and concepts and the context under which they can be applied are as or more important than math or procedural knowledge

22. Slide - 22 - The Transfer of Learning The transfer of learning from one context to another is neither trivial, nor automatic.

23. Slide - 23 - What types of activities are important in building deeper learning? Designing Learning Environments Based on the NRC’s How People Learn

24. Slide - 24 - Making Classrooms Learner- Centered Learners use current knowledge to construct new knowledge Effective instruction takes into account what students bring to the classroom Active engagement in learning supports the construction of knowledge

25. Slide - 25 - Making Classrooms Learner-Centered (2) Learners should be assisted in developing metacognitive strategies “Metacognition refers to people’s abilities to predict their performances on various tasks… and to monitor their current levels of mastery and understanding.” (HPL pg. 12) Transfer of learning can be improved when students are aware of themselves as learners and monitor their learning and performance strategies

26. Slide - 26 - Making Classrooms Learner-Centered (3) Students need opportunities to practice skilled problem solving Students need feedback to monitor progress & support to ensure progress

27. Slide - 27 - Making Classrooms Knowledge-Centered Students are not blank slates; teach based on students’ current knowledge and skills Instruction should help students organize knowledge for efficient recall and application in solving problems Aim instruction for deep understanding of major concepts and principles rather than acquisition of facts and skills

28. Slide - 28 - Encouraging deeper learning in technology enhanced classrooms Help students construct and organize their knowledge Illustrate multiple contexts in which knowledge can be applied Perform continuous formative assessment during the course of instruction Help students develop metacognitive strategies so they monitor their own learning Teach interactively!

29. Slide - 29 - MIT Technology Enabled Active Learning (TEAL) Physics Classroom

30. Slide - 30 - What is the most sacrosanct space on a university campus? The 10 sq. ft. around a professor in the midst of teaching…. Ed Crawley, MIT

31. Slide - 31 - Understand the institutional values/culture Localize learning principles

32. Slide - 32 -

33. Slide - 33 - MIT’s vision clusters around two themes Expand MIT’s reach and influence –Expand MIT education globally to top-tier students –Offer MIT education and training to corporate partners –Share educational content via the Internet with the world Improve the experience “at home” –Enhance the core residential educational experience –Meet the lifelong learning needs of MIT students –Create flexible ways to pursue educational and research excellence –Engage and strengthen the MIT community Expand MIT’s reach and influence –Expand MIT education globally to top-tier students –Offer MIT education and training to corporate partners –Share educational content via the Internet with the world Improve the experience “at home” –Enhance the core residential educational experience –Meet the lifelong learning needs of MIT students –Create flexible ways to pursue educational and research excellence –Engage and strengthen the MIT community

34. Slide - 34 - Strategic thrusts of MIT Transform the learning experience to promote active inquiry Bolster the commons of the mind Experiment with new modes of inter- institutional collaboration Facilitate an extended university community Transform the learning experience to promote active inquiry Bolster the commons of the mind Experiment with new modes of inter- institutional collaboration Facilitate an extended university community

35. Slide - 35 - “Drinking from the Fire Hose” Student patterns of room use by time Aero-Astro

36. Slide - 36 - LSD Process - Design Determine the design principles that support the pedagogy –For example, through a design charrette MIT identified the following design principles

37. Slide - 37 - MIT Design Principles Design for people not ephemeral technologies –Transparency, natural light, operable windows Enable technologies brought to spaces rather than provide technologies for spaces Based on LSD Charrette Oct. 2, 2003

38. Slide - 38 - MIT Design Principles Space cycles prevail over machine cycles Spaces vary from hard to soft - emphasize soft spaces Design for a 24 hour day Identify learning modes Based on LSD Charrette Oct. 2, 2003

39. Slide - 39 - MIT Design Principles Spaces should be “zoned”for sound/activity - –quiet/noisy; –High/low turnover; Adaptability over fixed Based on LSD Charrette Oct. 2, 2003

40. Slide - 40 - TRADITIONAL BUILDING PROCESS Request from department to the university Formal approval by university University project manager hires architects and construction company Architect elicits needs of the department in programming phase Design performed by architects, focusing on offices, labs, classrooms, building systems, driven by space needs Periodic reviews with representatives of department and university A sequential process with up and over communications, driven by less than complete and consistent requirements centered on the change of space

41. Slide - 41 - A NEW PROCESS The new learning environment can be viewed as a product that must be developed The client is expert in product/system development The architect is expert in space development Faculty synthesized the process of architecture and product development in the conceive/design phase for the new lab

42. Slide - 42 - A New Process Department appoints a full time project engineer with departmental and domain expertise System engineering identifies needs, goals, visions, concepts and design requirements, then the architects are hired Formal approval by the university Create an integrated product team of all necessary stakeholders (Client, Architect, Builder) to resolve design questions in real-time Designing flexible learning spaces, driven by a holistic focus on learning An integrative process with direct communications, driven by a more holistic and informed view of the expected outcome — substantial improvements in education

43. Slide - 43 - Learning Mode Analysis Learning modes are the practical clustering of learning activities and their physical/spatial dependencies An example: –Mode: Project Design –Attributes: Size - is it a big or small project? Length - does it take a term or a class session? Space - does it require dedicated space? Interaction requirements - do students need to work in groups and report back as a class?

44. Slide - 44 - Learning modes and related characteristics Course 16 - Aeronautical and Astronautical Engineering

45. Slide - 45 - MODES AS A DESIGN TOOL Requirements Design Requirements for Architects Prioritize Learning Science Pedagogy and Curriculum Operations$Staff Equipment ServicesSpace Modes 1 2... N... N Total

46. Slide - 46 - ACTUAL MODAL SCORING

47. Slide - 47 - Explore: look at other facilities

48. Slide - 48 - Explore: look at other facilities Mock Up : explore ideas and test assumptions

49. Slide - 49 - Explore: look at other facilities Mock Up : explore ideas and test assumptions Visualize Options Faculty Perspective Student perspective

50. Slide - 50 - Community Building Knowledge Discovery System Building Reinforcing Disciplinary Knowledge EDUCATION MODES

51. Slide - 51 - Vertical Organization FULLY WIRED, FLEXIBLE PROJECT AREAS CDIO - Conceive, Design, Implement, Operate Conceive Space

52. Slide - 52 - SPECIALTY LARGE SCALE PROJECTS Operate Space

53. Slide - 53 - Key Learnings Change is possible only with externally referential systems Localize learning/design principles for your culture

54. Slide - 54 - Key Learnings Build for change, including after the project is completed Consider the entire campus is an interactive learning device Flexibility without time is meaningless

55. Slide - 55 - Learning Principles 1 Design Principles 2 Learning Modes 3 Localize to Institutional Culture Localized to Curriculum & neighborhood Consider This Schematic

56. Slide - 56 - “The future of higher education lies outside the classroom.” Chronicle Higher Ed, circa 1999

57. Slide - 57 -