Thoughts about learning spaces

Since studying Archaeology at University, and considering the relationship between socio-cultural change and the layout of living spaces/design of architecture over time, I have been interested in the human experience of space and environment. This is also relevant in the dialogue between analogue and digital technologies, an aspect I hope is apparent in my CHArt paper (forthcoming).

Some resources:

• Learning Spaces: Examining relationships between the design of physical and virtual learning spaces and the learning that takes place there (CETLD, University of Brighton)
• http://www.spacesforlearning.blogspot.com/
• JISC infokit on learning space design
• On my book wish list: Towards Creative Learning Spaces: Re-thinking the Architecture of Post-Compulsory Education (available from Amazon)
• Reading in the ebrary:
  Coyne, R. (2010) Tuning of Place: Sociable Spaces and Pervasive Digital Media. Cambridge, MA, USA: MIT Press.
• Reading in the ebrary:
  Golding, V. (2009) Learning at the Museum Frontiers: Identity Race and Power. Abingdon, Oxon.: Ashgate.

The “alchemy of analogue” – University of Brighton

Bridging the Gap in Moving Image (2009) was one of the projects of the University of Brighton’s Centre for Excellence in Teaching and Learning through Design (CETLD).

The project page has some wonderful quotes including:

“The alchemy of analogue working methods is more interesting than digital methods.”

The final report (September 2009) is available to download (PDF).

Learning and Teaching Hardware

This morning I met with Penny Burden, Learning and Teaching Developer at the University for the Creative Arts. In her previous role as Head of Skills and Personal Development at the University of Surrey she was responsible for setting up SPLASH, the Student Personal Learning and Study Hub. We discussed some of the hardware that was used in this area such as: Sympodium computers (now called SMART Podium interactive pen displays), which let you write on the screen and also project to a screen behind you; and a wall covered in dry-erase technology i.e. like a giant whiteboard.

Penny advised me to look at what has been done at the University of Sheffield’s Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS). At the University of Sheffield they use huddleboards (lightweight whiteboards) to “…record discussions, plan activities and map out knowledge.” The boards can then be placed underneath a CopyCam which will take a digital picture that can be saved and imported into a PowerPoint or used elsewhere.

Penny also kindly filled in my questionnaire.

10by10

The Art Design Media Higher Education Academy (ADM-HEA) jiscmail list mentioned a workshop 10by10 are running at Tate Britain, on Friday 26th February. I really like the 10by10 website and the resources for practitioner teachers.

As described on their website: “10by10, an ARTSWORK project from Bath Spa University, explores the relationship between creative practice [including the visual, creative and performing arts disciplines], and teaching, through teacher-practitioners – individuals who both teach [at HE/FE level] and work in creative practice…”

Pedagogy before technology

Inspirational quote:

Beetham and Sharpe (eds.). 2007. Rethinking Pedagogy for a Digital Age: “…’Pedagogy before technology’… we should be in the business of locating the new technologies within proven practices and models of teaching…” (page 3)

and a useful resource:

Visual Aids – tips and videos on using PowerPoint, props etc taken from the Learn Higher CETL for Visual Practices at the University of Brighton: http://www.brighton.ac.uk/visuallearning/