Innovative Learning Spaces at LJMU: How They Indicate Possible Improvements to Learning Space Design?

Acknowledgements

This report was completed with the help of

·         The AV-IT Forum

·         Academic staff who have developed spaces in their areas

·         Staff and students who helped complete the questionnaires.

Summary

This report wishes to benefit future teaching room developments and their use, by building understanding of how learning space design can affect learning and teaching. Learning spaces cover a wide range of types e.g. libraries and social areas, this report focuses on what can be loosely defined as classrooms. It will; review 7 innovative learning spaces of this type at LJMU, using data gathered from research into some of these rooms and compare this with evidence from other research in this area.

The main conclusions and recommendations are:

·         The learning space design process, can act as opportunity to re-focus universities.

·         Learning spaces do not change practice on their own, but amplify existing practice.

·         Group-learning and student-centred learning should remain a focus for development of learning space design.

·         More academic staff need to engage in an deeper and informed way in developments.

·         Staff support, development and sharing of practice will help with ownership and enable staff to get the most from these spaces.

·         Colour although not a direct influence on learning is highly valued by students. 

·         A need to explore the potential of re-designing other aspects of the learning landscape such as lecture theatres.

Introduction

Who was involved in creating these rooms?

AV-IT Group

The AV-IT Group was established to improve student experience in the classrooms and learning spaces around with University. They look after audio and visual technology in teaching rooms. All rooms in University now have a base line provision, and the group continues to works together to reduce cost of maintenance and replacement. They are now expanding to look after furniture.

Membership includes:

·         Director of Teaching and Learning Development (Chair)

·         Faculty learning and teaching managers

·         Senior Technicians

·         Head of Technology Enhanced Learning

·         Faculty Managers

·         Libraries & student services

·         Resource Directors

·         Deputy Director of Computing and Information Services

·         Welfare - Head of Department

·         Procurement Officer - Infrastructure Planning

In 2009 they decided to put a small budget aside for innovation of technology and room design, this resulted in the exemplar learning spaces project. Faculties put proposals together with AV technicians and academic staff involvement. These were submitted and amendments suggested by the group before they went ahead.

Localised Initiatives

Some academics/departments have independently developed innovative learning spaces. These are usually designed to support a particular pedagogy to support a curriculum or skills development need. Several of these rooms are included in this report.

Definition of Learning Spaces

There are a great many types of different learning spaces in a modern University, lecture theatres, ICT suites, classrooms, specialist lab areas and also informal social areas, such as those found in libraries. This report focuses on classroom teaching spaces but, it should also be pointed out that future developments should recognise the whole environment as adding and enhancing the student and staff experience (Savin-Baden 2008). Teaching predominantly happens in designated places, learning can happen anywhere (Van Note Chism, 2006)

Research

There is little research in this area (Temple, 2007), what research does exist tends to concentrate on psychological perspectives of the physical attributes of the space, or the wider social and cultural dimensions. The research for this report involved; visiting, analysing and recording 7 rooms, 4 of those rooms were investigated further with staff and student questionnaires. 135 students and 10 staff members returned questionnaires.

The student questionnaires were designed to gain understanding of the perceptions and beliefs of the students over the effect the environment had on the way they were taught and how they learnt. The staff questionnaires tried to establish any change in approach or practice and the perceptions of effectiveness of the space.

Results or findings
Rooms as Amplifiers
Robert Emery Smith (Educause, 2010) sees learning spaces as Amplifiers of both good and bad teaching practice. If the teaching and learning practice is aligned with the room design it amplifies the effectiveness of that process. If they are not aligned or it is simply poor practice their effectiveness will be dip in performance. The simplest example of this is a group-based and learner centric approach being delivered in a formal lecture theatre. This idea of amplification will be used in this report to help frame the findings.
This amplification can also be applied to the effect on the wider social and cultural aspects surrounding the learning space (Horne-Martin 2004). For instance a room design might amplify a workshop that wishes to facilitate a cultural value such as ‘freedom of speech’. This value will need to be present in the culture and the space to amplify it. This phenomenon of amplification could then become reciprocal leading to a form of amplified feedback, heightening this value in the local culture.

The 7 Spaces

Subject: Social Science

Students: 60

Purpose: The School has recently moved to a temporary old building. The central atrium provided a natural focal point to design a space which encourages students to socialise and as a space for group work.

Pedagogy: Move from formal classroom to social space allowed lecturers to break down barriers. The lack of technology was seen as a positive, allowing student focused discussion and debate rather than tutor lead.

Space Design: Strong use of colour, fixed pods allows group to ‘huddle’, flexible tables for more ad hoc meetings, natural light through ceiling

Technology: Wireless, but there is no fixed technology such as computers or projector

Student quote: “less informal, feel it's easier to have a discussion, more confident about speaking out” 

Subject: Engineering and Product Design

Students: 20-30

Purpose: A recognised need for creativity and group work within the subject lead to a space which challenges students to think differently and build a creative studio/workplace atmosphere.

Pedagogy: Innovation and Creativity, working on group projects to identify and develop creative solutions.

Space Design: Moveable whiteboards, flexible layout, display cases for inspiration and reference.

Technology: Includes multiple presentation screens, use of background music.

