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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

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a framework for designing student learning environments for the future

Spaces for Knowledge Generation

Thursday, 15 September 11

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Introduction

Thursday, 15 September 11

Introductory video - also available at http://www.skgproject.com/2011/06/26/spaces-for-knowledge-generation-an- introduction/

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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 stafg. 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.

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A collaboration

  • La Trobe University
  • Charles Sturt University
  • Apple
  • Kneeler Design Architects

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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

  • verseas 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.

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Study Tour

  • Stanford
  • Apple
  • MIT
  • Harvard
  • Kings College London
  • Cambridge
  • Open University
  • TU Delft
  • Sheffield

Thursday, 15 September 11

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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.

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1

Movers Shapers

2

Movers Shapers

3

Movers Shapers

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Movers Shapers

Student perspectives

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

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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).

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See: http://www.skgproject.com/2010/11/22/comfort-zone/

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Wallenberg Hall, Stanford

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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.

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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/

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Room 127

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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.

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Technology supporting collaboration

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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.

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Sturdy furniture that moves where you want it

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* Flexible Steelcase furniture. Everything was sturdy but also light, and these tables could be quickly folded and moved to the side.

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Break out space outside Room 127

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* Breakout spaces

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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/

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Apple Executive Briefing

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Our next stop...

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A full day

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Scott Morris’s Metaphor

The cave The mountain top The camp fire The watering hole

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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.

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MIT

  • Thursday, 15 September 11
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Stata Center, MIT

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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.

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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.

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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.

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Breakout space

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What works in the Stata Center?

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VIDEO CLIP: David Silverman “I still really like this building...”

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John Belcher, MIT in the TEAL Lab

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Technology Enabled Active Learning (TEAL) Lab, MIT. John Belcher, Physics.

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TEAL Lab

Thursday, 15 September 11

Technology Enabled Active Learning (TEAL) Lab, MIT. John Belcher, Physics.

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What do you like best about this learning space?

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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/

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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.

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The importance of evaluation (assessment)

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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.”

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Stephen’s photo from MIT: Group

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Stephen’s photo from MIT: Booth

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Thursday, 15 September 11

Stephen’s photo from MIT: Recycle

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TU Delft, The Netherlands

  • Founded in 1842
  • About 14,000 students (13% international)
  • 14 Bachelors programs
  • 41 Masters programs

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TU Delft (or Delft University of Technology) is the biggest Technical university in the Netherlands.

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Thursday, 15 September 11

Informal learning spaces were everywhere at TU Delft. You may just be able to make out that there were power outlets beside these table in a hallway.

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Thursday, 15 September 11

The TU Delft Library is an iconic building on this campus, with its conical tower rising up above ground level and allowing light to filter down. This reminded me of Parliament House.

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Thursday, 15 September 11

I took a few photos of students lying down and relaxing here. Library stafg told me that these cushions had been bought with this kind of study in mind, but they were happy for people to sleep if they wanted!

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Thursday, 15 September 11

Lockers

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Thursday, 15 September 11

I was particularly fascinated by this ‘rooftop space’ (above an eatery) which is actually indoors inside

  • ne of the very big buildings.
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Thursday, 15 September 11

I didn’t speak to this group, but they look like they might be a class group of postgrads. This was informal space designed to be conducive to group work.

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7 principles of learning space design

  • Comfort: a space which creates a physical and mental sense of

ease and well-being

  • Aesthetics: pleasure which includes the recognition of symmetry,

harmony, simplicity and fitness for purpose

  • Flow: the state of mind felt by the learner when totally involved in

the learning experience, and easy movement through spaces

  • Equity: consideration of the needs of cultural and physical

differences

  • Blending: a mixture of technological and face-to-face pedagogical

resources

  • Affordances: the “action possibilities” the learning environment

provides the users, including such things as kitchens, natural light, wifi, private spaces, sofas, and so on.

  • Repurposing: the potential for multiple usage of a space

Thursday, 15 September 11 Over the course of the project we returned to a number of themes, which were developed into to 7 principles of learning space design.

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Faculty Learning Spaces

  • The Learning Room, Room 228 HU2, Faculty of

Humanities & Social Science

  • Collaborative Teaching and Learning Room in MB

362

  • Faculty-based Learning Commons, including

Level 1 DWB and Simpson Lawn

Thursday, 15 September 11

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The Learning Room

  • First learning space at La Trobe built according to

the SKG Project design principles

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  • Chairs and tables are the most important technologies, yet are taken for granted.

