Future Learning Spaces - University of Leeds Dr. Sam Elkington Academic Lead Advance HE - Academy of Innovation in Business Education
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Future Learning Spaces
University of Leeds
September 10th, 2018
Dr. Sam Elkington
Academic Lead
Advance HE
STRENGTHS NEEDS
What is working well? What is needed is ___________ for learning space to be
How do you know – where is the evidence? more effective for all students
EXCEPTIONS
Of the N, O, and I’s listed – what
is already happening, even a
little bit?
OPPORTUNITIES IMPROVEMENTS
An area of under-utilised resource is _______________ What aspects of the learning environment could be
made more agile in service of continued
_____________ is an interesting area that holds potential
enhancement/support of teaching practices and
What does the school/staff currently have access to that could ultimately student learning?
be used differently to enhance student learning in different
spaces?
2
What matters most in effective learning space design?
What will matter most in effective learning space design in 10 years time?
6 10/09/2018
Key Trends Active and social learning strategies
− Space that encourages active interaction and
social engagement
Emphasis on human-centred design
− Shift from the information commons to the
learning commons
Technology-enriched learning
environments
− Promoting meaningful interaction and a sense of
community to enable formal and informal
7 learning
* Flexibility 8 10/09/2018
What is Flexible
Learning in HE?
Empowering students by offering choices
in how, where, and when they learn
“Flexible learning concerns institutions
constructing and continually evaluating
infrastructure, policies and practices that offer
the widest possible opportunity for successful
student engagement and belonging of all
stakeholders in higher education.”
HEA Flexible Learning Practice Guide, 2017Key Areas of Focus
Learner Choice
Student Reality
Personal Flexibility
Institutional agility
Organisational Balanced Pragmatism
RealityThe Consumer-Producer
Model
Emphasises the wider and changing patterns of consumption and production
in HE
The higher education system must change in order to modernise and offer
greater diversity of services, choice and voice to the student
Movement towards more ‘negotiated learning’ pathways and mode dialogic
modes of interaction
12 10/09/2018The Student-centred
Model
Emphasises the need for the system to respond to the requirements and
interests of learners and develop approaches that are tailored to individual
learning needs.
Engage learners through active, experiential, modes of learning.
Curriculum should be responsive to developing the ‘whole individual’ and
incorporate appropriate learning and teaching styles and methods of
assessment.
13 10/09/2018The Network Model
Creating opportunities to learn at different times, in different locations, with
others in different locations, and generate, share and edit learning resources
around a diverse range of subjects.
Moving beyond fixed geographical and physical boundaries.
14 10/09/2018Placing Learning Spaces
Consider the 9 types of learning space on the cards
provided arranging them by level of prominence for
future learning in higher education.
− Key characteristics of each type of space
− The nature of the relationships between different
types of learning space
* It is possible to substitute 1 card using the blank Black card.
Please write the type of space to be introduced and a
description of that space.Sketch Cognition
Choose 1 type of space from the previous activity and
sketch the learning space illustrating its key
features.
− What sort of activities are catered for (Function)?
− Who is using the space? How and where (Form)?
− Why? What is the pedagogic rationale for the
space (Feel)?Sketch Cognition
A. Provide a summary description of your learning
space capturing its key details and features.
B. Identify the top 2 most interesting aspects / issues
/ considerations your chosen space speaks to for
future learning space design.* High-Impact Learning Space Design
Responsiveness (agility, flexibility and adaptability)
Diversity (variety and mix of spaces)
Fluidity (flow of interaction with learning environment)
Openness (no fixed pedagogic function)
Reconfiguration (opportunities to tailor environment to need)
18 10/09/2018Affordances of Technology
Consider the possibilities relating to future ways of learning
and teaching supported by new / existing technologies in this
space.
Add to your sketch what, where, how and for whom such
technologies might impact positively on student learning.
− What technologies are present in the space?
− Why are they being used?
− Who uses them and how?
− How might new technologies change the environment? What does it look
like?
− What is the functionality of such technologies?Pedagogy
Space
Technology
20 10/09/2018* Levels of Spatiality 21 10/09/2018
* Learner-centred 22 10/09/2018
* Active Learning 23 10/09/2018
* Space for Dialogue 24 10/09/2018
* Personal(ised) Space 25 10/09/2018
* Informal Learning 26 10/09/2018
* Space for Reflection 27 10/09/2018
* Safe Spaces 28 10/09/2018
* Freedom 29 10/09/2018
* Glocal Spaces 30 10/09/2018
* Spaces In-between 31 10/09/2018
* Connective Space 32 10/09/2018
* Third Space 33 10/09/2018
* Work-based Learning 34 10/09/2018
*Open Space Learning 35 10/09/2018
36 10/09/2018
* Mobile Learning 37 10/09/2018
38
* Simulation
10/09/2018* Community-based 39 10/09/2018
University Space: an overview
The shifting terrain of learning space landscape
Challenging the power of ‘built pedagogy’ – the ability of space to
define and shape how one teaches
Spaces for engaged learning – enabling and empowering student
choice in where, when and how learning takes place
Contemporary learning spaces are flexible and networked,
bringing together formal and informal activities
The rise of social learning – integration into everyday, mainstream,
activities for ‘life-wide relevance’
The campus as a living, open space for learning – providing
students with a ‘socially-catalytic’ third space to explore, shape and
hone relationships and learning
40 10/09/2018Challenges moving forwards
Some key questions from the main stakeholder perspectives
Learner readiness for flexibility
How well are we preparing our students for flexible learning and working –
especially when this means students taking greater responsibility for their own
learning?
Teacher readiness
How can staff be supported in adopting new technologies and resources and to
develop approaches to utilise these effectively in spaces available?
Institutional readiness
How can institutions plan to cope with the variety and flexibility required to
appropriately and sustainably support flexible learning?
41 10/09/2018You can also read
