Campus learning spaces: Two innovation design approaches

2013

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The Next Generation Learning Spaces project focused on the activities taking place in learning spaces in higher education institutions. It created a coherent and comprehensive framework for guiding the design and implementation of new learning spaces. Chapters include detailed case studies presented at the 2008 NGLS Colloquium.

E3S Web of Conferences

Today, innovative learning spaces represent much more than just removable furniture and open spaces for workers. The digital revolution in business and education fostered by the rapid development of Internet-based tools and solutions and Information and Communication Technologies (ICT) brought about profound changes to this sector. The aim of this research is to carry out large-scale, cross-site studies to measure the current impact of ICT on working practices. Our research develops and presents the new models of learning in open spaces as well as tests how ICT can be used to support innovation and work practices. In this paper, we also single our and describe the necessary prerequisites and skills that are associated with the specific ICT functionalities that are presently needed for the entire open innovation process. Our results can be of a special use for educators, innovators, entrepreneurs as well as relevant stakeholders operating in business or education (or, perhaps, both)....

The Review of Higher Education, 2006

A building space can play multiple roles within an education institution. New spaces are being designed and created with the hopes of fostering innovation, collaboration and creativity. The idea of developing such spaces can only be realised if there are sufficient resources but the fact is that many institutions simply will not have the resources to create such a change. Given that most universities have existing resources that were developed over the years, we propose a preliminary framework that can be used to evaluate existing learning spaces. The paper reports findings from a survey conducted with 2,842 students in a Singaporean university.

Higher Education, 2019

While much work has focused on pedagogical innovation processes within universities , less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning.

Frontiers in Education, 2020

This article details a qualitative, case study focusing on the affordances of innovative makerspaces for teaching and learning. The theoretical perspectives framing the research include embodied learning, materiality, neuroarchitecture, and structuralism as it relates to power, inclusion, and engagement within a learning space. Findings provide an overview of how the physical space (including the architecture of, and the furniture and materials within, the space) became an actor in the learning process. Three schools are highlighted as the case study examples. A detailed overview is provided of each of the spaces and the findings are supported through rich descriptions and a variety of data sources (i.e., teacher quotes, Twitter posts, images). This study is timely given that many Ontario schools have been and continue to build makerspaces to respond to the need to develop students' global skills and competencies (critical thinking; innovation and creativity; self-directed learning; collaboration; communication; and citizenship).

2019

The relationship between the university and the society is a continuous exchange that never stops to influence itself, bringing benefits to both realities. Nevertheless, it is necessary to focus on the changes that can be applied in the learning field and not only on the evolution of the university system itself. The desire to refine the educational approach is an extremely current topic in the field of education. This is why, to face a series of social changes, it is fundamental to reconsider the method used to disseminate knowledge and to understand its real needs. Moreover, another element that has to be recalibrated is the lack of effective tools that are provided to students to deal with sudden changes in the business world. As a result of these transformations, the Politecnico di Milano has decided to undertake a deep revision of its didactic spaces in order to better understand the needs of all the university users and to foreshadow new scenarios that can support the evolving teaching and pedagogic methods in all the disciplines involved. The paper presents the results of a research that aims to dissert on spatial needs, potentialities, new habits and uses, and to organise all the requirements in guidelines for new learning spaces that will be firstly applied to four classroom prototypes, and then finalised and revised for a large-scale dissemination.

Concepts for the Modern Learning Environment

This chapter discusses the purposes, design and implementation of a physical experimental learning and teaching space which forms part of the University of Southern Queensland’s Australian Digital Futures Institute (ADFI). It identifies challenges associated with the initial design and offers some recommendations for addressing these challenges. The concept and principles of the PaSsPorT design model which has been developed to guide the redesign of the space are introduced, and a brief description of another ADFI space, the software research and development laboratory follows. The paper also introduces a process for evaluating the design and implementation of learning, teaching, and research spaces using design-based research to frame the model.

Learning Environments Research

Recent and important changes in pedagogy design include flexible learning methods that address student diversity (universal design for learning-UDL) and innovative learning spaces. The goals of this study were (1) to compare pedagogical practices in traditional and innovative learning environments in the context of the management dimension of classroom climate; (2) to measure the correlation between teacher-centered and student-centered learning and number of classroom discipline events; and (3) to measure the effect of select UDL principles and innovative learning spaces on the relationship between the rate of expression of teacher-centered learning and number of classroom discipline events. A total of 507 observations were carried out to document classroom pedagogical and discipline management, 265 (52%) in traditional classrooms and 242 (48%) in the innovative learning spaces of four elementary schools in the same geographical region. The rate of student-centered learning and pedagogical practices that express UDL principles was significantly higher in innovative spaces than in traditional classes. A moderate, positive and significant correlation was found between teacher-centered learning and number of classroom discipline events. In addition, the learning space, integration of tasks that encourage choice, and integration of tasks that address learners' differences were found as significant moderating variables of the relationship between teacher-centered learning and the number of classroom discipline events. The study provides an in-depth understanding of the relationships that exist between the applications of several pedagogical practices and discipline that are important for development of similar innovative learning space initiatives regionally and beyond.