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This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty…
This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.
The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.
Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.
The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.
The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.
The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.
In this chapter, the authors discuss the use of various kinds of images, namely photographs, drawings and verbal metaphors, as research data. These, perhaps less…
In this chapter, the authors discuss the use of various kinds of images, namely photographs, drawings and verbal metaphors, as research data. These, perhaps less conventional forms of data, have been used to identify and probe deeper into beliefs and conceptions that are closely connected with identities, but which might not be obvious to the research participants themselves. The purpose of this chapter is to provide examples of how images can be used in research, and to identify some of the features particularly pertinent or specific to the use of images. The authors draw on their own research using these forms of data in studies on teaching and learning in higher education. The authors describe key issues related to data collection and analysis, and identify challenges in these processes. They also discuss trustworthiness of images as data and dependability of interpretations in the process of analysing photographs, drawings and metaphors, and identify ethical perspectives specific to research utilising these data.