Teaching and learning in new learning spaces
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Contents |
Introduction
Investment in re-building programmes has led to the creation of new and vibrant land mark buildings within local communities. Often based on the theme of social learning spaces, these new buildings have incorporated bold and forward thinking learning environments specifically designed to encourage motivation and creativity in students’ learning. Furthermore, new build projects have sought to incorporate the latest in digital technology, e.g. Mobile learning devices, wi fi connectivity and virtual learning environments. At the same time web 2.0 is producing opportunities for peer to peer learning and, learning through social networking.
New digitally equipped learning spaces, coupled with a shift in student expectations on how they want to learn using digital technology and web 2.0; presents teachers with significant pedagogical challenges to teaching practice. This wiki will hopefully provide teachers with useful resources and information to assist in meet this exciting challenge.
What Are Learning Spaces?
The move towards a knowledge based economy has changed the focus in teaching from fact absorbing to developing strong critical analysis and complex problem solving skills. As a consequence education is changing and adapting; concepts like lifelong learning and the rise of digital technology are beginning to transform the way people think about teaching and the environments in which teaching and learning take place.
A report for the Scottish Funding council, ‘Spaces for learning,’ (2005) classified seven spatial types of learning environment:
1. Group teaching/learning: refers to traditional class / lecture room but with an emphasis on how these spaces are configured either by using furniture and technology, e.g. furniture can to facilitate more conference and guided learning styles of teaching.
2. Simulated environment: is one where a real work setting is re-created for students to learn and practice their skill development, e.g. Colleges now have professionally equipped motor vehicle garages or health and beauty salons where students can gain experience in working with real life situations, but in a controlled and safe environment.
3. Immersive environments; is where a virtual representation of information is provided for students to interact with. Such environments frequently use multi screened projection with video material either streamed in real or recorded time. In some instances, students are literally surrounded by information.
4. Peer-to-peer and social learning; traditionally supported via a seminar room, this environment is now typically found as, e.g. Cyber cafes/ internet rooms and open social spaces in learning resource centres.
5. Clusters; This is a set of learning spaces which can be used for multiple purposes with a group, e.g. a large learning area which also has small syndicate rooms or areas where students can break out to form smaller working groups.
6. Individual learning; characterised by self study which usually takes place in learning resources / library areas, computer suites or the student’s own private accommodation.
7. External spaces: referrers to areas outside of college buildings where students meet to socialise during study breaks and may include open spaces with seating, e.g. quadrangles or garden areas.
The application and use of digital technology is now a key factor for teaching in these different types of learning space. In a guide to using digital technology in further and higher education JISC (2009) note, ‘learning and teaching in the sector now largely occurs in contexts rich in technology’. Learning spaces such as classrooms, simulated areas and learning clusters are routinely equipped with a variety of digital technology. In addition, wireless technology is enabling students to maintain contact while exploiting the advantages of individual and external learning spaces; including web 2.0 social networking websites.
Engagement
The changes to the learning environments as outlined above clearly introduce teachers with new pedagogical challenges to their teaching. A key factor for the teacher is to ensure learners are being ‘engaged’ and not just by the planned learning outcomes of any given teaching input. JISC (2006) in a guide for learning spaces for the 21st century point out, “Learners have been shown to benefit academically from social interaction with their peers “; thus reinforcing learning theory around social constructivism and collaborative learning. Both of these terms can be associated with communities of learning.
Social constructivism and collaborative learning rely on effective peer to peer interaction to share and discuss learning from which arises new insight and understanding. Clearly teachers delivering lesson content in new learning spaces will need to develop imaginative and creative activities, complemented by new and innovate assessment methods. This primarily facilitated approach will maximise the potential of social learning spaces and digital technology, using a guided discovery pedagogy.
External links
Below are links to external sources of information and useful resources:
1. A report for the Scottish Funding Council:
Spaces for Learning, A Review of Learning Spaces in Further & Higher Education (2005)
2. JISC Guide, JISC (2009) Effective Practice in a Digital Age: A guide to technology-enhanced learning and teaching.
3. LSIS Excellence Gateway e-learning case studies.
4. JISC (2006) Designing Spaces for Effective Learning. [http://www.jisc.ac.uk/whatwedo/programmes/elearninginnovation/learningspaces.aspx A guide to 21st century learning space design
5. Excellence Gateway: Stockton College: using action centred research for producing technology rich classrooms
See also
Links to other pages in the RSC MediaWiki
RSC contacts
Allen Crawford Thomas contributed to this article. He can be contacted by email or telephone: a.crawford-thomas@rsc-wm.ac.uk Telephone 01902 518930
