Presentations Jonothan neelands. Open learning spaces. Transdisciplinarity
Open learning spaces identifies spaces around the university that allows non-traditional [lectures] to take place. Staff are supported to explore different approaches to teaching and learning. This is a very interesting way of grabbing spaces in a kind of guerilla activity, rather than large complex installations. The university of rijeka. Staff and students described the 'blockada' student protests, and how this changed with relationships between students, staff learning and teaching. Key idea of interest were, time management and workload [derrida] as a controly the establishment to limit discussion between staff and students. Mike neary - learning landscape project. Key aim was to refocus a whole university around the idea of student as producer in relation to a wider debate of re-imagining the university and what is it for. As part of this process a 'tool kit' or workshop was established to engage academics in researching and understanding the reflexitity of this 'new' university. In order for the project to work, academics needed to be engaged in the process at a far deeper level. At the moment they are treated like clients rather than having a deeper role in learning space design. This doesn't mean they should be developed into designer, rather they should be developed to have a strong well developed understanding of what the university is and needs to become. Having this will allow them to take greater control of the design process and outcome. particular parts of the tool kit include
History of ideas of university 1. Medieval = detached 2 liberal humanist = research 3 Industrial = big science 4 post modern = radical 5 enterprise = student as consumer 6 future Background research and influences. The models are out there in the literature. R barnett = pernicious ideology = management speak
S badin = learning spaces and citizenship Delanty = knowledge society Invisible committee = occupied californian campuses - marx-hegel
Open learning spaces identifies spaces around the university that allows non-traditional [lectures] to take place. Staff are supported to explore different approaches to teaching and learning. This is a very interesting way of grabbing spaces in a kind of guerilla activity, rather than large complex installations. The university of rijeka. Staff and students described the 'blockada' student protests, and how this changed with relationships between students, staff learning and teaching. Key idea of interest were, time management and workload [derrida] as a controly the establishment to limit discussion between staff and students. Mike neary - learning landscape project. Key aim was to refocus a whole university around the idea of student as producer in relation to a wider debate of re-imagining the university and what is it for. As part of this process a 'tool kit' or workshop was established to engage academics in researching and understanding the reflexitity of this 'new' university. In order for the project to work, academics needed to be engaged in the process at a far deeper level. At the moment they are treated like clients rather than having a deeper role in learning space design. This doesn't mean they should be developed into designer, rather they should be developed to have a strong well developed understanding of what the university is and needs to become. Having this will allow them to take greater control of the design process and outcome. particular parts of the tool kit include
History of ideas of university 1. Medieval = detached 2 liberal humanist = research 3 Industrial = big science 4 post modern = radical 5 enterprise = student as consumer 6 future Background research and influences. The models are out there in the literature. R barnett = pernicious ideology = management speak
S badin = learning spaces and citizenship Delanty = knowledge society Invisible committee = occupied californian campuses - marx-hegel
Open learning spaces identifies spaces around the university that allows non-traditional [lectures] to take place. Staff are supported to explore different approaches to teaching and learning. This is a very interesting way of grabbing spaces in a kind of guerilla activity, rather than large complex installations. The university of rijeka. Staff and students described the 'blockada' student protests, and how this changed with relationships between students, staff learning and teaching. Key idea of interest were, time management and workload [derrida] as a controly the establishment to limit discussion between staff and students. Mike neary - learning landscape project. Key aim was to refocus a whole university around the idea of student as producer in relation to a wider debate of re-imagining the university and what is it for. As part of this process a 'tool kit' or workshop was established to engage academics in researching and understanding the reflexitity of this 'new' university. In order for the project to work, academics needed to be engaged in the process at a far deeper level. At the moment they are treated like clients rather than having a deeper role in learning space design. This doesn't mean they should be developed into designer, rather they should be developed to have a strong well developed understanding of what the university is and needs to become. Having this will allow them to take greater control of the design process and outcome. particular parts of the tool kit include
History of ideas of university 1. Medieval = detached 2 liberal humanist = research 3 Industrial = big science 4 post modern = radical 5 enterprise = student as consumer 6 future Background research and influences. The models are out there in the literature. R barnett = pernicious ideology = management speak
S badin = learning spaces and citizenship Delanty = knowledge society Invisible committee = occupied californian campuses - marx-hegel
Presentations
Jonothan neelands. Open learning spaces. TransdisciplinarityOpen learning spaces identifies spaces around the university that allows non-traditional [lectures] to take place. Staff are supported to explore different approaches to teaching and learning. This is a very interesting way of grabbing spaces in a kind of guerilla activity, rather than large complex installations. The university of rijeka. Staff and students described the 'blockada' student protests, and how this changed with relationships between students, staff learning and teaching. Key idea of interest were, time management and workload [derrida] as a controly the establishment to limit discussion between staff and students. Mike neary - learning landscape project. Key aim was to refocus a whole university around the idea of student as producer in relation to a wider debate of re-imagining the university and what is it for. As part of this process a 'tool kit' or workshop was established to engage academics in researching and understanding the reflexitity of this 'new' university. In order for the project to work, academics needed to be engaged in the process at a far deeper level. At the moment they are treated like clients rather than having a deeper role in learning space design. This doesn't mean they should be developed into designer, rather they should be developed to have a strong well developed understanding of what the university is and needs to become. Having this will allow them to take greater control of the design process and outcome. particular parts of the tool kit include
History of ideas of university 1. Medieval = detached 2 liberal humanist = research 3 Industrial = big science 4 post modern = radical 5 enterprise = student as consumer 6 future Background research and influences. The models are out there in the literature. R barnett = pernicious ideology = management speak
S badin = learning spaces and citizenship Delanty = knowledge society Invisible committee = occupied californian campuses - marx-hegel
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