Built Pedagogy: Space as a context for changing teaching and learning

Transcription

1 Built Pedagogy: Space as a context for changing teaching and learning Cynthia Weston Adam Finkelstein Jennie Ferris Teaching and Learning Services STLHE June 17, 2009

2 We have assumed that learning takes place in buildings, but that none occurs as a result of how they are designed. buildings have their own hidden curriculum that teaches as effectively as any course taught in them. Orr, D. (2004) Earth in Mind. Washington: Island Press. (p. 112)

3 Built pedagogy is the ability of space to define how one teaches Space can have an impact on learning. It can bring people together or it can carry an unspoken message of silence and disconnectedness Spaces are themselves agents for change. Changed spaces will change practice. Oblinger, D. (2006). Learning Spaces, EDUCAUSE, Boulder, CO (p. 1.1)

4 Introductions Goals and agenda The current state of teaching and learning spaces at: McGill (beginning, initial projects, now) Your institutions? Survey results: The current state of support offered for professors in Active Learning Classrooms (ALCs) Break Collaborative development of teaching support strategies and plan for ALC environments Space as a context for change?

5 Introductions Name, Institution and role, Where is your institution in terms of teaching and learning spaces

6 The current state of teaching and learning spaces at McGill

7 The beginning - Sept 2005: Linking architecture to pedagogy

8 Creation of Teaching and Learning Space Working Group Created by Provost in Co-Chairs - Directors of IMS and TLS 2008 Chair- Director TLS; Vice Chair - Dir Planning Office Pedagogy to drive vision and decisions Single funding source for classroom renovations Transparency across all faculties

9 TLSWG Mandate Create a vision for teaching and learning space development Establish teaching space standards; identify needs Ensure that teaching spaces respect the standards Investigate new teaching technologies Set priorities; recommend funding for renovating learning spaces

10 Development of a principled framework

11 P1 - Encourage interaction between students and faculty P2 - Encourage active and collaborative learning P3 - Enrich learning experiences P4 - Design a supportive campus environment Adapted from: Benchmarks of effective educational practice. National Survey of Student Engagement. Retrieved Sept 10, 2008.

12 In class diminish barriers Prof can move about the room easily Smaller podium to reduce separation Prof not anchored to front of room Prof can hear all students Students can hear all other students Screen sharing to encourage student driven learning Outside class provide areas for informal interaction

13 Penn State (119 seats)

14 Open room design enhances student-faculty interaction University of Melbourne (40 seats)

15 Movable Podium McGill

16 In class - students can talk and work together Furniture supports collaboration Surfaces support student work Acoustics support interaction and collaboration Writable walls Outside class Informal study spaces support informal group work Flexible study spaces

17 Two rows of moveable chairs per tier, project room and wired/wireless space encourage collaboration University of Guelph

18 Reconfigurable chairs and tables University of Chicago

19 Furniture supports collaboration North Carolina State (119 Seats)

20 Bookable study pod Glass walls, screen, white board. McGill Cyberthèque (10 seats)

21 In class - Technology affordances Multiple sources, multiple screens, multiple surfaces Internet access Power for laptops Networked computers, Screen sharing Writable walls Out of class Informal computer stations Open access for computer labs

22 Technology to enrich learning experience Podium lowers to level of desks Project two different images and use blackboard at the same time McGill

23 Flexible surface: desk or computer McGill

24 Multiple computer configurations McGill Cyberthèque

25 Survivability Effective ventilation Appropriate temperature Livability Inviting, welcoming Comfortable furnishings Natural and variable light Storage for coats and bags Sustainability Build for future; design space for life cycle of building Can be adapted to new uses at a reasonable cost Re-use and recycle

26 Livability and communication Storage for backpacks etc Projector and screen for each pod University of Melbourne

27 Initial projects of TLSWG : Incremental change towards active learning

28 Stewart N2/2 Sept 2007 Aisles for ease of movement. Smaller podium to diminish barriers (P1). Movable chairs and 2 rows per tier support collaboration (P2). New ventilation, large work surfaces and comfortable seating (P4.)

29 Leacock 26 BEFORE ADD # SEATS

30 Leacock 26 - Sept 2008 # of seats Smaller podium (P1). New ventilation, better lighting, inviting and welcoming, comfortable seating (P4).

31 SADB 112 BEFORE ADD # SEATS

32 SADB 112 March #seats Aisles support professor movement and diminish barriers (P1). Large work surfaces, rotating chairs encourage collaboration (P2); Power for laptops (P3). Ventilation, better lightingcomfortable seating (P4).

