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At many institutions, active learning classrooms (ALCs) are the exception; most teaching occurs in "traditional" environments. This session will explore how to design the key features of ALCs that support active learning into any space on campus, from traditional classrooms to teaching labs and auditoriums.OUTCOMES: Analyze examples of ALCs and discuss features that support active learning * Pinpoint and evaluate examples of other learning spaces that integrate active learning features * Develop your own upcoming renovations and explore how to integrate more active learning features into your designs http://www.educause.edu/annual-conference/2014/seminar-18p-active-learning-anywheredesigning-all-spaces-support-active-learning-across-campus-separat
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TLS
Adam Finkelstein Laura Winer Teaching and Learning Services
Seminar 18P -‐ Ac<ve Learning Anywhere: Designing All Spaces to Support Ac<ve Learning across Campus
2014-‐9-‐29
Outcomes
• Define ac<ve learning in the context of learning spaces
• Iden<fy affordances desired for ac<ve learning • Analyze examples of classrooms and discuss features that support ac<ve learning
• Analyze a completed/upcoming renova<on and iden<fy opportuni<es to integrate ac<ve learning affordances
• Reflect on a change strategy for learning spaces at your own ins<tu<on
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Agenda • Introduc<ons • What is Ac<ve Learning? • What are the affordances needed to support that
environment? • How to design spaces to support ac<ve learning? BREAK
• How can we make all classrooms ac<ve learning classrooms? • How can we bring about changes on our campus?
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Introduc<ons
Meet your table • Who are you? • Why are you here? • What is the burning ques<on from your table
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McGill Context
• 35,000 students from 120 different countries • 1700 tenure track faculty • 3400 admin and support • 475 classrooms / 21,200 seats
• 190 yr-‐old Heritage campus • Accumulated deferred maintenance of $900M
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WHAT IS ACTIVE LEARNING?
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Ac<vity: What is ac<ve learning? • Write out your own defini<on • Share with table
• Post response to poll
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Ac<ve Learning
Ac<ve learning means that the mind is ac<vely engaged. Its defining characteris<c is that students are dynamic par<cipants in their learning and that they are reflec<ng on and monitoring both the processes and the results of their learning
(Barkley, 2010)
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Characteris<cs of Ac<ve Learning
• Students are involved in more than listening.
• Students are engaged in ac<vi<es (e.g. reflec<ng, discussing, wri<ng).
• Emphasis on higher order thinking (applica<on, analysis, evalua<on)
• Instructor facilitates and provides feedback
• Usually-‐ but not always-‐ involves student collabora<on
Bonnell and Eison (1991). Ac<ve Learning. ASHE-‐ERIC.
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“The one who does the work, does the learning.” (Doyle, 2008)
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Ac<vity: Key affordances to support ac<ve learning?
• Think of ac<ve learning strategies you would like to encourage
• Think about what the most desirable affordances to support ac<ve learning
• Share with table
• Post top 3 affordances desired to poll
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A PRINCIPLED APPROACH TO LEARNING SPACE DESIGN
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Where we began: Thinking about how students learn 1. Ac<ve engagement with content and others
is required to achieve deep learning
2. Interac<on between students and instructors is a cri<cal part of effec<ve learning
(Carini, Kuh & Klein, 2006; Driscoll, 2005; Entwistle, 2010; Pascarella and Terenzini, 2005; Trigwell, Prosser & Waterhouse, 1999; Vygotsky, 1978)
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Research-‐informed classroom design
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NSSE Benchmarks
Principles for teaching and learning space
design
Design features in classrooms
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Principles for Designing Teaching and Learning Spaces 1. Academic challenge
Learning spaces should be sufficiently varied for both individual and collabora<ve work, and include a range of technologies that support mul<ple modes of teaching and learning.
2. Learning with peers … should provide features that allow students to ac<vely engage with content and to collaborate with one another, with or without the support of technology.
3. Experiences with faculty … should reduce physical distance and barriers, and facilitate exchanges between students and faculty in the classroom.
4. Campus environment … should conform to university design standards, designed with future flexibility in mind and consistent with the university’s culture and priori<es as reflected in the campus master plan
5. High Impact PracNces The campus is a pedagogical space where high-‐impact prac<ces can be supported and grounded in credited experiences in the classroom / teaching lab. Adapted from: Benchmarks of effec<ve educa<onal prac<ce. Na<onal Survey of Student Engagement. hop://nsse.iub.edu/pdf/
nsse_benchmarks.pdf. Retrieved Sept 10, 2008.
