21 century learning spaces
DESCRIPTION
For teaching practice class at Universidad Tecnologica of El SalvadorTRANSCRIPT
21st century new learning spaces (new types of learning spaces)
Box’ classroom is being replaced by learning spaces which ‘incorporate technologies that:
• Engage the learner• Create new learning possibilities• Enhance achievements and • Extend interactions with local and global
communities
A NEW ENVIRONMENT FOR SCHOOLING HAS EMERGED DRIVEN BY TECHNOLOGY
Grummon (2009): the characteristics of informal learning spaces need to be translated into classrooms, laboratories, and other built environments
Surveys and research (Bickford & Wright, 2006; Strange & Banning, 2001) indicate that flexibility is one of the most desirable characteristics in a learning spaces
STUDENTS STUDY AND LEARN IN MANY PLACES
“Classrooms are out! No more classrooms! Don’t build them,” says Roger Schank
Flexible designs for flexible learning
Furniture plays a significant role in enabling a learning environment to be flexible.
Some easy chairs with power sockets in the arms, so that groups of users can plug in electronic equipment and plasma screens.
Like the curved desks that are designed to support clearly articulated pedagogic aims.
A community of users
Social spaces need not make distinctions between types of user.
The principle of pervasive, communal learning, which sees both staff and learners as co-users of a space,
CHARACTERISTIC OF SPACES
New learners and new pedagogy require:
•Space for instruction, presentations and discussion •Space for talk and privacy •Space for private study and access to resources • Room to move •Technology that is ‘just in time’ and flexible •Tools for communication •Flexibility in space, location and resources
21ST CENTURY STUDENTS ARE INDEPENDENT AND SELF RELIANT
The Learning Café The Learning Café at Glasgow Caledonian University was an early experiment in the use of space to
support problem-based learning and group work.
Students now work in learning studios, learning plazas, and home bases. They shift as needed into project-planning rooms, workrooms, and other breakout areas.
Mobile learningTablet PCs
LaptopsMobile phones
Wireless keyboards/mice
PDAsDigital cameras
Connected learningWired computingWireless networksWireless-enabled laptops/tablet PCsInternet-enabled
PDAsand mobile phones
Visual andinteractive learningVideo conferencing
Video streamingImage projection
Interactive whiteboards
Voting devices
Supported learningAssistive technologiesAccessible USB portsAudio-visual prompts
Video recording facilities
Plasma screen information
points
DIGITAL LEARNING SPACES REQUIRE EXTENSIVE SOFTWARE, HARDWARE AND FACILITIES
At the University of California, for example, a ‘next generation smart classroom’ has been established for staff to use and experiment with current hardware, software, and functional room controls to improve the teaching and learning process.
A learning studio for an integrated interdisciplinary class at Columbus Signature Academy.
TEACHER´S SUPPORT
Faculty Support
Formal spaces are focused on FacultyDevelopment
What support do faculty need?
• Technology Support• Instructional Design support• Best Practices for Technology Integration• Exposure & Inspiration: community of Users• Faculty innovate their teaching in different ways• Environment promotes change
Incubator Classroom built for interactivity
Process/Task orientedFaculty as FacilitatorStudent as Participant | Active Learning
SHIFT IN PHYSICAL DESIGN AND PEDAGOGY
Lecture hall
focused on information deliveryInformation-oriented
Faculty as Performer, 1-person “show”Student as Observer | Passive Learning
Flexible Space + Supported Faculty + Innovative Technology
= Meaningful, impactfullearning experience
Flexibility
Screens
Video Conferencing
Laptop Integration