innovations in experimental learning spaces: experiences in … · 2018. 11. 13. · dan gilbert...

Dan Gilbert ([email protected])

Innovations in Experimental LearningSpaces: Experiences in Wallenberg Hall,Stanford University

Dan GilbertStanford Center for Innovations in Learning


Agenda

• The Main Point: flexible spaces, curricula, andorganizations can increase efficiency(administrative gains) and effectiveness (learninggains)

• The Second Point: Emphasizing verbs (activity)over nouns (technologies) drives innovation forinstructors

• What is Wallenberg Hall?

• What are people doing in Wallenberg Hall?

• What is working well? What are we still learning?

• How do we interact with others at Stanford?

• Discussion


In general, how long is a ‘generation’in information technology?

a) 1 year

b) 3 Years

c) 5 Years

d) More than 5 years


In general, how long is a ‘generation’in curriculum?

a) 5 years

b) 15 years

c) 25 years



In general at Duke, how long shoulda building be expected to be useful?

a) 25 Years

b) 50 Years

c) 75 Years



“Build the Best Socket We Can Afford”- Prof. Larry Leifer, Wallenberg Hall Visionary

The Peter Wallenberg Learning Theater supports a

broad range of disciplines and activities. September 27-

28 2007.

Above: Professor Martin Fischer facilitates project work

in Civil and Environmental Engineering

Above Right: Professor John Edmark’s Studio Art

students share reflections

Right: Dr. Gili Drori’s lectures to Education and

Sociology graduate students


Stanford Facts

• ~ 6,800 Undergrads

• ~ 8,200 Graduate Students

• ~ 1,800 Faculty (17 living Nobel Prize Winners)

• Not quite as famous as Tiger Woods alumni:

– Scott Stillinger, inventor of Koosh Ball

– Julie Foudy, USA women’s soccer

– Adam West, Batman (dropped out)


Dan Gilbert

• Academic Technology Specialist at Stanford Center forInnovations in Learning

– works with faculty to design, carry out, and evaluate learningactivities in the experimental spaces of Stanford’s Wallenberg Hall

– consults with campuses globally on designing new learning spaces.

– published and presented on designing learning spaces and usingsocial software to build learning communities

• Lecturer in Stanford’s School of Education.

– Developed and co-teaches Designing Learning Spaces (EDUC 303x:http://learningspaces.stanford.edu )

• Everything but the coder for high-tech start-ups

• ESL Teacher in the US and Japan for kids and adults

• Master’s Degree in Learning, Design and Technology fromStanford (2002)

What is Wallenberg Hall?

•Webster Rear-Projection Digital Whiteboards

•SmartPanel Control with DVD/VCR & Laptop Connection

•Video Cameras and Microphones

4 20-Student Experimental Classrooms


•In-class Laptops with iSpace Collaboration Software

•Wireless Networks

•Videoconferencing Equipment


• Huddleboards (Portable Lightweight Whiteboards)

• 2 CopyCams (Fixed Scanners to Capture Whiteboard Work)


•Team Meeting Space Open to Public

•Whiteboards and CopyCam

First Floor Breakout Spaces


•3 12’ Screens with iSpace Computers

•Flexible Seating for up to 50

Peter Wallenberg Learning Theater


Courses in Wallenberg Hall

• Classics

• History

• German

• Japanese

• Hebrew

• Mechanical Engineering

• Computer Science

• Public Policy

• Education

• Medical School

• Program in Writing and Rhetoric

• Civil and EnvironmentalEngineering

• Science, Technology, Society

• English

• Drama

• Linguistics

• Bioinformatics

• Biochemistry

• Cultural Anthropology

• Anthropological Sciences

• Management Sci. andEngineering

• Communications

• Biological Sciences

What are people doing in WallenbergHall?


Collaborating

Comparing


Guiding


Presenting


Arguing


Experimenting


Enjoying


Leading


Building


Communicating


Visualizing


Meeting


Simulating


Working


Creating


Partnering


Exhibiting


Relaxing

Detailed case studies from Classics,Bioinformatics, and Languages


Poetry of Horace, Prof. Richard Martin

•Engaged entire class in single text

•Introduced web resources to students

•Compared student work


Poetry of Horace:Comparing Multiple Works Publicly

Student Work(Huddleboards/Laptops)

Original Poem(Class Website)

Expert Commentary(Online/Class Reader)

Professor Mediates Discussion


Bioinformatics Project Course, Prof. Russ Altman

•Lectures plus group-work

•World class remote guest speakers matched project topics

•Students shared models of complex data


Bioinformatics Project Course, Prof. Russ Altman


First-Year Hebrew, Dr. Vered Shemtov

•Quick Transitions from media to group work

•Extensive Use of audio, video, and web

•Experiments with class configuration daily


First-Year Hebrew

How do we interact with others atStanford?


