Rethinking Lectures in Redesigned, Collaborative, Learning Environments [1784] Home : Annual Conference 2017

Public Group active 2 weeks, 3 days ago

Wed, Sep 6 2017, 10:40am – 12:00pm
Authors: Beth Snowden, Dr Bronwen Swinnerton, and Dr David Ireland
Room: McAusland Rm (1)
Theme: Learning Spaces
Type: 20-minute session

Description

The New Media Consortium Horizon Report (Higher Education Edition, 2017) identifies the redesign of physical learning spaces as a mid-term trend which will be adopted over the next 3-5 years. However, experimentation with developing more flexible, social, and collaborative learning environments is already taking place in many institutions, including the University of Leeds. While much research on learning spaces focuses on the use of purpose-built open spaces to support collaborative approaches and promote active learning (JISC, 2006), this case study examines how similar transformations can be achieved through reconfiguration of traditional tiered lecture theatres. This presentation will: outline these developments; share insights from lecturers who are using these new learning spaces; and give an account of the training and evaluation mechanisms in place to support engagement with these environments.

Space, technology and pedagogy are acknowledged as “three legs of the stool” that support the development of effective learning spaces, (Dobbin et al, 2014, p.4). With this in mind, the project reconfigured seating to accommodate ‘pods’ of 3-5 students with access to a ThinkPad laptop and the flexibility for students to connect their own devices, the output of which can be shared and captured. The overall ambience of the spaces also changed as a result of improved lighting, audio and video projection. This presented opportunities for lecturers to rethink the way they teach and interact with students. To support this, a series of workshops, pedagogical discussions and technical drop-in sessions were planned and delivered by the centralised staff development unit. Reflective accounts from a number of academic colleagues who explored the potential of the redesigned spaces will be shared during the presentation.

The University recognises the need to contribute to scholarly activity in relation to the integration of learning technologies and innovation and has therefore committed various resources to reviewing the impact of these redesigned learning spaces. The Leeds Institute for Teaching Excellence (LITE) will engage in systematic evaluation of the use and impact of these spaces across the institution. In addition, a University Student Education Fellowship project will focus on student and staff experiences in, and perceptions of, the spaces in both flipped and non-flipped modules within the School of Music. Preliminary findings will be discussed during the presentation.

Participants will be encouraged to join the conversation and share their own experiences of teaching in redesigned learning spaces.

References:

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium [Accessed 27 March 2017]. Available from: http://www.nmc.org/nmc-horizon-higher-education/?gclid=CIDx5s2l3dICFcOfGwodOA0Oug

Dobbin, G., Diaz, V., and Brown, M., 2014. Re-imagining learning spaces: design, technology, and assessment – A report on the ELI Fall Focus Session. ELI Paper 3: November 2014. [Accessed 27 March 2017]. Available from: https://library.educause.edu/resources/2014/11/reimagining-learning-spaces-design-technology-and-assessment

JISC [Joint Information Systems Committee], 2006. Designing spaces for effective learning: A guide to 21st century learning space design. HEFCE. [Accessed 27 March 2017]. Available from: https://www.webarchive.org.uk/wayback/archive/20140616001949/http:/www.jisc.ac.uk/media/documents/publications/learningspaces.pdf

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