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The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Book part
Publication date: 25 July 2014

Mike Keppell

This chapter will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning…

Abstract

This chapter will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Keppell & Riddle, 2012, 2013; Souter, Riddle, Sellers, & Keppell, 2011) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can’t assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Keywords

Book part
Publication date: 25 July 2014

Barbara White, Greg Williams and Rebecca England

Technology provision and Next Generation Learning Spaces (NGLS) should respond to the active learning needs of twenty-first century learners and privilege multiple ‘pictures of…

Abstract

Technology provision and Next Generation Learning Spaces (NGLS) should respond to the active learning needs of twenty-first century learners and privilege multiple ‘pictures of learning’ and associated knowledge work. In this sense it is important for NGLS to be pedagogically agnostic – agile enough to cater for a range of pedagogical approaches within the one physical space. In this chapter, the democratising and potentially disruptive power of new digital technologies to facilitate the privileging of these multiple pictures of learning is explored, recognising the significant rise in student ownership and academic use of mobile technologies. With their escalating ubiquity and their facilitation of active knowledge work, research around considerations for the implementation of mobile digital technologies is canvassed, highlighting a range of issues to be considered. This is part of the ‘hidden work’ of technology implementation. Without this hidden work, the potential of NGLS in facilitating and privileging active learning and multiple pictures of learning is diminished and the potential for reinforcing already powerful and potentially exclusionary modes of knowledge work increases. Finally to assist in articulating the hidden work of digitally enabled NGLS, a model is proposed to help understand how ease of use and confidence impacts on student and academic knowledge work.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Keywords

Book part
Publication date: 25 July 2014

Anastasia Morrone and Sue B. Workman

This chapter focuses on learning space design for students’ technology-rich lifestyles, in particular the evolution and future of learning spaces in the United States. JISC design…

Abstract

This chapter focuses on learning space design for students’ technology-rich lifestyles, in particular the evolution and future of learning spaces in the United States. JISC design principles – bold, supportive, future proof, creative, and enterprising – frame discussion in the chapter’s first section, “Planning for the learning spaces of tomorrow.” The section begins with pioneering work in the field and follows with recent learning spaces (both classrooms and informal learning environments) that seek new and innovative ways for students to collaborate. Examples clearly point to students’ need for continual access to flexible, tech-rich spaces that support their work and study habits.

The chapter’s second section, “The future of learning spaces: On-demand apps and Bring Your Own Technology (BYOT),” is a case study focused on software virtualization’s influence on learning space design at Indiana University. The section brings in examples from the University of South Florida and the University of Iowa, asserting that physical and virtual learning spaces must be designed to come together seamlessly, echoing students’ on-the-go lifestyles and constant connectedness. Ultimately, the section makes a bold contention about the evolution of learning spaces: Any space can become a tech-rich learning environment, if students have access to virtualized software.

Throughout, the chapter touches on compelling questions about meeting the learning needs of digital natives: How do we challenge traditional educational paradigms? Can we flip the classroom to further the potential of all learners? What is the role of collaboration in learning? Which models will energize and inspire learners and instructors of the future?

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Keywords

Book part
Publication date: 25 July 2014

Peter Ling and Kym Fraser

The purpose of this chapter is to provide a framework to guide learning and teaching practice in next generation learning spaces. The framework is informed by both learning and…

Abstract

The purpose of this chapter is to provide a framework to guide learning and teaching practice in next generation learning spaces. The framework is informed by both learning and teaching theory and the current context of the sector. The framework provides guidance to those who teach in next generation learning spaces and is illustrated with examples of effective pedagogic practices that use the affordances of spaces while avoiding their limitations. The chapter discusses the tension between next generation learning space design and use. Design is influenced by drivers ranging from a need to accommodate ever-larger student numbers and responding to digital technologies and other developments in educational media, to providing for new approaches to learning. Use is determined by understandings of the teaching task, which can range from presentation by a teacher through to students working individually or in groups to generate meaningful knowledge, useful skills and professional values. In this chapter we identify drivers underpinning the creation and design of next generation learning spaces in universities today and associated expectations of the ways in which the spaces will be used. We reflect on understandings of sound pedagogic practice and work through to implications for learning and teaching in NGLS. In some cases advocated pedagogic practice asks teaching staff to make the most of spaces designed to allow students to engage constructively in their learning. In other cases it involves teaching constructively in spite of the design of the space.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Keywords

Book part
Publication date: 18 January 2021

Gordon Heggie, Neil McPherson and Yvonne Harkness

This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can…

Abstract

This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can act as an agent of change in this process. Drawing on research and empirical evidence, the chapter explores the link between the re-design of learning and the design of the physical space. As this chapter will illustrate, when the active learner is centrally positioned in the learning spaces of the future, space can support relational and dialogic learning experiences and promote learner agency and reflexive learner engagement in a way that has the potential to become a platform for transformative educational change. As educational spaces are re-conceptualised, recognising a fundamental shift has taken place in how, when and where we learn, it can be argued that space is acting as an ‘agent of change’ facilitating change in pedagogic practice, relationships and methods.

