lessons in reading the learning landscape
TRANSCRIPT
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Lessons in reading the learning landscapeA Centre for Research on Learning and Innovation Seminar
Pippa Yeoman, ethnographerThe University of Sydney
@PippaYeoman | https://pippayeoman.wordpress.com | [email protected]
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce
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Some of the people who inform my thinking
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Some of the people who inform my thinking
#What we know
about how we learn as changed… .-/'%#
,/3#4,/%1-2#/%2##
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Some of the people who inform my thinking
#Changed space#!#changed practice.%#
,/3#4,/%1-2#/%2##
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Some of the people who inform my thinking
We are not powerless,/3#
4,/%1-2#/%2##
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Some of the people who inform my thinking
#Materials matter,/3#
4,/%1-2#/%2##
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other bits of my epistemic environmentother bits of my epistemic environment
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other bits of my epistemic environmentother bits of my
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other bits of my epistemic environment
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outputs from this epistemic assemblage…
Multimodal studies of learning activity
Observational studies of
learning space design
Observational studies of
innovative use in HE
Pre and Post occupancy
studies
ARC LAUREATE FELLOWSHIP
Learning, technology and design: Architectures for
productive networked learning.
2012 - 2015
Ethnography habits &
HABITATS PhD – 2015!"#$%%!&'(!)*&'+(*+,%
-.-/%./01-(
ARC DISCOVERY PROJECT
Modelling Complex Learning Spaces:
Connecting use, management and design.
2016 - 2018
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the learning landscapeWhat constitutes
?
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce
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Learning is socially situated
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learning is physically situated
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epistemology/ɪˌpɪstɪˈmɒlədʒi,ɛ-/
thetheoryofknowledge,especiallywithregardtoitsmethods,validity,andscope,andthedis8nc8onbetweenjus8fiedbeliefandopinion.
Learningis epistemologically situated
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design for learning includes…
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design-in-advance
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design-in-the doing
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design for learning requires…
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EPSITEMIC DESIGN SOCIAL DESIGNSET DESIGNLearning is
physcially situatedLearning is supported
through knowledge oriented activity.
Learning is socially situated.
!"#$%&'()%*+,-"%-.'-/+ 0*1#-,2#.'-#(+3'*4/+56,(),-1/+7+"%8&-'('19+
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!%(%8.'->+/%?6%-8%+7+<#8%+ @'(%/+7+),A,/,'-/+'3+(#B'6*+:*.3#8"/>+"''(/+7+"%C"/+
PHILOSOPHY
MACRO
The globalLevel I patterns
MESO
The structureLevel II patterns
MICRO
The detailsLevel III patterns
The Activity Centred Analysis and Design framework (Goodyear & Carvalho, 2014). (G
oody
ear (
1999
) and
Alex
ande
r et a
l. ( 1
977)
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EPSITEMIC DESIGN SOCIAL DESIGNSET DESIGNLearning is
physcially situatedLearning is supported
through knowledge oriented activity.
Learning is socially situated.
PHILOSOPHY
!"#$%&'()%*+,-"%-.'-/+ 0*1#-,2#.'-#(+3'*4/+56,(),-1/+7+"%8&-'('19+MACRO
:(('8#.'-;6/%+'3+/<#8%+ =6**,86(64+ ='446-,"9+MESO
!%(%8.'->+/%?6%-8%+7+<#8%+ @'(%/+7+),A,/,'-/+'3+(#B'6*+:*.3#8"/>+"''(/+7+"%C"/+MICRO
The Activity Centred Analysis and Design framework (Goodyear & Carvalho, 2014)G
oody
ear (
1999
) & A
lexan
der e
t al.
( 197
7)
Design-in-advance DE!FGH+ FHIEHDED+0JI=0KE+ JHDE@LMFHG+N:LJE+
Design-in-the-doing :==0K0D:IF0H+N:LJE+FH+:=IF0H+!"#$"%&'()
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A palette of learning spaces,
Highlights problems with representational ways of thinking about space, and the challenges associated with
interdisciplinary sense making…
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formal fixed static. ( J G & - 4 , # # # # # . ( J G & ( M 4 , # # # # # . ( J G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
J J J " 0 < / 1 M ' " 4 ( <#
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formal fixed dynamic!, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # < - 2 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
O 0 5 5 / # P - ( < / %#
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formal flexible dynamic, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
O 0 5 5 / # P - ( < / %#
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informal mixed dynamic, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # , 0 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
O / M . # Q 4 7 ' - 2 0 -#
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informal fixed static. ( J G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
R ' - J # S 4 , K - ' 1#
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performative - formal < - 2 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
O - & - ' # 7 . / ' I - # O , ( & ( 1 ' / 5 , :#
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performative - dialogic< - 2 G & - 4 , # # # # # < - 2 G & ( M 4 , # # # # # , 0 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
J J J " / ' 4 , 0 & - 4 & M 3 " 4 ( < " / M#
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performative - augmented, 0 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # . ( J G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
T - U : # 0 < / 1 - 3#
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performative - informal< - 2 G & - 4 , # # # # # , 0 G & ( M 4 , # # # # # , 0 G , M < / %#
3 - & # 2 - 3 0 1 % # # # # # # - 5 0 3 & - < 0 4 # 2 - 3 0 1 % # # # # # 3 ( 4 0 / . G 2 - 3 0 1 %#
J J J " & , - H M % & , - ( ' : " 4 ( <#
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qualities of learning activity to �properties of the designed environment
How do we connect ?
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce
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tools to connect activity & environment
1. Case studies of materials properties & qualities
Properties of writable walls
Vertical, stable, flat, shared and visible from a distance.
Qualities of writable walls
“Moving toward the wall had the effect of focusing group deliberations and planning….”
+ , - ( ' - 8 4 / . # M % 2 - ' 5 0 % % 0 % 1 3 V # + 0 <# $ % 1 ( . 2# W * X ! ! Y# / % 2# S 3 & ' 0 2# Z [ ' - % 3 - %# W * X X \ Y#O ' - 3 - % & - 2# 0 %# 7 , / 5 & - '# =# ( H# ] / K 0 & 3# ;# ] / K 0 & / & 3# !"#$%%!& ' (!)*& '+ (*+,%-.-/%./01- (#
#
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tools to connect activity & environment
2. Studies of entanglement tracing learning activity
+ , - ( ' - 8 4 / .# M % 2 - ' 5 0 % % 0 % 1 3 V# $ / %# ] ( 2 2 - '# W * X ! ! Y# ;# T ( ( 2 : - / '# ;# 7 / ' 9 / . , (# W * X ! = Y#O ' - 3 - % & - 2# 0 %# 7 , / 5 & - '# ^# ( H# ] / K 0 & 3# ;# ] / K 0 & / & 3# !"#$%%!& ' (!)*& '+ (*+,%-.-/%./01- (#
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tools to connect activity & environment
3. Alexandrian properties as diagnostic/design tool
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tools to connect activity & environment
4. Pedagogical patterns sharing good design sharing good design
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##
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learning theory through empirical observation of learning activity
How do we process ?
1. Intro | 2. The learning landscape | 3. Connec8ng ac8vity & environment | 4. Connec8ng theory & prac8ce
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LEGEND
Mr. Osborne
Other teachers
Edward & Isobel
Student sitting on floor
Student sitting on furniture
Student lying on the floor
----- Mr Osborne’s movement
----- Edward & Isobel’s movement
The Zone
31st October, 2012 180 students in a total 567.48 m2
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D
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How we think about how we learn has changed,
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changed space ≠ changed practice
changed set, epistemic & social design = changed practice
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we are not powerless
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materials matter.