what makes an informal learning space?
TRANSCRIPT
What makes an informal learning space?
Bea Turpin and Deborah Harrop
Longitudinal, mixed method research - 32 quantitative non-participant observational sweeps - 240 qualitative coordinate & photographic mapping exercises
How, what, where, when and why?
Three phases of research - Phase I – within the learning centres - Phase II – on and off campus, outside of the learning centres - Phase III – data comparison with external partners
Typology from qualitative data, informed by quantitative - Observational data used to create colour coded maps - Qualitative data coded using an emergent coding scheme
“came onto campus to hand in assignment and print off a cover sheet”
"I like to book a group room or a group booth"
“I’m a creature of habit”
"used an empty classroom today"
"if I get in early I can find a good space conducive to learning"
"at home I can get on with work at my own leisure - no pressure"
"usually quite ad-hoc, so just find somewhere to sit"
"studio space"
"individual study is always at home"
Destination - where, selection based on personal preferences
“too many distractions at home”
“clearly delineated spaces”
" a good space makes work feel like less of a chore"
"combination of studious, relaxed and informal"
"everyone is working, so you feel you need to work also - it's motivational"
"kind of don't want to go in because it is learning"
"not set out like a classroom"
"different areas for what you need at different times"
"frustrated if a space doesn't live up to expectations"
Identity - multiple identities for different users, ethos of space
(Fazen 2005)
" buzz and activity"
“the social aspect stops work being so mundane”
"bounce ideas off each other"
"less formal space makes me feel more free to discuss work"
"free to talk where you don't disturb others"
"use my mobile for study"
"people and exchange of ideas"
"sitting around and conversing, allows me to better share ideas"
“don’t like reading, I like debate”
Conversations - value of range of group-work spaces
“study along with friends for peer support and to share resources”
"work with others that I don’t get to work with
during class time”
"came in to revise; my friends were already here, so I joined them”
“a corner sat with friends which feels discreet”
"makes you want to work - motivational"
"like to be near friends but not distracted"
"like to work alongside friends and then have a break together"
Community - social support, motivational, sense of place, working alongside
"feeling hemmed in is not good"
"a corner where it is really quiet"
"my iPod helps me focus"
"my own little space, no distractions"
"there to work and nothing else"
"easier to study when others are not around"
"an enclosed space"
"don't like people seeing my work or looking over my shoulder"
"hard to concentrate in complete silence"
“need complete silence”
Retreat - privacy, no distractions, personal space
"eight till late”
“bookable rooms are time limited so when my time is up, I usually go to a faculty building”
“usually use the learning centres in the afternoons and early evenings”
“leaving belongings is problematic if you are going for food and intend to return to continue studying”
“between and before lectures every day”
"don't have time to walk all the way across campus"
"when I am on campus, I tend to fit in other activities"
"24 hours really handy"
"get hold of books at the last minute”
Timely - just in time and on demand, but also pre-planned
“I work outside in the summer”
“natural light and fresh air”
"people watching and colour"
"space to spread out"
"formal chairs, not too comfy"
“more space for writing and using a PC”
“nicer to look at something, rather than someone when trying to concentrate”
“if a building reaches maximum capacity, this should not be considered a good
thing”human factors
Human factors - larger personal work spaces, natural light
(Diaz 2008)
"in a quiet space you expect some background sound"
"cosy and relaxed"
“often waste time looking for a PC, so get frustrated and go home to
study”“always bring my own laptop”
“own my own laptop, but never bring it on to campus”
"I go where my resources [books] are located"
"comfy, with everything in reach"
"don’t like revising using a PC - don't absorb the information"
"photocopiers, printers and staplers are essential"
"come in to use specialist software that I don’t have on my home PC”
"power enabled"
Resources - used in tandem, access to plug points
“It’s great now you don’t have to go far to get a drink”
“like to have food and be able to study at the same time”
"work for an hour and have a 10 minute break"
"somewhere to chill out - a break out space"
“relax, get tea, maybe work – handy!”
“like a picnic, so it is all there - a focused approach”
"I go to the Union for lunch and to discuss assignments; if study comes about, it comes about!”
Refreshments - food & drink go hand in hand with learning
Theoretical framework
Developed from literature review Learning theory
3
2
Architecture
7
10 3
6
10
Few research articles Even fewer exploring all three disciplines
(10)
- Typology aims to contribute to knowledge of the synergy
between the three disciplines
Figure 1. where learning spaces literature is drawn from, n= number of articles
Placemaking
Using the typology
Typology checklist
[email protected]; [email protected]
HARROP, D. and TURPIN, B. (2013). A study exploring learners' informal learning space behaviors, attitudes, and preferences. New Review of Academic Librarianship, 19, 58-77.
TURPIN, B. and HARROP, D. (2016). What makes an informal learning space? a case study from Sheffield Hallam University. In: PRIESTNER, A. and BORG, M. UX(User Experience) in Libraries. Farnham, Ashgate Publishing
References
Diaz, R. (2008). A view from a loft window in LA. [online]. http://https://www.flickr.com
Fazen (2005). Fingerprint. [online]. http://https://www.flickr.com.