What happened when a traditional rows-of-workstations “computer lab” became a highly configurable and networked learning space? What expectations and practices changed for the university instructors and learners who gathered in this space to conduct professional development courses, for inquiry groups, and for various kinds of meetings?
This “enhanced” panel presentation will offer audio and visual artifacts—images, audio, and video—of the goings-on in Rm. 3080,
a new learning space and “incubator classroom” created by the Center for Innovation in Learning at Virginia Tech. Panelists will add commentary to contextualize and explain the multimedia artifacts.
Long-term changes in understanding about learner cognition, affect, and knowledge creation are becoming apparent—if unevenly—in the arrangements that instructors select and create to foster interactions among learners. The new learning space of Rm. 3080 exemplifies a commitment to new pedagogical models of active learning supported by the power of design and by an attention to physical presence that foster greater student engagement. “Front of room” is used thoughtfully, instead of by default, and the use of “zones” within the larger space offer opportunities to reimagine both individual and collaborative work within a “studio” or “atelier” model (Long & Holeton, 2009; Brown, 2006). The “guide at the side” may be an instructor or a fellow student; likewise, either may become the “sage on the stage” for episodes of direct or “curatorial” instruction (Siemens, 2008).
Is such a pedagogical shift encouraged by a space that features highly configurable furniture and physical arrangements, one that includes the availability of multiple presentation modes and network access? What new situations of learning have Rm 3080’s inhabitants created (Brown, Collins, & Duguid, 1989; Cornell, 2002)? How have they configured the room and what kinds of social interactions occurred (Suchman, 1987)? This presentation will share and analyze what collaborators, instructors, and learners have done with this space.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Brown, J.S. & Adler, R. Minds on fire: open education, the long tail, and learning 2.0. EDUCAUSE Review, 43(1), 16-32. Retrieved from http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
Cornell, P. (2002). The impact of changes in teaching and learning on furniture and the learning environment. In N. Van Note Chism and D. J. Bickford (Eds.), The Importance of Physical Space in Creating Supportive Learning Environments (pp. 33-42). New Directions for Teaching and Learning 92. San Francisco: Jossey-Bass.
Long, P. & Holeton, R. (2009). Signposts of the revolution? What we talk about when we talk about learning spaces. EDUCAUSE Review, 44(2), 36-49. Retrieved from http://www.educause.edu/ero/article/signposts-revolution-what-we-talk-about-when-we-talk-about-learning-spaces.
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM, 27 January 2008. Retrieved from http://itforum.coe.uga.edu/Paper105/Siemens.pdf
Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge: Cambridge University Press.