Details

Humanizing Higher Education through Innovative Approaches for Teaching and Learning
Type: Book
ISBN: 978-1-83909-861-1

Keywords

Book part
Publication date: 25 July 2014

Kym Fraser

This chapter looks to the future of research in next generation learning spaces. It begins with a review of the literature and concludes with the implications for future research…

Abstract

This chapter looks to the future of research in next generation learning spaces. It begins with a review of the literature and concludes with the implications for future research. The review demonstrates that most ‘next generation learning space’ research has focused on the design and evaluation of spaces. We know that students like the spaces, but we don’t know if the spaces alone are effective in improving student learning or if the spaces in combination with changed pedagogic practices and/or curriculum design improve learning. There are many opportunities for researchers to provide much needed evidence to institutions on the interrelationships between next generation learning spaces design, teaching practices, curriculum design and learning outcomes.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Keywords

Book part
Publication date: 15 December 2016

Hui Soo Chae, Laura Costello and Gary Natriello

This chapter discusses the Learning Theater, a flexible library space that permits substantial patron involvement in designing dynamic environments to meet diverse learning goals.

Abstract

Purpose

This chapter discusses the Learning Theater, a flexible library space that permits substantial patron involvement in designing dynamic environments to meet diverse learning goals.

Methodology/approach

We use a case study method to describe and discuss the Learning Theater.

Findings

We found that many challenges associated with designing and building a radically different library space to support patron learning goals can be resolved by eliciting patron input in all phases of the process.

Practical implications

We offer three lessons for other libraries intent on developing dramatically new kinds of library spaces: engage the community of users early and throughout, new spaces require robust communications to convey the possible set of uses to the community, and a flexible infrastructure and a responsive staff are key to meeting demands for unanticipated uses.

Originality/value

Our experience in developing the Learning Theater as part of the library education program suggests that libraries can share greater control of new flexible facilities and partner in the creation of intellectual properties to make best use of those facilities in more powerful ways than has typically been done in the past.

Book part
Publication date: 16 September 2020

Enakshi Sengupta, Patrick Blessinger and Milton D. Cox

A university without an academic library is unimaginable since the library serves as a pivot for both learning and research. Freeman (2005), while talking about the importance of…

Abstract

A university without an academic library is unimaginable since the library serves as a pivot for both learning and research. Freeman (2005), while talking about the importance of a library in academic life, stated that it holds a unique position, symbolizing the heart of the institution. A good library is not only one that stacks printed material or has portals to access online resources but also provides a flexible learning space with reading rooms, facilitates discussion and encourages collaborative learning and scholarship. With limited resources, it is increasingly difficult for universities to allocate funds to re-design library spaces. Modern academic libraries have to respond not only to pedagogical changes but also to technological changes, accommodating them in the library space design and management. Modern libraries are trying to integrate features of the traditional form of learning as well as the digital form. This book will present case studies and empirical evidence discussing the changing face of libraries. It will talk about re-modeling of existing libraries with the help of new architectural design to utilize the space and inculcate the digital literacy development. Scholars discuss, in the chapters, how they meet users’ needs and how they use in stakeholders’ inputs to design innovative library spaces.

Book part
Publication date: 16 September 2020

Afra Bolefski

The idea of active learning classrooms (ALCs) in post-secondary institutions across North America is not a new one and it continues to gain prominence (Davis, 2018; Ellern &

Abstract

The idea of active learning classrooms (ALCs) in post-secondary institutions across North America is not a new one and it continues to gain prominence (Davis, 2018; Ellern & Buchanan, 2018; Park & Choi, 2014). Research shows that these dynamic classrooms increased student comprehension of key concepts, problem-solving ability, improved attitude toward learning, and overall learning gains (Cotner, Loper, Walker, & Brooks, 2013; Park & Choi, 2014). Not surprisingly then, there has been a growing number of academic libraries which see the potential benefits and have incorporated ALCs, or elements of such, into their spaces (Ellern & Buchanan, 2018; Karasic, 2016; Soderdahl, 2011).

This chapter presents a case study on the 2017 redesign of a Canadian academic library, the Albert D. Cohen Management Library at the University of Manitoba in Winnipeg, Canada. Once considered a “study hall,” the renovated business library has been transformed into a modern student learning space. The library is outfitted with a modular ALC equipped to accommodate the varied learning needs of the twenty-first-century students at the Asper School of Business. The author provides a detailed first-hand account of the ALC planning process, key partnerships, challenges, and post-launch reaction.

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