learning spaces: a unique approach at carleton college
DESCRIPTION
Heidi Eyestone, Carleton College presentation at VRA 28 Atlanta conference session "Transition to Learning Spaces: Redefining Our Space for the Digital World."TRANSCRIPT
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Learning Spaces: A Unique Approach at
Carleton College
VRA ConferenceMarch 18, 2010
Heidi EyestoneVisual Resources Curator
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Curricular Uses of Visual Materials: A Mixed-Method Institutional Study
Andrea Lisa NixonHeather Tompkins
Paula Lackie
http://apps.carleton.edu/curricular/support/research/CUVMStudy/
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Research Question
• Are the sources of support that the College provides well suited to the work demanded of students and faculty as they make curricular use of visual materials?
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Standing on the Shoulders...• Studying Students: The Undergraduate
Research Project at the University of Rochester (Foster & Gibbons, 2007)
• Mapping diary
• Photo survey
• Co-Viewing/Co-Listening exercises
• Flip-Chart exercise
• Detailed and authentic feedback
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• Film Short Creation - 100 level course experience in visual storytelling through the creation of a video
• Group Presentation - 200 level course required two-person teams about species in Carleton’s arboretum
• Film Analysis - 100 level course with enrollment limited to first-year students during their first term
• Science Writing - 200 level course included term-long project culminating in writing a scientific article that relied on color-coded maps student created.
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Student Hours Logged Across Cases
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Case Study Recommendations:• Curricular support is not just for students who
are struggling
• Communication
• Course-specific instruction
• Supplemental training for high-end tools
• Identify and advertise sources of support
• Support students in places and times they work
• Careful design of work environments
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Survey Results
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Where Students Work
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Student Reported Sources of Support
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Support for a Challenging Assignment by Class Year
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Support for a Challenging Assignment by Class Year
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When Students Work
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When Students Seek Assistance by Class Year
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Sources of Support by Times of Day (Scale Change)
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Aligning Learning Space Design and Student Work: Research
Implications for Design Processes and Elements
Andrea Lisa NixonAndrea Lisa NixonEducause Quarterly Vol. 32, No. Educause Quarterly Vol. 32, No.
1, 20091, 2009
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• Effective learning space design should be rooted in an understanding of the ways in which students engage a campus.
• Research suggests that there are significant differences in the ways students report seeking curricular support based on their class year. This finding has important implications for learning space design.
• Students seek different characteristics of learning spaces depending on the type of assignment they are working on.
• Campus learning space design must align with the curriculum and student work.
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Characteristics of Study LocationsCharacteristics of Study Locations
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Implications for Study Spaces
• Writing assignments (text analyses, essays, research papers, & short essays) sought comfortable furniture, solitary, quiet spaces, and wireless access at greater rates
• Other assignments (problem sets, image creation, lab assignments, exams, presentation) reported seeking study spaces with “help nearby” at a greater rates
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Departmentally-Based Support Communities
• Departmental space with desks allocated to seniors
• Support community that extended beyond the class for using high-end tools “where you go and wait for a senior to come who knows how to use Illustrator.”
• Implications for thinking of both campus-wide spaces and departmentally focused ones
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Outcomes for Staff at Carleton
• Andrew W. Mellon Foundation grant, in part, for implementation of coordinated support model
• Considering metaphors: project management to production meeting
• Professor develops a new assignment
• Teams of staff assembled to discuss and plan support with the professor
• Support teams schedule and program assignment support throughout the term
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Framing the Conversation
• Creative collaborations between faculty and staff members in the development of assignments are the points at which the curriculum meets the support structure of the College.
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The Arts Union and Idea Lab
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Arts Union and Idea Lab
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• Track changes in assignment type
• Plan assignments with professors
• Track your users use of your facility and ask them what they want
• Cross train staff to support technical or visual assignment projects
• Have students staff later hours when students want to work
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• Collaborate with other staff and your trained student workers on your own production meetings
• Foster your department support hubs
• Replace office furniture with comfy chairs, large flat panel video screen or whiteboard
• Ask your users what their favorite places are to study and why
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For Further Information
• Full research report and materials: go.carleton.edu/cuvm
• Aligning Learning Space Design and Student Work: Research Implications for Design Processes and Elements. EDUCAUSE Quarterly Magazine, Volume 32, Number 1, 2009
• Andrea Nixon: [email protected]