Human-centred design guidelines - lori gee - 2006

This paper outlines this process, highlighting, need for collaboration, different view points, and non-linear design process. This allows share knowledge and develop common language.
This is followed by a fairly familiar set of considerations. Healthful = Lighting, furniture, Stimulating = diversity of resources, elements of surprise, seeing through to others learning, connection with nature, colour and texture, different shapes.

Balance of community and solitude, different room layout that allow this.

Adaptable = flexibility, adequate space, welcoming and familiar, user ownership, changeable focal points, mobile displays, diverse information displays, technology , power/data access Comment the diversity of resources is linked to prashingb. 2005, power of diversity. This might be a useful resource. What's interesting about this paper is that it shows as evidence that thIngs are not radically changing in designing spaces.

This paper outlines this process, highlighting, need for collaboration, different view points, and non-linear design process. This allows share knowledge and develop common language.
This is followed by a fairly familiar set of considerations. Healthful = Lighting, furniture, Stimulating = diversity of resources, elements of surprise, seeing through to others learning, connection with nature, colour and texture, different shapes.

Balance of community and solitude, different room layout that allow this.

Adaptable = flexibility, adequate space, welcoming and familiar, user ownership, changeable focal points, mobile displays, diverse information displays, technology , power/data access Comment the diversity of resources is linked to prashingb. 2005, power of diversity. This might be a useful resource. What's interesting about this paper is that it shows as evidence that thIngs are not radically changing in designing spaces.

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e-learning and social networking handbook

The old methods for producing, publishing and verifying research are under pressure, and this will expand as new methods establish themselves. P11

The changing learner

The digital native model is now seen as to general, although the neuro plasticity research it stems from has strong foundations. The argument against ‘native’ model comes from Brown and Duguid (2000) access to information does not equate to knowledge . . .and prentsky type tunnel visions see one way ahead, if you have a hammer, everything looks like a nail

(Commenting on this, this hammer and nail analogy also describes the different theories used to explore social science)

Issues with course design

When discussing increasing student diversity, staff can’t use the traditional course design processes of building the course up from what they know of the student. Diversity in resources, methods activities, etc are offered as the solution to this problem.

Later quoting Wenger, raises other issues with conventional course design. ‘learning can’t be designed, only designed for’

Siemans ‘connectivism’ learning theory is explained. This is seen as a challenge to the previous 3 big theories of learning. Connectivism is founded on the student knowing when it is useful to learn, prior to any learning process taking place and that learning is not individual or even just about humans, networks can learn too.

Quoting Waller (2007) who forsees the death by podcast, blog and/or wiki. Similar to powerpoint, the over use and bad use of these tools can render them useless.

Commenting on this, this is a great way to engage staff in debating the difference between use and the tool. Death by powerpoint, is not solely caused by the tool itself. It’s the use, the learning design.

  

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Jim Turner PG Cert, BA (Hons), MA Learning Technology Officer (Pedagogic support) Learning Development Unit
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Assessing learning spaces

Hunley, s and schaller, m. Educause paper [2006]
Assessment framework must address where the focus of evaluation lies - teaching or learning
A learning focus would look at student outcomes, a teaching focus would look a student perception of teaching. as a comment, I don't see this division as that useful.

the paper then gives 4 general models for assessing change or learning. These focus predominantly on learning outcomes, but little discussion is made to say how effects of learning spaces can be separated from the other background effects.

Methods are listed as, focus group, surveys and photographic studies. 2006 are early days in the development and evaluation of learning spaces. Yes, these spaces do need to be evaluated, but the answer is still problematic.

Hunley, s and schaller, m. Educause paper [2006]
Assessment framework must address where the focus of evaluation lies - teaching or learning
A learning focus would look at student outcomes, a teaching focus would look a student perception of teaching. as a comment, I don't see this division as that useful.

the paper then gives 4 general models for assessing change or learning. These focus predominantly on learning outcomes, but little discussion is made to say how effects of learning spaces can be separated from the other background effects.

Methods are listed as, focus group, surveys and photographic studies. 2006 are early days in the development and evaluation of learning spaces. Yes, these spaces do need to be evaluated, but the answer is still problematic.

