Spaces for Knowledge Generation a framework for designing student learning environments for the future Thursday, 15 September 11
Introduction Thursday, 15 September 11 Introductory video - also available at http://www.skgproject.com/2011/06/26/spaces-for-knowledge-generation-an- introduction/
Thursday, 15 September 11 Although the obvious purpose of higher education is the development of independent thinking skills and domain knowledge by and for students, the design, control and organisation of learning environments is primarily the responsibility of administrators and teaching sta fg . With large group lectures and seminars still predominant in higher education, the organisation of space and time configures students as receivers of knowledge until the point of graduation, at which time they are expected to produce knowledge of their own. The Spaces for Knowledge Generation Project examines models for making this student experience more coherent.
A collaboration • La Trobe University • Charles Sturt University • Apple • Kneeler Design Architects Thursday, 15 September 11
Methodology • Literature review • Video/audio taped interviews & field notes from Study Tour • Case studies • Prototype designs developed during ‘prototyping workshops’ • Transcripts and notes from reflective exercises • Invited papers, panel and plenary discussions • Qualitative analysis of interview transcripts and notes Thursday, 15 September 11 Initial Phase: a wide range of secondary data will be collected through desk research conducted by team members. This is aimed at building a collective understanding of the current landscape, particularly in relation to recent developments within Australia and overseas in the area of flexible learning spaces. Data may include relevant studies, project reports, papers, case studies, design documents and technical information. Drawings, photographs and walk-throughs will be collected wherever possible. This work will result in the development of a concise literature review in the area of knowledge production and student learning spaces and a compendium of illustrated case studies, as well as a list of references that will be compiled as a result of this phase of desk research.
Study Tour • Stanford • Apple • MIT • Harvard • Kings College London • Cambridge • Open University • TU Delft • Sheffield Thursday, 15 September 11
Project Methods • Literature review • Study Tour: photos and video interviews • Case Studies of: • collaborative spaces • informal (‘eddie spaces’) • outdoor spaces • 3 Staff/Student Forums, producing: • prototype designs of learning spaces • reflections on activities • invited papers & plenary discussions Thursday, 15 September 11 The project made use of a wide range of data collection techniques, including a literature review, a study tour, the development of case studies, and three staff/student forums involving a reference group drawn from several higher education institutions as well as industry experts in learning space design.
Student perspectives Movers 1 Shapers 2 4 Movers Shapers Shapers Movers Shapers 3 Movers Thursday, 15 September 11 Student/Staff discussions include the Movers & Shapers Method. See: http://www.caret.cam.ac.uk/blogs/llp/wp-content/uploads/ llp_research20methods_moversshapers_v03.pdf
Student perspectives • “Beyond the Comfort Zone” – Participants take turns to play the role of teacher while other members assume the role of learners to design a learning space appropriate to an agreed educational approach (for example: problem based learning, field work, or collaborative learning). Thursday, 15 September 11 See: http://www.skgproject.com/2010/11/22/comfort-zone/
Wallenberg Hall, Stanford Thursday, 15 September 11 In 1999, this building was chosen to showcase Stanford's commitment to advances in the education process. The interior was completely redeveloped with a generous $15 million grant from the Wallenberg Foundation in Sweden. The Wallenberg Hall gift is the largest such grant from this foundation, and the first made outside of Sweden.
Bob Smith, Stanford Thursday, 15 September 11 Bob Smith is Director of Technology Services at Wallenberg Hall, and we interviewed him as one of the main designers of the learning spaces there. VIDEO CLIP: “The building’s role...” (1.15) http://www.skgproject.com/2010/11/24/robert-smith-stanford-the-teacher-is-key/
Room 127 Thursday, 15 September 11 One of the most rooms we saw at Wallenberg Hall was Room 127, a classroom designed for up to around 20 students. These control pads were in use in many of the learning spaces we saw at Stanford, and allow people to walk up and book rooms on the spot. Data feeds into a central booking system.