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tow Principle Layout Furniture Technologies AcousNcs LighNng &
Colour Academic Challenge [Promo<ng ac<ve engagement with content]
Learning w/ Peers [Promo<ng ac<ve engagement with one another]
Experiences with Faculty [Promo<ng interac<on and communica<on]
Campus Environment
Standards applied; flexible for future use; meet the needs for all; designed to integrate with surroundings; coherent with the master plan
High Impact Prac<ces
Ensure ubiquitous availability of, and support for, all affordances (physical, virtual) to maximize HIPs for student learning
Principles for Designing Teaching and Learning Spaces
Principle Layout Furniture Tech AcousNcs LighNng & Colour Academic Challenge [Promo<ng ac<ve engagement with content]
§ Work surfaces for notebooks, laptops, textbooks
§ Comfortable furniture;
§ Varied furniture to support different types of tasks and preferences
§ Access to infrastructure
§ Access to resources
§ Mul<ple sources and screens
§ Acous<c design to avoid distrac<on from outside and inside sources
§ Appropriate ligh<ng for individual work
§ Inten<onal use of colour to promote focus
Learning w/ Peers [Promo<ng ac<ve engagement with one another]
§ Promote F2F communica<on Individuals can move about easily
§ Unobstructed sightlines
§ Flexible sea<ng § Inten<onal use of
furniture of different heights and shapes
§ Shared workspaces
§ Sound zones support simultaneous conversa<ons
§ Appropriate amplifica<on
§ Different ligh<ng paoerns to support different ac<vi<es
§ Using colour to define groups’ use of space
Experiences with Faculty [Promo<ng interac<on and comm.]
§ Easy access to all students
§ Podium doesn’t interfere with sightlines, movement and interac<on
§ Flexible furniture to support different teaching strategies
§ Screen sharing § Ability to
control classroom technologies away from the podium
§ Sound zones support mul<ple simultaneous conversa<ons
§ Appropriate amplifica<on available
§ Different ligh<ng paoerns to support mul<ple types of teaching tasks
§ Colours dis<nguish purposes
Lecture Hall – 184 seats Movable tables and chairs, writable walls
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AcNve Learning Classroom – 80 seats
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“Standard” Classroom – 64 seats Movable tables and chairs, writable walls
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BREAK
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HOW CAN WE MAKE ALL CLASSROOMS ACTIVE LEARNING CLASSROOMS?
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Ac<vity: Affordances you want
• Think about a design project on your campus that isn’t an “ac<ve learning classroom” – What can you bring to that renova<on to help best support ac<ve learning?
– What challenges will you face?
• Talk at your table • Report to the group
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Report back • What can you bring to a renova<on to help support ac<ve
learning – Custom furniture vendor – Take room down to studs (clean slate) – Bringing all stakeholders together
• Challenges – Timing (how many and when) – Swing space (classroom out of service <me) – Need to have all stakeholders involved (esp with capacity of rooms) – How to deal with mul<ple demands on same space (who owns the
space) – Maintaining capacity with renova<on
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HOW CAN WE CHANGE OUR CAMPUS?
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Kooer 8-‐step process for leading change
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Stewardship of Teaching and Learning Spaces at McGill (‘06)
Teaching and Learning Spaces Working Group University Teaching Labs Working Group Mandate
§ A vision for teaching and learning space development § Standards based on sound pedagogical and technical principles. § Steward funding for classroom and lab renova<ons, IT &
equipment
Representa=on § All Facul<es, relevant service units, students: 40+ stakeholders § Co-‐Chaired by Academics and Opera<ons
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Ac<vity: Change Management
• Write the biggest challenge you face regarding changing learning spaces on your campus
• Share with your table and discuss possible strategies to address these challenges
• Share
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Challenges and strategies
• Faculty engagement and buy-‐in; altering teaching methods
• Stakeholders • Champion from leadership (pull don’t push) • Handpick early adopters; avoid open invita<ons
• Encourage early adopters to be evangelists • Internal poli<cs: helping upper admin/facili<es/IT understand role of standards
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Challenges and strategies
• Involve skep<cs • Approach from mul<ple perspec<ves • Research agenda vs. teaching agenda (R1) • Challenge of graduate students teaching • Facebook and other strategies for faculty engagement (informal) and focus groups (formal)
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Challenges and strategies
• Encourage senior researchers to look at classroom as another kind of lab
• Team-‐based teaching (clinical and other) • Flipped classrooms
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Closing ques<ons
• What is the most important thing you took away from today?
• What would you like to know more about?
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Wrapping-‐up
• Ac<ve learning spaces are not an experiment • Ac<ve learning spaces are not floor plans but perspec<ves/states of mind, etc…
• Principles as guiding heuris<cs • Learning spaces exist within context and culture
• Learning spaces are access points for changing teaching and learning
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Other sessions of interest
• Evalua<ng Learning Spaces: Pairing Learning Space Ra<ng System with Post Occupancy Evalua<ons – Tues 2:30 – 3:20 – W303
• Learning Space Cons<tuent Group Mee<ng – Wed 2:40 -‐ 3:30 – W310 A/B
• Learning Space Ra<ng System (Panel) – Wed 4:30 – 5:20 – W303
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Thank you!
• Evalua<ons online or in app • Contact us:
– hop://www.mcgill.ca/tls/ – hop://teachingblog.mcgill.ca/ – @McGillTLS
– Adam Finkelstein • @adamfdotnet – [email protected]
– Laura Winer • [email protected]
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