uwm steelcase innovation hub and active learning classroom
DESCRIPTION
Descriptive analysis were briefly conducted and shared with faculty at the 6.2.14 faculty debriefing session.TRANSCRIPT
UWM Steelcase Innovation Hub and Active Learning Classroom
Findings by UWM eLearning Research and Development
Tanya M. Joosten | [email protected] | @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 [email protected] or [email protected] for more information.
Thanks to the eL R&D team, Rachel Cusatis and Lindsey Harness for their analysis efforts.