future teacher education lab: results after 2 years of use
TRANSCRIPT
Active Learning Post-Occupancy Evaluation
UNIVERSITY OF LISBON- INSTITUTE OF EDUCATION
Tool and studyThe Active Learning Post-Occupancy Evaluation (AL-POE) research tool was developed by Steelcase Education (SE) researchers in an effort to measure the effect of our solutions on student engagement in the classroom.
The following is a presentation of the tool and results of its administration from 21st of February to 24th of March 2017, at University of Lisbon- Institute of Education, Portugal.
Table of contents
1
2
3
Participants
Overview of Post-Occupancy Evaluation Results
Results in context and consideration
1. Participants
1.1 Students
Demographics from Students
Type of environment Participants n=13*
*usable data
23.08%
38.46%
30.77%
23.08%
7.69%
15.38% n/a
Standard (as indicated in question above)
node Chairs
LearnLab ("X" table layout)
media:scape (technology enabled tables)
Verb
media:scape LearnLab ("X" table layout with technology-enabled tables)
Demographics from Students
Instruction effectiveness
*usable data
6.67%
20.00%
73.33%
Very Ineffective
Ineffective
Somewhat Ineffective
Neither Effective nor Ineffective
Somewhat Effective
Effective
Very Effective
Participants n=15*
Demographics from Students POE
Type of instruction
*usable data
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 0
0.7857
0.2143
0
Only lecture Only lecture > student-to-student workEven mix of lecture and student-to-student work Only lecture < student-to-student workonly student-to-student work
Participants n=14*
Demographics from Students POE
Overall view of engagement
*usable data
7.14%
78.57%
14.29%
Not at all
Slightly
Moderately
Very engaged
Extremely
Participants n=14*
1.2 Instructors
Demographics from Instructors
Type of environment
*usable data
13.33%
40.00%
40.00%
6.67%
33.33%
6.67% n/a
Standard (as indicated in question above)
node Chairs
LearnLab ("X" table layout)
media:scape (technology enabled tables)
Verb
media:scape LearnLab ("X" table layout with technology-enabled tables)
Participants n=15*
Demographics from InstructorsHad Professional Development?
*usable data
Participants n=16*
Effectiveness of Professional Development
56.25%43.75% YES
NO
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
0.00% 0.00% 0.00%
Very Ineffective Ineffective Somewhat Ineffective
Neither Effective nor Ineffective Somewhat Effective Effective
Very Effective
Demographics from Instructors
Type of instruction
*usable data
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
0.00%
Only lecture
Only lecture > student-to-student work
Even mix of lecture and student-to-student work
Only lecture < student-to-student work
only student-to-student work
Participants n=16*
Demographics from Instructors
*usable data
Overall view of engagement on student level
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
0.00%
6.25%
31.25%
50.00%
12.50%
Not at All engaged
Slightly engaged
Moderately engaged
Very engaged
Extremely engaged
Participants n=16*
2. Overview POE Results
Overview Student-Instructor Practices
Student, n=13
Traditional ALCCollaboration
FocusActive involvement
Opportunity to engageMultiple means
In-class feedbackReal-life scenarios
Ways of learning bestPhysical movement
StimulationComfortable to participate
Enriching experience
Traditional ALC
Instructor, n=15
Overview Student-Instructor Solutions POE
CollaborationFocus
Active involvementOpportunity to engage
Multiple meansIn-class feedbackReal-life scenarios
Ways of learning bestPhysical movement
StimulationComfortable to participate
Enriching experience
Traditional ALC Traditional ALC
Instructor, n=15Student, n=12|11
Overview Post-Occupancy Evaluation ResultsThe results from this AL-POE study in 2017 at the Institute of Education- University of Lisbon illustrate that the ALC has positive impacts on all factors solicited within the evaluation.
Students appeared to be grading factors in a more extreme way than instructors.Students are less tolerant than instructors on practices and solutions for traditional classroom.
Instructors and students aggregate grading converged concerning the ALC, meaning that students and instructors indicated ALC as having positive impacts AND quantified these impacts with high uniformity.
Average rating for Practices• Students: 2,52→ 4,02• Instructors 3,09 → 4,04
Average rating for Solutions• Students: 2,19 → 4,06• Instructors 3,05 → 4,11
[in a 5 points scale]
The two graphs below illustrate the evolution on how Students allocated their grading points to Traditional classrooms and ALC.Switching from Traditional classroom to ALC empowered students with higher learning experiences.
SolutionsPractices
Traditional ALC0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Traditional ALC0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Overview POE Results
Practices Solutions
The two graphs below illustrate the evolution on how Instructors allocated their grading points for Traditional and ALC.ALC enabled instructors to defined new and more adequate approaches to learning.Both Students and Instructors were positively impacted by ALC.
Traditional ALC0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Traditional ALC0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overview POE Results
Student, n= 11 Instructor, n= 15
The two graphs below contrast the believes of Students and Instructors that the ALC contributed to increase or achieve…
As mentioned before, student are more extreme in their grading. Both, instructors and students believed that ALC had the least effect on achieving higher grade.
Engagement Higher grade Motivation Creative 0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Engagement Higher grade Motivation Creative 0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Overview POE Results
Overall conclusion
1. The ALC has positive impacts on all factors solicited within the evaluation (slide 16-17).
2. Students are more extreme on their way of grading. Instructors are more diverse (slide 18).
3. The Traditional classroom aggregate grading shows the most disparity (slide 19-20).4. Students and Instructors’ average rating for the ALC are convergent (slide 18-20).5. Comparison of the students and instructors’ believes reveal common trends (slide
21). Both believe the ALC impacts best the Engagement while the least is Higher Grade (slide 21).
3. Results in context
In contextIt is important to consider the eco-system when placing the results of this study incontext. The design of the space cannot be designed or evaluated in isolation fromthe rest of the variables that will help its success. Space and technologyare tools that support the teaching and learning experience.
These new active environments and solutions are designed to support an active wayof teaching and learning, which for many is a complete shift from what they havedone in the past. The list below highlights three important considerations whenmoving forward with a successful active learning.
SHIFT to NEW WAY OF LEARNING
DENSITY
TRAINING AND PROFESSIONALDEVELOPMENT FOR TEACHERS
NEW CLASSROOM MANAGEMENT ISSUES
In contextActive Learning Journey
Both teachers and students need to understand the new pedagogies that are being put in placeand why they are being implemented. This is a shift, with space being just one piece of the puzzle.Time for adjustment and refinement must be given.
IdealAn easy, fast and straight shift
RealityA complex shift involving multiple
variables
In contextDensity
How does densityaffect activelearning?
In contextDensity
How does densityaffect activelearning?
In contextTraining and professional development
How does trainingand professionaldevelopmentaffect activelearning?
In contextClassroom issues
How do classroomissues affectactive learning?
ToolsAvailability of tools like markers/ erasers let the students take advantage of other learning tools and entire space.
Managementmovement can be distracting,new protocols and consideration
Study developed by: Theo Daoudi
For further information:http://www.steelcase.com/http://ftelab.ie.ulisboa.pt/