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The fifth symposium on social learning spaces - warwick

Presentations

Jonothan neelands. Open learning spaces. Transdisciplinarity
Open learning spaces identifies spaces around the university that allows non-traditional [lectures] to take place. Staff are supported to explore different approaches to teaching and learning. This is a very interesting way of grabbing spaces in a kind of guerilla activity, rather than large complex installations.

The university of rijeka. Staff and students described the 'blockada' student protests, and how this changed with relationships between students, staff learning and teaching. Key idea of interest were, time management and workload [derrida] as a controly the establishment to limit discussion between staff and students.

Mike neary - learning landscape project. Key aim was to refocus a whole university around the idea of student as producer in relation to a wider debate of re-imagining the university and what is it for. As part of this process a 'tool kit' or workshop was established to engage academics in researching and understanding the reflexitity of this 'new' university. In order for the project to work, academics needed to be engaged in the process at a far deeper level. At the moment they are treated like clients rather than having a deeper role in learning space design. This doesn't mean they should be developed into designer, rather they should be developed to have a strong well developed understanding of what the university is and needs to become. Having this will allow them to take greater control of the design process and outcome. particular parts of the tool kit include
History of ideas of university 1. Medieval = detached 2 liberal humanist = research 3 Industrial = big science 4 post modern = radical 5 enterprise = student as consumer 6 future Background research and influences. The models are out there in the literature.

R barnett = pernicious ideology = management speak
S badin = learning spaces and citizenship Delanty = knowledge society Invisible committee = occupied californian campuses - marx-hegel

Presentations

Jonothan neelands. Open learning spaces. Transdisciplinarity
Open learning spaces identifies spaces around the university that allows non-traditional [lectures] to take place. Staff are supported to explore different approaches to teaching and learning. This is a very interesting way of grabbing spaces in a kind of guerilla activity, rather than large complex installations.

The university of rijeka. Staff and students described the 'blockada' student protests, and how this changed with relationships between students, staff learning and teaching. Key idea of interest were, time management and workload [derrida] as a controly the establishment to limit discussion between staff and students.

Mike neary - learning landscape project. Key aim was to refocus a whole university around the idea of student as producer in relation to a wider debate of re-imagining the university and what is it for. As part of this process a 'tool kit' or workshop was established to engage academics in researching and understanding the reflexitity of this 'new' university. In order for the project to work, academics needed to be engaged in the process at a far deeper level. At the moment they are treated like clients rather than having a deeper role in learning space design. This doesn't mean they should be developed into designer, rather they should be developed to have a strong well developed understanding of what the university is and needs to become. Having this will allow them to take greater control of the design process and outcome. particular parts of the tool kit include
History of ideas of university 1. Medieval = detached 2 liberal humanist = research 3 Industrial = big science 4 post modern = radical 5 enterprise = student as consumer 6 future Background research and influences. The models are out there in the literature.

R barnett = pernicious ideology = management speak
S badin = learning spaces and citizenship Delanty = knowledge society Invisible committee = occupied californian campuses - marx-hegel

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studies of student behaviour

Oblinger & Oblinger (2005) = Millennials

Veen (2004) = Homo Zappiens

Come to similar conclusions about the level of technology use, knowledge and habits

Livingstone and Bober (2005) find pre-university students with little online literacy skills, online networks that don’t go beyond close friends, high levels of copy and paste plagiarism

From e-learning and social networking handbook p 9

	Learning Development Unit
Jim Turner PG Cert, BA (Hons), MA Learning Technology Officer (Pedagogic support) Learning Development Unit
Kingsway House, 2nd Floor, Hatton Garden, Liverpool, L3 2AJ t: 01512318670  e: mailto:j.c.turner@ljmu.ac.uk w: http://www.staff.ljmu.ac.uk/icdjturn/

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Challenging traditional assumptions and rethinking learning spaces

Overview
We have to challenge and rethink because - 1. Evidence shows strong link between human activity and space design
2. Cognitve theory - we know more about what makes learning better. 3. Students are changing Useful bits
Monahan, t quoted term 'built pedagogy' meaning building in a particular pedagogy into the space design.
Monahan, t [2002] 'flexible space and built pedagogy'; inventio, vol. 4 no. 1 Strange and banning quote = physical environment is always flexible, but by controlling aspacts we make some things more 'probable'. Commenting on this I would say there is a balance between the strength of the dEsign and the strength of the desire to use it in a particular way.
Chism and bickford's list of assumption made by the design of current classrooms including 'learning only happens in classrooms, at particular times, is individual. HE students are juvenile, they will break stuff, and are 'all small, young and nimbleand without disabilities.