Technology supporting collaboration Thursday, 15 September 11 The room had a combination of features including: * Videoconferencing * two Webster rear-projected whiteboards as well as “huddle boards” and other whiteboards around the room. * 20 Macbook laptops (other spaces ran Windows) * iSpace Software: Each laptop has software that allows users to push files from one computer to another and share control of the Websters. This experimental, open-source software helps students collaborate with each other and with faculty during class.
Sturdy furniture that moves where you want it Thursday, 15 September 11 * Flexible Steelcase furniture. Everything was sturdy but also light, and these tables could be quickly folded and moved to the side.
Break out space outside Room 127 Thursday, 15 September 11 * Breakout spaces
What works best in this learning space? Thursday, 15 September 11 VIDEO CLIP: “The thing that works best...” http://www.skgproject.com/2010/11/24/robert-smith-stanford-what-works-in-the/
Apple Executive Briefing Thursday, 15 September 11 Our next stop...
A full day Thursday, 15 September 11
Thursday, 15 September 11
Thursday, 15 September 11
Scott Morris’s Metaphor The mountain top The camp fire The watering hole The cave Thursday, 15 September 11 One of the things we took away from our meeting with Apple that was not actually under non-disclosure was a useful metaphor. Apple’s Learning Technology expert Scott Morris likened higher education to a journey including the cave, the mountaintop, the watering hole, and a camp fire. The Cave: (working on your own) independent, reflective. The Campfire: (listening to stories) formal learning, listen and absorb knowledge. The Watering hole: (hanging out with others) informal learning, discuss & create meaning. The Mountain top: (speaking to an audience) presenting and publishing. Demonstrating understanding.
MIT • Thursday, 15 September 11
Stata Center, MIT Thursday, 15 September 11 The so-called “Student Street” at the Stata Center at MIT is by far the most impressive informal learning space project we have seen on the study tour. The building opened in March 2004.
Thursday, 15 September 11 The so-called “Student Street” at the Stata Center at MIT is by far the most impressive informal learning space project we have seen on the study tour. The building opened in March 2004.
Stata Center, MIT Thursday, 15 September 11 This large area acts as a wide walkway through the center and includes food outlets alongside a variety of spaces suitable for private and group study. We returned to this place a number of times in the two days at MIT and we noticed that every one of the spaces was used extensively, yet it never seemed crowded.
Thursday, 15 September 11 Breakout space
What works in the Stata Center? Thursday, 15 September 11 VIDEO CLIP: David Silverman “I still really like this building...”
John Belcher, MIT in the TEAL Lab Thursday, 15 September 11 Technology Enabled Active Learning (TEAL) Lab, MIT. John Belcher, Physics.
TEAL Lab Thursday, 15 September 11 Technology Enabled Active Learning (TEAL) Lab, MIT. John Belcher, Physics.
What do you like best about this learning space? Thursday, 15 September 11 VIDEO CLIP: “What I like best about it is the ability to interact with the students...” John Belcher likes being able to hear what students say. http://www.skgproject.com/2010/11/22/john-belcher-teal-centre-mit/
MIT Student Experience Thursday, 15 September 11 “Getting an education at MIT is like taking a drink from a fire hose.” John Belcher was highly skeptical about this view of learning, and cautioned us not to assume that students are retaining anything when we bombard them with information in standard lecture style sessions.
The importance of evaluation (assessment) Thursday, 15 September 11 VIDEO CLIP: John Belcher on the importance of evaluation. TEAL was evaluated in terms of student learning outcomes. “We had really good assessment from day one.”
Thursday, 15 September 11 Stephen’s photo from MIT: Group
Thursday, 15 September 11 Stephen’s photo from MIT: Booth
Thursday, 15 September 11 Stephen’s photo from MIT: Recycle
TU Delft, The Netherlands • Founded in 1842 • About 14,000 students (13% international) • 14 Bachelors programs • 41 Masters programs Thursday, 15 September 11 TU Delft (or Delft University of Technology) is the biggest Technical university in the Netherlands.
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