technology-enabled learning is changing the learning landscape
TRANSCRIPT
Turning spaces into places intended for ….
Derek Moore (Wits) / @ WeblearningLaura Czerniewicz (UCT) / @Czernie
I am NOT going to talk about…• Emerging Technologies• Silver Bullets for institutional change• E-learning Hero's• Disruption Theorists• Whether Higher Education is broken
• Students use of tech in their learning• Built Pedagogy, Space & Place-making• The walls perspectives on spaces and places • Comments and responses to Focus Area 3• A vision for Technology Enhanced Learning
places
Our students 1. Are confident in their use of technology for learning and for
engaging with the university admin.2. Have seamless online access to learning materials, administrative
systems and personal development tools.3. Are able to access and use a range of places on campus for their
scholarly activities4. Have access to appropriate tools and technologies for learning
through consistent institutional approaches to procurement, allocation and / or BYOD policies.
5. Electronic Submission systems are in place allowing students to submit their work and electronic marking systems provide students with timely and effective personal feedback.
6. Students experiment to generate new ways of using TEL eg sports students film themselves using the gym, put the results on YouTube and analyse their performance.
7. Students are actively engaged and involved in the design of innovative learning programmes and assessment tasks.
8. Staff are able to use analytics to identify students in need of additional support and thus enhance retention, progression and achievement.
9. Have greater flexibility in modes of study, use tech to reduce dependency on face-to-face contact and are enabled to move easily between full-time and part-time during the course of a degree programme.
10. OtherAdapted from Changing the Learning Landscape - www.lfhe.ac.uk/cll
“Built pedagogy” is the architectural embodiment of our educational philosophies.
“…university space influences the nature of the community and the culture that exist within it; that these phenomena transform space into place; and that it is place which affects academic outcomes…”
Paul Temple
Types of Buildings
Monumental Buildings • Seen as a passive container
for actions happening in it• Designed by producers in
isolation from users• Are monuments to the
ambitions of their strategic planners and designers
Generative Buildings• Contributes positively
towards an organization’s capacities
• Designed in collaboration with users, or at least with the users in mind
• Enable users to produce, originate and create artefacts and knowledge, in contrast to being passive recipients.
Kornberger & Clegg (2004)
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“If these walls could talk …What would they say?If students learn what they do …What are they learning sitting here?The information is up here.Follow along.Follow.”
https://www.youtube.com/watch?v=dGCJ46vyR9o
What would talking walls say…• If the walls of the classroom buildings in your institution
were silent teachers - what messages do you think that walls would say to you?
• Are the furniture, finishing's and digital technologies used in this space contributing to a sense of "belonging" to a place?
• What message would you like to say back to these the walls, desks, chairs wherein the students are being taught?
“I’m not too sure what my role is…”
Am I just a secure surface to bolt technologies onto?
Am I intended for multiple purposes and I need to meet all of the above…
Am I part of a place designed to enable access the outside and allow the inside to look out?
Am I creating a space for accessing and storing content?
Charts, chalk boards, posters, bookshelves, overhead projectors, television, speakers, amplifiers, white boards, data projectors, interactive whiteboards, amplifiers, sound loops, ethernet cables, wireless base stations, monitors, document cameras
Legal
Digital
Analogue
Illegal
BooksTextbooks
JournalsSome photocopying
E-booksE- textbooks
Journal databases
Open content(books, textbooks, journals etc),
Photocopying
Pirate sitesFile sharing
If people can learn at anytime and anywhere and often in a way that they prefer, then what role is the learning environment.
Traditional face to face setting with no digital resources or online communication
Correspondence course with off campus distributed students
Fully online curriculum with all learning done online with distant students
Fully online curriculum for on campus students
On campus classes with significant required online components
Extensive use of materials via the Internet with some contact sessions
Traditional face to face setting with some electronic resources (text, audio, video)
On campus classes with supplementary (but optional) online components
Print based correspondence materials, but with interactivity and interaction offered for off campus & distributed students
Print based materials, with face to face tutorial groups on campus
Adapted from Redefining the distance and face to face continuum, SAIDE
Places & Space for Learning
FORMAL SEMI-FORMAL NON-FORMAL
CONVENTIONAL
curriculum innovation
Brown, Czerniewicz & Walji - Online Teaching And learning: an overview
Impact of this changing Learning Landscape on
• Campus Facilities• ICT infrastructure, access and support
Pragmatics of place
Lets start in Libraries
Libraries yesterday to today
ICT Infrastructure
ICT Access
ICT Support
Creating an environment for change
• A clear strategic vision• Leadership• Staff confidence• Student confidence• Robust infrastructure
MOOCs
SPOCs
Adapted from Brown, Czerniewicz & Walji - Online Teaching And learning: an overview
Thinking about campus spaces & places
• We need to develop learning environments of the future that are inspiring, supportive of effective teaching and learning, involve of the users and the wider community, and link with other learning places
Propositions for TEL in spaces & places
• The campus should embody our values and priorities, the spaces and places should declare our aspirations.
• We must develop a student centred landscape for learning…where learning is viewed as more than a curriculum related activity.
• Technologies should be able to be used and contribute towards place making
Conceptualisation
Data collection
Data analysis
Findings
Engagement
Translation
ProtocolsLiterature reviews
BibliographiesProposals
Data sets
Conference papers
Audio recordsImages
Recorded interviews
Books
Reports
Journal articles Technical papers
Notes
PresentationsLectures
Interviews
Shared and shareablee.g. social bookmarking,
Dynamic multimodal versions
The rise of rich media
Datalinked, curated,
shareable Metadata
Multiple modes
The “enhanced publication”multimodal, hyperlinked
Open access mainstreamEmergence of the “megajournal”
Disaggregated teaching & learning
New forms OERS
open education resources
Changing, extending audiences
(e.g. life long learners, global reach)
Two way process (e.g. citizen science)
Access to all types of resources
New measures of impact
Altmetrics- use, downloads, bookmarking
etc
Open processesIncreased visibility
Increased collaborationEarlier access
Digital scholarship
References• Changing the Learning Landscape (CLL) partnership (2015) - Changing the
learning landscape - connect to the future - www.lfhe.ac.uk/cll • Jessop, T., Gubby, L., & Smith, A. (2012). Space frontiers for new pedagogies: a
tale of constraints and possibilities. Studies in Higher Education, 37(2), 189-202.
• Kornberger, M., & Clegg, S. R. (2004). Bringing space back in: Organizing the generative building. Organization Studies, 25(7), 1095-1114.
• SAIDE (2012) Redefining the distance and face to face continuum, SAIDE• Temple, P., & Batchelor, D. (2008). Space and place in the university. In
Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK, 1st UK and Ireland Higher Education Institutional Research Network (HEIR) Conference
• Pragmatics of Place - Developing-the-Learning-Landscape-in-HE Credit: http://learninglandscapes.blogs.lincoln.ac.uk/