uwm steelcase innovation hub and active learning classroom

UWM Steelcase Innovation Hub and Active Learning Classroom

Findings by UWM eLearning Research and Development

Tanya M. Joosten | tjoosten@uwm.edu | @tjoosten

Student reactions

• Survey administered Spring 2014• N=50• Descriptive statistics– Agree (Strongly agree and agree)– Neutral (Neither agree/disagree)– Disagree (Disagree and strongly disagree)

Agree Neutral Disagree

Recommend Instructor Continue Use

76 16 8

Comfortable Learning Environment 84 12 4

Appropriate Space for this course 84 14 2

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Satisfaction

Agree Neutral Disagree

Movability 86 12 2

Adaptability for different Activi-ties

78 16 6

Facilitate multiple Learning Types 71.4 24.5 4.1

5

15

25

35

45

55

65

75

85

95

Flexibility

Agree Neutral Disagree

Easy Collaboration 89.8 4.1 6.1

Interact more w/Instructor 72 24 4

Effective Communication w/Classmates 90 4 6

5

15

25

35

45

55

65

75

85

95

Interactivity

Agree Neutral Disagree

Understand Course Concepts 60 32 8

Beneficial to Learning 66 30 4

Better Grades on Assignments 46.9 46.9 8.2

5

15

25

35

45

55

65

75

85

95

Learning and Performance

What did the instructors think?

Why Use ALC’s?

• Allows for “student-driven” methods of learning• Enhances “student-centered” pedagogy• Represents “the future” for classroom learning

Various learning technologies and space allow for different learning styles to include visual, gestural, and discursive components

Typical to ALC

Enhanced Pedagogy

Flexibility of Learning

Richer Engagement

Comfortable Atmosphere

Student Agency

WhiteBoards

Whiteboards

Learning Technologies

• Use the screens to visualize/share student projects

• Enhance active listening

• Enable richer classroom discussion

Furniture

Furniture

• Moveable furniture allows for small group work

• Different design (i.e., U-Shaped) Choices• Small table groups under each monitor

“allowed for flexibility of students to change groups, work within groups and pairs, and confer with the instructor”

What about the students?

• Students report:– Closer interpersonal relationships– Instructors are decententralized– More accountability placed on students– Comfortable atmosphere conductive to active

learning– Perceived richer discussion

Conclusion

• Positive outcome• Requires instructors to rethink pedagogy• Students excited about the unique learning

space• Biggest suggestion for instructors: Experiment

Last Remarks

“Overall it was extremely positive. [T]he space is thoughtfully laid out, we were well supported in thinking through innovative uses of the space, and it influenced by teaching in positive ways.”

“The space by its nature compels you to think differently and more flexibly about how you use instructional resources and support discourse in the classroom.”

Questions?

Please contact tjoosten@uwm.edu or el-RD@uwm.edu for more information.

Thanks to the eL R&D team, Rachel Cusatis and Lindsey Harness for their analysis efforts.