lessons in reading the learning landscape

Lessons in reading the learning landscapeA Centre for Research on Learning and Innovation Seminar

Pippa Yeoman, ethnographerThe University of Sydney

@PippaYeoman | https://pippayeoman.wordpress.com | pippa.yeoman@sydney.edu.au

1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

Some of the people who inform my thinking

Some of the people who inform my thinking

#What we know

about how we learn as changed… .-/'%#

,/3#4,/%1-2#/%2##

Some of the people who inform my thinking

#Changed space#!#changed practice.%#

,/3#4,/%1-2#/%2##

Some of the people who inform my thinking

We are not powerless,/3#

4,/%1-2#/%2##

Some of the people who inform my thinking

#Materials matter,/3#

4,/%1-2#/%2##

other bits of my epistemic environmentother bits of my epistemic environment

other bits of my epistemic environmentother bits of my

other bits of my epistemic environment

outputs from this epistemic assemblage…

Multimodal studies of learning activity

Observational studies of

learning space design

Observational studies of

innovative use in HE

Pre and Post occupancy

studies

ARC LAUREATE FELLOWSHIP

Learning, technology and design: Architectures for

productive networked learning.

2012 - 2015

Ethnography habits &

HABITATS PhD – 2015!"#$%%!&'(!)*&'+(*+,%

-.-/%./01-(

ARC DISCOVERY PROJECT

Modelling Complex Learning Spaces:

Connecting use, management and design.

2016 - 2018

the learning landscapeWhat constitutes

?

1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

Learning is socially situated

learning is physically situated

epistemology/ɪˌpɪstɪˈmɒlədʒi,ɛ-/

thetheoryofknowledge,especiallywithregardtoitsmethods,validity,andscope,andthedis8nc8onbetweenjus8fiedbeliefandopinion.

Learningis epistemologically situated

design for learning includes…

design-in-advance

design-in-the doing

design for learning requires…

EPSITEMIC DESIGN SOCIAL DESIGNSET DESIGNLearning is

physcially situatedLearning is supported

through knowledge oriented activity.

Learning is socially situated.

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PHILOSOPHY

MACRO

The globalLevel I patterns

MESO

The structureLevel II patterns

MICRO

The detailsLevel III patterns

The Activity Centred Analysis and Design framework (Goodyear & Carvalho, 2014). (G

oody

ear (

1999

) and

Alex

ande

r et a

l. ( 1

977)

EPSITEMIC DESIGN SOCIAL DESIGNSET DESIGNLearning is

physcially situatedLearning is supported

through knowledge oriented activity.

Learning is socially situated.

PHILOSOPHY

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:(('8#.'-;6/%+'3+/<#8%+ =6**,86(64+ ='446-,"9+MESO

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The Activity Centred Analysis and Design framework (Goodyear & Carvalho, 2014)G

oody

ear (

1999

) & A

lexan

der e

t al.

( 197

7)

Design-in-advance DE!FGH+ FHIEHDED+0JI=0KE+ JHDE@LMFHG+N:LJE+

Design-in-the-doing :==0K0D:IF0H+N:LJE+FH+:=IF0H+!"#$"%&'()

A palette of learning spaces,

Highlights problems with representational ways of thinking about space, and the challenges associated with

interdisciplinary sense making…

formal fixed static. ( J G & - 4 , # # # # # . ( J G & ( M 4 , # # # # # . ( J G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

J J J " 0 < / 1 M ' " 4 ( <#

formal fixed dynamic!, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # < - 2 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

O 0 5 5 / # P - ( < / %#

formal flexible dynamic, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

O 0 5 5 / # P - ( < / %#

informal mixed dynamic, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # , 0 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

O / M . # Q 4 7 ' - 2 0 -#

informal fixed static. ( J G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

R ' - J # S 4 , K - ' 1#

performative - formal < - 2 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

O - & - ' # 7 . / ' I - # O , ( & ( 1 ' / 5 , :#

performative - dialogic< - 2 G & - 4 , # # # # # < - 2 G & ( M 4 , # # # # # , 0 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

J J J " / ' 4 , 0 & - 4 & M 3 " 4 ( < " / M#

performative - augmented, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # . ( J G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

T - U : # 0 < / 1 - 3#

performative - informal< - 2 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#

3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#

J J J " & , - H M % & , - ( ' : " 4 ( <#

qualities of learning activity to �properties of the designed environment

How do we connect ?

1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

tools to connect activity & environment

1. Case studies of materials properties & qualities

Properties of writable walls

Vertical, stable, flat, shared and visible from a distance.

Qualities of writable walls

“Moving toward the wall had the effect of focusing group deliberations and planning….”

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#

tools to connect activity & environment

2. Studies of entanglement tracing learning activity

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#

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tools to connect activity & environment

3. Alexandrian properties as diagnostic/design tool

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tools to connect activity & environment

4. Pedagogical patterns sharing good design sharing good design

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##

learning theory through empirical observation of learning activity

How do we process ?

1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce

LEGEND

Mr. Osborne

Other teachers

Edward & Isobel

Student sitting on floor

Student sitting on furniture

Student lying on the floor

----- Mr Osborne’s movement

----- Edward & Isobel’s movement

The Zone

31st October, 2012 180 students in a total 567.48 m2

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task-set-social correspondence

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task-set dissonance

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D

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task-set-social improvisation

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How we think about how we learn has changed,

changed space ≠ changed practice

changed set, epistemic & social design = changed practice

we are not powerless

materials matter.

How will you shape your learning environment

today?

pippa.yeoman@sydney.edu.au