ALT Conference4-6 September 2007

re-thinking learning spaces: theme summary?

Tim RuddTim.Rudd@futurelab.org.uk

www.futurelab.org.uk

3 Broad Areas

• Physical learning spaces & re-design

• Technologically augmented/mediated spaces & practice

• Virtual learning spaces

Physical learning spaces & re-design

• Planners now recognise that sense of place cannot be ‘designed into’ a place; rather, a sense of place ‘arises from the experiences of those using places rather than from deliberate ‘place making’’ (Jive and Larkham, 2003).

• Agree or Disagree?

• Both – sense of place created by users BUT space can be designed radically differently if we know the needs/interests of end users

Inqbate project & JISC infokit

• Inqbate – design supporting pedagogical shifts – constructivist principles– socio-cultural approaches to leaning– technological changes– political changes– Learner led demand for change

• JISC infokit – tools for thinking about learning space re-design

Learners as co-designers

• Do we ask learners?

• Do we know learners?

• Are curricula relevant or are they inappropriate or abstract, archaic and elitist?

Fountaineers• A project to co-design and develop an interactive and

programmable object (intelligent water fountain) to be constructed within the school grounds of a primary school.

• The design of the artefact and the management of its use thereafter is to be owned and led by learners

• Fountaineers involves a whole primary school in the co-design of an interactive, programmable water fountain.

• The project will explore different ways of organising learning, create alternative educational experiences and enable learner voice

• “A learning journey that has thrown up excitement, uncertainty, frustration, possibility, chinks of light and unadulterated terror! One certainty, however, is that teaching and learning will never be the same again”.

• State of being ‘in the fog’ - out of our comfort zone and we didn’t like it one bit.

• Maybe this is what it’s really about – child centred education where we let go of complete classroom autonomy - taking it where the children are fired up and enthusiastic to go.

Assessment

• Dylan Williams – evidence centred assessment – BLP – learners create learning

• Agree or disagree?

• Both – BUT based on fixed and static knowledge base & teacher-learner relationships

• Underplays potential of knowledge construction and emergent curricula

• Distributed cognition, situated learning and wisdom (and dumbness!) of crowds

Network logic

• Clash between the way we learn and

operate outside school/learning institutions and the approaches to learning inside

• How we learn – skills we need, who we learn with and from, what we learn

• The technologies mobile, outside,

informal, collaborative, networked etc

The 3 C’s: New Possibilities - creation, communication & collaboration

Mailing Lists

Bookmarks

Photos

Media Sharing

Weblogs

Wikis

Chat

Instant Messaging

Videos

ScreencastsBlog Search

Screen Sharing

Tagging

Feeds

Skype, Video conferencing

Social Networking

VoIP

Film making

Virtual reality

Bulletin boards

Flickr

Pod-casts

Games

Creative software

Online collaborative writing

Technologically mediated spaces & practice

• eLIDA CAMEL project – reflected on communities of practice – communities supporting meaningful, purposeful social and emergent learning

• Peer learning and blended learning approaches

• Using VC/IWBs etc - observe and provide 360 degree feedback to improve practice leading to changes in learning and pedagogy – promoting learner experience – cultural challenges

• Handheld ‘brain-training’ improving skills with medical students

Technologically mediated spaces & practice

• Children clearly stating they thought teachers would not change their ways – web 2.0 tools

• Webslam – workshop demonstrating power of web and distributed cognition/working

• Accessibility issues – highlighting lack of knowledge of learners needs

• RLOs and flexibility for supporting customisation (but who ‘owns?’)

PDA’s• Shift toward more shared learning

• Bringing more people into curriculum

• Better creative links/approaches

• Technology creating better understanding/link between home and school

• Personal ownership and responsibility

• Better outcomes

Create-a-scape

• www.createascape.org.uk

• Freely available – GPS, PDA, Mediascape authoring tool

(audio, visual, now video overlays onto real world – content ‘repository and tagging’)

Virtual spaces

• 2nd life –SLoodle – convergence of virtual and social network environs.

• Convergence of virtual and real

• Technology augmented environment

The personalisation continuum?

shallow PL

mass customisation

deep PL

system

transformation

Incremental changes.Adapt to change. Underlying organisation unchanged

Increased options for learners – content and approach

‘Choices’ for learners still largely focussed around navigation of existing content

ICT as tool to reduce transaction costs – different content and more collaboration

New organising principles emerge

Learners voice heard and embedded – begin to direct their learning

Learning through exploration

Focus on learning skills not content

ICT enables evidence based picture of learning needs

Teacher role as mentor/coach

Peer to peer mentoring

Location and educational modes of delivery change

New learning networks emerge. New model of education

ICT allows learners deeper into curriculum – learner led choices start to emerge

Asset Mapping. Individual or organisation wide: Tapping into existing resources