Nothing is fixed to the spot. Lounges for break out discussions. Flip top tables and comfortable chairs.

  • Huddle boards are cheap and an excellent support for collaboration
  • “Plasma to chalk”. Smart boards, huddleboards and blackboards.
  • Laptops provided in this space, considering iPads for the FLM space.
  • At Wallenberg Hall they used software called iSpace: each laptop had 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
  • ther and with faculty during class.
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Thursday, 15 September 11

MB-369A: A retrofitted collaborative learning space at the Faculty of Law and Management, La Trobe.

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Huddleboards, flip top tables, soft furnishing in the corners for break out space, wifi, projection.

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Mobile Collaborative Workstations (Moocows) x 2. Based on the design by QUT’s Retrofitting Learning Spaces project.

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Thank You

Thursday, 15 September 11 Faculty-based Learning Commons, Donald Whitehead Building, La Trobe University.

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Thank You

Thursday, 15 September 11 Banquette seating on the left -- booth style. Moocows can be wheeled up to the end. Flexible furnishings -- including flip top tables

  • - in the centre. Kitchenette near the window.
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Thank You

Thursday, 15 September 11 Outdoor learning area with decking and weather protection. More banquette seating on the right but with flexible furnishings so students can create their own spaces.

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  • Thursday, 15 September 11

The orange lockers have powerpoints to charge laptops, iPads and mobile phones.

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LA TROBE LEARNING COMMONS

Plenty Road, Bundoora VIC 3083 / client: La Trobe University / not to scale / 20101339 -La Trobe Uni\03_Sk\Pres/ 08.03.11 level 1/103 oxford street [ p.o. box 1569 ] collingwood victoria 3066

DONALD WHITEHEAD BUILDING - EXTERNAL AND SECTIONAL VIEW

Thursday, 15 September 11

The weather shielding forms a “pod” to protect from wind and rain.

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LA TROBE LEARNING COMMONS

Plenty Road, Bundoora VIC 3083 / client: La Trobe University / not to scale / 20101339 -La Trobe Uni\03_Sk\Pres/ 08.03.11 level 1/103 oxford street [ p.o. box 1569 ] collingwood victoria 3066

EDUCATION CENTRE - SECTIONAL VIEW

Thursday, 15 September 11

Eddy spaces in the Education building. Formerly these were stark -- exposed concrete, wide corridor areas exposed to cold and because the wall to the right is open there is a problem with bird

  • droppings. The new areas can be seen here in colour. These spaces have colour-backed glass for use

as whiteboards and comfortable seating, power points and temperature control.

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Thursday, 15 September 11

The screens provide a level of privacy for group discussions without preventing people from seeing in as they walk past.

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  • Thursday, 15 September 11

These eddie spaces on two levels of in the Social Sciences building are simple, narrow banquette couches with laptop tables. Again, powerpoints and wifi are available for private study.

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  • Thursday, 15 September 11

This simple design is something that can be done on a budget and makes better use of existing resources.

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SKG Project Resources

  • Project website:

– http://www.skgproject.com

  • Learning Spaces Toolkit

– Guide: Seven Principles of Learning Space design – Guide: Six Steps for the Production of Student Learning Environments – Exemplar: The La Trobe Learning Room – Exemplar: The FLM Collaborative Teaching & Learning Room. – Video Resources: Interviews from the SKG Study Tour – Video Resources: Student perspectives from the SKG Forums – Video Resources: Forum Presentations – Animations: Design Prototypes produced by Kneeler Design Architects

Thursday, 15 September 11

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Article

  • Riddle, M and Souter, K. (2011) ‘Designing

learning spaces using student perspectives’, Journal of Learning Spaces (submitted June).

Thursday, 15 September 11

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Edited Book

  • Assessment in Virtual Learning Spaces
  • E-Portfolios
  • Evaluating Learning Spaces
  • Knowledge Creation Metaphors
  • Learning Space Designs
  • Outdoor and Environmentally Integrated Learning

Spaces

  • Student-Focused Virtual Learning Spaces
  • Technology-Enriched Learning Spaces
  • Virtual Learning Environment for Undergraduate

Nursing Students

Thursday, 15 September 11