Environmental psychology quoted includes graetz and goliber which covers; lighting affects arousal, temperature with hostility, and numbers of students per room with poor student leaning. Also see scott-webber
Graetz k, goliber m [2002] 'designing collaborative learning places' in the importance of creating supportive learning environments van note chism and bickford eds pp-13-22
Scott-webber [2004] 'in sync; environment behavior research'

This chapter comes from a strong social constructist approach. one of the main reasons to redesign is to boost a movement and acceptance of this pedagogy. Although, this is to be applauded, and any learning technology can never be without a pedagogy, it may cause problems with trying to get adoption. The use of the term 'intentionally' is to define these built pedagogy spaces. This is very useful in terms of helping to identify these types of spaces. But are all spaces not intentionally created? Or are we sleep walking through the process of campus design. This point is picked up later when discussing how unis go about designing new buildings. The use of immediate when discussing flexibility. Students have always had variety, only in different rooms. Flexibility offers this in the same room. But my own research contradicts, staff are reluctant to change room layout because of the time factor, or they are unconfident in the result of the move. Importance of colour
A generalisation for the reason students are interested in this aspect is put down to them watching make-over tv programmes Decenteredness - the designing-out of the front being the 'priviledged' space

Van note chism, n. 2006 educause chapter 2

Overview
We have to challenge and rethink because - 1. Evidence shows strong link between human activity and space design
2. Cognitve theory - we know more about what makes learning better. 3. Students are changing Useful bits
Monahan, t quoted term 'built pedagogy' meaning building in a particular pedagogy into the space design.
Monahan, t [2002] 'flexible space and built pedagogy'; inventio, vol. 4 no. 1 Strange and banning quote = physical environment is always flexible, but by controlling aspacts we make some things more 'probable'. Commenting on this I would say there is a balance between the strength of the dEsign and the strength of the desire to use it in a particular way.
Chism and bickford's list of assumption made by the design of current classrooms including 'learning only happens in classrooms, at particular times, is individual. HE students are juvenile, they will break stuff, and are 'all small, young and nimbleand without disabilities.

Environmental psychology quoted includes graetz and goliber which covers; lighting affects arousal, temperature with hostility, and numbers of students per room with poor student leaning. Also see scott-webber
Graetz k, goliber m [2002] 'designing collaborative learning places' in the importance of creating supportive learning environments van note chism and bickford eds pp-13-22
Scott-webber [2004] 'in sync; environment behavior research'

This chapter comes from a strong social constructist approach. one of the main reasons to redesign is to boost a movement and acceptance of this pedagogy. Although, this is to be applauded, and any learning technology can never be without a pedagogy, it may cause problems with trying to get adoption. The use of the term 'intentionally' is to define these built pedagogy spaces. This is very useful in terms of helping to identify these types of spaces. But are all spaces not intentionally created? Or are we sleep walking through the process of campus design. This point is picked up later when discussing how unis go about designing new buildings. The use of immediate when discussing flexibility. Students have always had variety, only in different rooms. Flexibility offers this in the same room. But my own research contradicts, staff are reluctant to change room layout because of the time factor, or they are unconfident in the result of the move. Importance of colour
A generalisation for the reason students are interested in this aspect is put down to them watching make-over tv programmes Decenteredness - the designing-out of the front being the 'priviledged' space

Van note chism, n. 2006 educause chapter 2

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the online learnig idea book - shank, p

Useful ideas include

The book’s layout

Each idea is presented in the form of

What

Why

How

Adapt and adopt

-       This might be an interesting way of presenting small case studies

Also

Group work online agreement

A document created to specific guidelines to show agreement amongst all members of the group. This is then summatively assessed.

Themes include – how will you manage the work of this team? What will you do if someone is not completing their work?

The rest of the book is fairly simplistic in its approach. Overall not that useful unfortunately

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