Future Learning Spaces

AVANTI 2016, ת"מכון מופ, רותי סלומון

?על מה לא אדבר היום

הספר בדגם -בית•

המפעל

(Factory Model)

המהפכה התעשייתית •

הרביעית

טרנספורמציה •

דיגיטלית וההשפעתה

על החברה

שיתוף והפצה

פיתוח מקצועי

למידה רצויות/שיטות הוראה

עיון במחקרים עדכניים

בחינה של דוגמאות קיימות

פיתוח חזון משותף

גיוס טכנולוגיות רלוונטיות

עיצוב ובניית מרחב הלמידה

שימוש מושכל במרחב

הערכת אפקטיביות

המסע אל סביבות למידה חדשניים

“Innovative Future Learning Spaces in Higher Education”

Prague 2016

שנה 100 –בניינים

שנה 20-30

7 שנים

מערכות מולטימדיות

סטודנטים

חברי סגל ומרצים

שנים 3-4מחשבים

שנים 4-8מערכות ניהול למידה

מחיצות ורהיטים

פרדוקס מחזור החיים של מרחב למידה

משותףפיתוח חזון

.קהילה ואנשי מקצוע, סגל, בשיתוף סטודנטים•

?מהן צרכי החברה? מהם מטרות האירגון •

?מהם מטרות מרחבי הלמידה החדשים•

?כלומד או מורההלמידה עליך משפיעים מרחבי כיצד •

?או ההוראה שלךהם המרכיבים שמעכבים את הלמידה מה •

?מה יגרום לכם להרגיש בבית•

?מה יעורר בכם השראה•

?מה יסייע לכם ללמוד•

?באיזה שיטה הייתם רוצים ללמוד•

Users’ role in a building project

The challenge: How to maintain the users’ motivation and interest?

2014 2015 2016 2017 2018 2019

CAMPUS 2015 Initial Arch Comp

2012 2013

Väre Construction

Use

Planning & Design Of the New Building

MOVE

Over 8 years of involvement, participation and motivation Users: >2000 meetings, workshops, events, presentations…

Space Requirement Survey 2010

Unelmien Taik survey 2010 Thematic Workshops 2011

2009 20 10 201 1

Campus

Decision

Tapio Koskinen, Head of Technology

Aalto University, School of Arts, Design and Architecture

The Blavatnik School of Government The new public policy school University of Oxford Promoting open discussion, interaction and collaboration

: מטרות פדגוגיות שיטות הוראה ולמידה

The Strategic Plan of TUAS 2015-2025

“Traditional, lecture-based classroom

teaching will be renounced .”

?=למידה

מעורבות

יצירה

הנעה והערכה עצמית חשיבה

שיתוף

LLL ועוד

למידה שיתופית מרחב ללמוד ביחד

:לומדים ומורים

מובניתשיתופיות עוסקים בפעילויות •

משתפים פעולה ספונטנית בעת •

הצורך

במשחקיםעוסקים •

קבוצתייםפיתוח פרויקטים •

:אלמנטים מרחביים עשויים לכלול

ספסלים מעוקלים•

דוכנים•

שולחנות עגולים•

לכתיבהמשטחים •

כסאות בר גבוהים ונמוכים•

ישיבה מרופדת•

כסאות על גלגלים•

ספסלים גבוהים•

Demonstration A place to present my learning

Learners: •display •exchange •perform •explain •demonstrate

Spatial elements may include •Tiered seating •Open floor space •Chairs on castors •Tables and chairs

Spatial elements are supported by technological elements and flexible

storage and space management.

Discussion A place to talk about and share my ideas

Learners and teachers:

•explore ideas

•share and develop opinions

•listen to stories and oral presentations

•discuss issues

•discuss texts

Spatial elements may include

•Booths

•Ottomans and other soft seating options

•Round/ arc/ modular tables

•Chairs on castors

•Stools

Spatial elements are supported by technological elements and flexible

storage and space management.

Experiential Learning A place to learn through making, exploring and investigating

Learners and teachers engage in:

•Hands on interaction

•generating ideas

•exploration

•experimentation

•Evaluation

•prototyping

•building and constructing

Spatial elements may include:

•High benches

•Adjustable height tables

•Stools

•Booths

•Tables and chairs

•Makerspace storage

Spatial elements are supported by

technological elements and flexible storage and space management.

Explicit Learning A place to learn from the experts

Learners and teachers:

•demonstrate

•model

•communicate ideas

•teach explicitly

•engage in virtual experiences

Spatial elements may include

•Chairs on wheels

•Stools

•Tiered seating

•Lecture chairs

•Soft seating options

Spatial elements are supported by technological elements and flexible

storage and space management.

Feedback and Reflection A place to learn about my learning

Learners and teachers:

•plan

•discuss

•make decisions

•collaborate in a quiet focused environment

•meet virtually

Spatial elements may include:

•Soft furnishings e.g. Beanbags

•Arc tables

•High benches

•Stools

•Window lookouts

Spatial elements are supported by technological elements and flexible

storage and space management.

Guided Learning A place to learn with a teacher

Learners and teachers:

•plan

•discuss

•make decisions

•collaborate in a quiet focused environment

•meet virtually

•differentiate learning

Spatial elements may include

•Arc tables

•Stools

•Chairs on wheels

•Small tables

Spatial elements are supported by technological elements and flexible

storage and space management.

Independent Learning A place to learn by myself

Learners and teachers:

•personally reflect

•enquire

•research

•consolidate learning

•practise and rehearsal

•project development

Spatial elements may include:

•Soft seating eg. Beanbags

•Tables and chairs

•Standing tables

•Tiered seating

•Open floor space

•Benches

Spatial elements are supported by technological elements and flexible

storage and space management.

The Space In between

Blavatnik School of Government

עקרונות לעיצוב סביבת למידה

SPECIALIZED LEARNING SPACES Tailored to specific functions or teaching modalities

Limited setting types: Formal teaching, generally enclosed

Access: Embedded, departmental

GENERIC LEARNING SPACES Range of classroom types Range of setting types: Formal teaching, open and enclosed Access: In general circulation zones, access by schedule

INFORMAL LEARNING SPACES Broad definition of learning space Wide range of setting types: Informal and formal, social, open and enclosed Access: Public, visible, distributed, inclusive

Creating an effective learning landscape

Source: DEGW

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.

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, Wi-Fi, private spaces, writing surfaces, sofas, and so on.

Repurposing: the potential for multiple usage of a space

Seven Principles of Learning Space Design

www.skgproject.comhttp://

Comfort

Aesthet ics

Flow

Equity

Blending

Affordances

Repurposing

Flow

Tuesday, 8 October 13 46

Affordances, Blending

Equity

Comfort Aesthet ics Flow Equity Blending

Affordances Repurposing

אפקטיביותהערכת

Behavioral continuum

Unaware

Uninterested

Nonengaged

Nonconfident

Aware

Interested

Engaged

Confident

Papert argued that learning was most successful when students were engaged in creative acts – when they were making things.

Engagement

0 10 20 30 40 50 60 70 80 90 100

ability to be creative

increase in motivation to attend class

ability to achieve a higher grade

engagement in class

Did the new learning space improve….?