effects of learning space design on call pedagogy

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Effects of Learning Space Design on CALL Pedagogy

Angelika Kraemer & Scott Schopieray

Michigan State University

CALICO, Amherst, June 10, 2010

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Overview

Learning space design researchResearch studyLearning space design revisited Implications and recommendations

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Learning Space Design Research

“use of the physical environment is perhaps the least understood and the

most neglected”

- Banning and Canard (1986)

21st Century Learning Spaces

Demand flexibility

Have a social component

Have embedded technology

Are inspirational

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Walls, Schopieray, Devoss, 2009

Issues with Classroom Space

Our classrooms are often stuck in industrial revolution era designs

After elementary school we often give the physical environment very little thought when considering student development

Our spaces often communicate: What happens in a classroom is, and should be, abstracted from what is happening outside its walls

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Themes from Literature

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Static Design

Un-Wired

Teacher Centered

Individual Work

Flexible Design

Wired

Learner Centered

Collaborative Work

“Learning/Information Commons”

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CALL Learning Spaces

Redesigned learning studios coincide with:

Reformed curriculum Changes in pedagogy

and They seem to empower students to

collaborate and communicate in ways they had not previously done.

Tom et al. (2008)

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Poll

Look at the following pictures. >

Which classroom setup do you like and why?

Which classroom setup do you think students like and why?

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Research Study

Use of instructional spaceInstructor and student perceptionsSuggestions for redesigned spaces

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Context

Michigan State University No university-wide language requirement 2-year requirement in Arts & Letters Students are required to own a computer Over 30 languages offered Move toward hybrid language instruction 2 Mac language labs, 27 computer labs 84% of classrooms are technology-enhanced

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Participants: Instructors (N = 8)

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Participants: Students (N = 48)

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Instruments

Online surveysLikert-scale questionsShort-answer questionsDemographic information

Open-ended interviews with studentsProbes based on surveysComments on pictures

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Quantitative Results

Classroom setupsOverall impressionComfort of roomEase of teaching/learning in roomTechnology providedFurnitureEffects of setup on teaching/learning

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Classroom Setups - General

All (N=167) Lg courses (N=96)

Seats in rows 46 43

Seats in semi-circles 39 32

Tables in rows 30 9

Labs in rows 18 4

Pods 17 5

Labs in pods 11 1

Auditoriums 5 0

Large table 2 2

Angelika Kraemer:

Is this slide necessary?

Angelika Kraemer:

Is this slide necessary?

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Classroom Setups - Study

OHP 3

Tech Podium 6

Smart Board 1

Lab in rows 1

9 rooms have individual seats in rows, easy to modify

1 room has large tables with chairs, easy to modify

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Classroom Setups - Inst Favorite

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Classroom Setups - Ss Favorite

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Quantitative Results

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Effects of Setup on Teaching/Learning

Instructors Yes: 100%

Access to and interaction with Ss

View of teacher Movability Natural light Technology

Students Yes: 87%

Positive: 53% Negative: 25% Neutral: 22%

No: 7% Maybe: 6%

Comfort Semi-circle Size

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Qualitative Results

Effects of setup on teaching/learningPositive and negative aspects about

roomsSuggested changesComments on pictures (interviews)Additional comments

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Effects of Setup on Teaching/Learning

I think the way a classroom is structured affects the methods I can use when teaching. For instance, if I'm not able to easily move furniture I can be stuck teaching in only one style. The ease of technology use is also a factor, the technology can't be something that I have to spend a lot of time setting up. (T8)

It's hard to have more than a notebook open on the surface of the desk/chair, and it's grating. Many times during class my concentration is broken by having to juggle stuff around so that I can write comfortably, or someone else has dropped their books, pens, pencils, etc. all over the floor. (S13)

It should harbor co-operative, student centered learning, providing a multitude of opportunities for the instructor to easily give over control of the class to the students by have there not be a front of the room, always occupied by the instructor. (S38)

Positive Aspects about the Rooms

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Positive Aspects about the Rooms

Instructors Room Setup – space

to move, boards, windows

Ability to move Furniture

Technology

Students Windows/Natural

Light Writing Spaces –

Blackboards/Whiteboards

Ability to move furniture around

Technology

Negative Aspects about the Rooms

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Negative Aspects about the Rooms

Instructors Temperature Noise Classroom Setup Technology – not

working

Students Furniture – size,

style, blocked vision Way space is kept –

dirty, small, unorganized

Technology – not working

Temperature

Suggested Changes

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Suggested Changes

Instructors Room Setup Furniture Temperature

Students Furniture Room Setup Technology Temperature

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Comments on Pictures

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Additional Comments

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Learning Space Design Revisited

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Implications and Recommendations

Instructors ABC Students do not seem to have a

preference for a specific spaceStudents are concerned with the

teaching

=> Room design should impact pedagogy positively instead of trying to influence students

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Limitations

Small sample sizeLacking diversity of classroomsLacking diversity of language courses

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Future Directions

Continuation of study includingMore instructors and studentsStudents of different subjects

Examining changes in perceptions over time

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Thank you

Scott Schopieray

Director for Educational Technology

College of Arts and Letters


[email protected]

Angelika Kraemer

Co-Curricular and Outreach Coordinator

Center for Language Teaching Advancement


[email protected]

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