Learning Spaces and next generation classrooms parallel session

The first paper focused on if you build it will they come? Supporting the development of innovative teaching and innovative teaching space given by Nick Almond and Dave Aldridge. The institution had launched a learning lab last year which could hold 60 people and had 6 screens, 2 projectors, white boards and moving tables. This had been designed for collaboration and bring your own devices. Uses Kramer and creston to connect to the screens but each be used independently. Students learn in a range of ways but some tutors can be resistant to change and don’t engage in new models. This was therefore introduced through a phased approach across 250 lecturers. Initially 15 people used it and now 60 -70 are using it. For the first 15 lecturers someone sat in their sessions and observed keeping a reflective diary. Some interesting themes arose such as the session was either teacher centred or students centred but not often in the middle, some tutors were risk adverse, some could not problem solve any technology issues and some were only intermittent users. Those who were good with the technology did not want to be told what to do. New support is needed but conceptual change does occur.

The next paper was about a model that allowed teachers to reflect on their ICT approaches: the convergent learning space (L P Kieldsen and HW Kiaergaara). The background to this was that there was a range of technology rich environments and a range of student devices being used. In the study there were 7 participants who used new approaches, different tools, different spaces. The participants were linked to a research partner and asked what they planned to do. There was some evidence of new practices but small study.

Bruce Gatenby presented a paper on an e-workshop for academic writing and the active learning space classroom. This was focused on improving academic writing with second language learners. Three classrooms were developed with eight lecturers involved. Traditional classrooms use passive learning and the wish was to have active learning and so the classrooms needed moveable desks, integrated technology, large screens and used a flipped approach to session with the teacher as a guide on the side. Students were encouraged to use their phones in class and the change in furniture was significant. 168 student evaluations were undertaken and they liked the active learning rooms with the moveable furniture, personal device use, screens and whiteboard. The tutors found that not having a focal point in the room was a challenge and multiple distractions being overwhelmed with technology. The students saw the challenges as the lack of a focal tutor point, the small groups and flipped learning. However the classes used workshops approaches with writing in the session so peer and tutor feedback could be given. This was seen as lower stakes and the students benefitted from reduced plagiarism as well as feedback. 85% students wanted more classes.

These two papers were very good but the others were very focused on specific lab spaces.