Stanford School of MedicineTeam Learning Classroom (TLC)

• Flexible space to allow faculty test new teaching strategies and methodologies

• Outfit the space with current technologies: “methods, materials, and devices tosolve a problem”

• Pilot space project for Hospital and Medical School Reconstruction (5 yrs, $800Million +


School of Medicine

Encouraging Innovation Diffusion:Test Kitchen

WallenbergHall (SCIL)

Other Stanford SchoolsBusiness, Law,

Undergrad

M112 Team

Learning

Flexible

Wet Labs

New LKC

Building

New

Team Learning

Method

Peer Institutions


Before


School of Medicine Pilots


After


TLC Final Product

Affordances:

– Audience Polling for

– Dual projectors for content +supporting material

– 40 laptops for student groupwork

– desktop sharing program

– Video capture

– Instructor’s tablet computer

– Lightweight furniture


A day in the life of the TLC

8:00am Arrange case-style

9:00am HHD lecture

12:00pm. Student meeting

1:00pm Arrange team learning

1:15pm PoM small groups

5:00pm Arrange case-style

6:00pm OBGYN lectures


Seating Arrangements in TLC


School of Medicine Lessons

• Technology and space do not make a “bad” teacher a“good” teacher

• Creating a safe space ‘at home’ supports innovationsfrom a broad group of instructors

• All of the technology is important– Computers

– Projectors

– Writing surfaces

– Tables and chairs

What is working well? What are westill learning?


Key Points About Learning inWallenberg Hall Classrooms

• Rationale must be clear to students and faculty:Why are we here?

• Space is a tool that can be leveraged orignored: good teaching can become great; badteaching can become worse

• Innovation in teaching practice is best doneincrementally– Just try one new thing in your course per term

– Leave one free hour in your schedule to pursue‘organic’ ideas


Key Points About Design and Operationsof Wallenberg Hall Classrooms

• “Build the Best Socket We Can Afford” -Professor Larry Leifer,Wallenberg Hall Visionary– Consider flexibility beyond furniture (walls, technologies, organizations,

activities) : ‘Plug in’ different activities to support changing needs

– Keep Unreserved/Open breakout spaces that people can just drop into

• Empower faculty and students to operate the spaces– Maintain easy interfaces (not touch screens/modes)

– Encourage them to bring in their own applications from labs/offices toclassrooms

• Allow food and drink into the space– Build community among faculty at lunches

– Support activities beyond classes

– Encourage collaboration with socialization > café culture


Assessment and Evaluation:“We’re interested in different things” - Dr. Vered Shemtov, Hebrew Instructor

Assessment: Instructor

• Is this student ready for ahigher level class in this field?(Japanese)

• Will this student take anotherclass in my department?(Classics)

• What do my experience andinstincts tell me aboutteaching here? (Engr.)

Evaluation: SCIL Staff

• We’ve designed– Faculty Interviews

– Student Surveys

– Student Focus Groups

• Looking for Learning Gains andUsefulness of Tools

• Larger scope: across coursesfor longer

• Determination of merit or worthof program, includes instructorassessment


What’s Easily Exportable Now

• Leave the Lights On– Use rear projection, flat panels, or bright front projection

– Eases transitions, encourages discussion, reduces snoozing!

• Make mobile whiteboards and furniture accessible– Facilitates group work: transition from whole class to breakout groups

quickly

– Minimizes set up and training time

• Create breakout space for teams adjacent to classrooms– Enables teamwork and discussion; its okay to be loud

– Encourages interactions across disciplines - (i.e. Engineering classcan share space with an English class)

– Keeps transitions from formal to informal space natural


Observations and Challenges

• File management is key technical challenge for facultyand students; USB drives and Course ManagementSystem are critical

• Social relationships impact technology usage– Students follow faculty lead and try to meet faculty

expectations

– Faculty/Instructors learn from and listen to each other acrossdepartments

• Flexibility in curriculum is as important as flexibility ofspace– New ideas inevitably pop up

– In some cases, faculty explore concepts deeper using multiplerepresentations

More Information: Dan Gilbert

[email protected]

Thank You!

innovations in experimental learning spaces: experiences in … · 2018. 11. 13. · dan gilbert...

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