33 Where we are now : The first active learning classrooms

34 McGill report card 2008

35 TEAL classroom MIT 1.5-2M

36 SCALE-UP Active Learning Classroom University of Minnesota

37 SCALE UP: Student-Centered Active Learning Environment for Undergraduate Programs Various sizes have been created across North America (~40). All share certain features: Tables to facilitate group interactions (round, 6' or 7' in diameter) White boards (glass) around the room and/or for each group Teacher station near the center of the room Networked laptop computers

38 Education 627 BEFORE

39 Education 627 (Ready August 31)

40 Burnside 511 BEFORE

41 Burnside 511 (Ready August 31)

42 Current state of teaching and learning spaces at McGill The beginning : linking architecture to pedagogy Teaching and learning spaces working group A principled framework Initial projects : Incremental change towards active learning Where we are now : Active learning classrooms

43 The current state of teaching and learning spaces at your institutions

44 Your institutions

45

46 What is the state of pedagogical and technical support for active learning classrooms at other institutions?

47 Survey E-Survey June 1-8, 2009 Survey questions (see handout) Distributed to: EDUCAUSE LEARNINGSPACES EDUCAUSE INSTTECH POD SCALE-UP website - 51 contact individuals Respondents =51 with experience in ALC in HE

48 Customized course design (N=51) 1. Customized course design (N=51) One-to-one consultation 68.6% (35/51) Workshops 60.8% (31/51) On-location tech support 47.1% (24/51) Orientation 35.3% (18/51) Observation of others 31.4% (16/51) None 11.8% (6/51) Other 11.8% (6/51) Online discussion 5.9% (3/51)

49 Development of course materials for Active Learning Classrooms 2. Development of course (N=50) materials Workshops 74.0% (37/50) One-to-one consultation 70.0% (35/50) On-location tech support 42.0% (21/50) Observation of others 36.0% (18/50) Orientation 28.0% (14/50) Other 18.0% (9/50) Online discussion 8.0% (4/50) None 6.0% (3/50)

50 Development of strategies to encourage student collaboration 3. Development of (N=51) strategies to encourage student collaboration Workshops 66.7% (34/51) One-to-one consultation 66.7% (34/51) Observation of others 35.3% (18/51) On-location tech support 35.3% (18/51) Orientation 23.5% (12/51) None 11.8% (6/51) Online discussion 9.8% (5/51) Other 9.8% (5/51)

51 Assessment of student learning in the Active Learning Classroom 4. Assessment of student (N=51) learning One-to-one consultation 60.8% (31/51) Workshops 56.9% (29/51) Observation of others 23.5% (12/51) On-location tech support 23.5% (12/51) None 19.6% (10/51) Orientation 15.7% (8/51) Other 11.8% (6/51) Online discussion 5.9% (3/51)

52 Use of technology in the Active Learning Classroom 5. Use of technology (N=51) One-to-one consultation 74.5% (38/51) On-location tech support 74.5% (38/51) Workshops 72.5% (37/51) Observation of others 45.1% (23/51) Orientation 41.2% (21/51) Online discussion 19.6% (10/51) Other 13.7% (7/51) None 2.0% (1/51)

53 Training provided in the use of technologies 6. Training in the use of technologies (N=50) Provided for professors and students 60.0% (30/50) Provided for professors only 34.0% (17/50) Provided for neither professors nor students 4.0% (2/50) Provided for students only 2.0% (1/50)

54 University departments (or equivalents) that provide support Teaching and Learning Service Instructional Technology Service Professors / peers who have taught in Active Learning Classrooms Other Unknown Customized course design 60.4% 43.8% 50.0% 2.1% 10.4% Development of course materials Development of strategies to encourage student collaboration 52.0% 42.0% 64.0% 2.0% 2.0% 62.0% 36.0% 58.0% 4.0% 4.0% Assessment of student 62.5% 31.3% 45.8% 12.5% 6.3% learning Use of technology 42.0% 80.0% 48.0% 8.0% 0% Other 10 responses

55 Top Advice From ALC Practitioners (N=35) Train and support faculty through developing faculty learning communities or other methods (6) Have faculty experienced with active learning techniques act as mentors and help plan / deliver support (6) Importance of establishing professor buy-in / awareness of potential resistance, need to engage hesitant instructors (6) Need for classroom observations (both of other universities and of proficient teachers within your university) (5) Explain the ALC process (what, why, how), challenges, ask professors what they would like to accomplish, explain what s in it for me (4)

56 Small groups In an ideal world, what kinds of pedagogical and technical support would you provide for instructors who will be teaching in Active Learning Classrooms?

57 Kinds of support Write in small groups responses here

58 A framework for thinking about kinds of support Before, during, after instruction Proactive, reactive Insert mariela table here Fill in as they speak TLS, May 2009

59 Your situation Their situation - An authentic task Where are you? What would be your next steps? What are the opportunities and challenges at your institution?

60 Name each institution here Where are you? What would be your next steps? What are the opportunities? What are the challenges? Write their notes here

61 Built pedagogy is the ability of space to define how one teaches Space can have an impact on learning. It can bring people together or it can carry an unspoken message of silence and disconnectedness Spaces are themselves agents for change. Changed spaces will change practice. Oblinger, D. (2006). Learning Spaces, EDUCAUSE, Boulder, CO (p. 1.1)

62 What are the take aways?

63 McGill opportunities and challenges Opportunities: Challenges: Link pedagogy to classroom design Transparent process across Faculties Single decision-making body with representatives for all stakeholders (academic including both faculty and students, as well as administrative and support units) New access point for enhancing teaching and learning Connect with new group of profs Maximize student life and learning Limited funds (1M for 7M of requests) Expensive for each ALC Time investment to adapt courses and teaching to new environment

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