Student quote: “more relaxed yet productive and good for communication between staff and peers” 

Subject: Business Development

Students: 20

Purpose: Set up to support internal innovation between teams, this space has now expanded to include working with external partners. A large range of facilitated activities take place which are designed to enhance communication, collaboration and creativity

Pedagogy: ‘Making thinking visible’. Many of the activities allow participants to visualise, as a group, problems and possible solutions

Space Design: Use of colour, soft furnishings, lighting, music and flexibility. Moveable whiteboards support activities

Technology: ‘Distiller’ a purpose built multi-keyboard mind-mapping tool, multi-projector screens, serious lego, video and stills cameras. 

Subject: Business and Law

Students: 8

Purpose: To explore the potential of different technologies to help staff members to understand, develop and practice different teaching and learning activities. It also support

with external partners via video conference.

Pedagogy: technology enabled group work

Space Design and Technology: Use of colour and graphics, lighting, and flexible table/computer flip tables. Central control screen, video conferencing.

Getting Blackboard wikis to talk to yahoo pipes via google docs

i wanted to allow students to put their own blog urls into a wiki in blackboard. then i want to collect those, identify the feeds, merge them together as a single feed and share that with staff and students.
this video takes you trough the process
http://screenr.com/vxA

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Innovative Learning Spaces

Here is a list of some of the innovative learning spaces featured in resent reports on the subject

Wallenburg Hall

Institution: Stafford University USA

Features

This renovation on a 100 year old campus building was developed to explore innovation learning and teaching. The space is facilitated and sessions are organised with academic staff and support staff at the hall. Academics are encouraged to develop their methods.

Size

This building holds a suite of rooms, all different sizes, the main lecture room can hold above 60 people, depending the way it is laid out.

Technology

Technology includes wide use of wireless lab tops to ‘carry learning’ from one room to another.

Links

Main site http://wallenberg.stanford.edu/index.html

Video

Podcast http://www.educause.edu/blog/gbayne/ELISessionStanfordUniversitysW/198653

The Culture Lab

Institution: University of Newcastle

Features

This interdisciplinary space, links learning with the wider community, culture and business worlds. It’s a shared space to allow and facilitate creative links.

Size

This is a multi space building with 8 different rooms and small multimedia labs

Technology

A wide range of technology to facilitate all sorts of events and interactions.

Links

Main Site: http://www.ncl.ac.uk/culturelab/

The Teaching Grid

Institution: University of Warwick

Features

Strong culture of student ownership.

This library space contains an experimental teaching area, that facilitates staff to try innovative ways of delivery and supporting learning.

Aims

Size

Technology

PCs, plasma stations, Cleverboards, Smartboards, document visualisers, video editing suites, General whiteboards and dividers on wheels

Links

Main Site: http://www2.warwick.ac.uk/services/library/teachinggrid/

Description in JISC article:  http://www.jiscinfonet.ac.uk/infokits/learning-space-design/more/case-studies/warwick/learning-grid

EE/CSci 2-260 and BioSci 64

Institution: University of Minnesota

Features

Although this is looking a little dated now the pedagogy is interesting. Whiteboards cover all the walls. Students work in teams of 3 with laptops and on tables of 9. The projectors can show a single presentation or project one of the student laptops to share student work. There is a definite feel that there is no one focus to the room

Links

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/UsingthePAIRupModeltoEvaluateA/163845

http://dmc.umn.edu/spotlight/active-classrooms.shtml

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Digital Signage - touch screen and room changes

Nice example from City Lit London

This use of touch screens to identify rooms and a special screen to bring up room changes. Digital signage can be a bit cosmetic some times, this has found a real allocation

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Next LJMU E-learning Forum - List of speakers -

e-learning forum

just finished organising LJMU e- learning forum – got some good speakers

The Venue

        The newly refurbished Room M209 I. M. Marsh Campus

Helen Walmsley (E-learning Models Co-ordinator, Staffordshire University)

Helen has been running the very successful ‘Best Practice’ forum at Staffordshire University for 3 years. This international group meet regularly online to discuss educational technology and share ideas. She is joining us, using Wimba Classroom, to present her on E-learning Model and explain how the forum works and how to get involved.

For more information visit

http://learning.staffs.ac.uk/bestpracticemodels/

http://uk.linkedin.com/pub/helen-walmsley/6/539/398

Ken Currie (Director of Business Development, CAPDM)

Ken is currently supporting a range of developments in the Business and Law School. He was a founding Director of Edinburgh’s Business School and started their highly successful online MBA.

http://www.capdm.com/capdmweb/AboutTeamAcademic.html

Mandy Philips (Head of Business and Information Systems, LJMU)

Mandy has recently joined LJMU from Edge Hill University. She will be presenting the recent developments in libraries and giving her viewpoint on what might be coming next.

http://uk.linkedin.com/in/m8nd1

Gus Ryrie (Researcher/Teaching Assistant in Sport Development and Coaching, LJMU)

Gus is researching the use of e-portfolios within option modules. The portfolios are structured within the module process to increase student engagement. Gus will be explaining this project and providing a few early findings

Alice Bird (Head of Technology Enhanced Learning, LJMU)

Alice will be presenting some of the findings from LJMU e-learning benchmarking project. This project evaluated the Universities learning technology provision using 28 different criteria.

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Liver & mash - yahoo pipes & google docs

At a mashup event in liverpool last week organized by ljmu libraries, several technologies were highlighted. Ardunio [programable chip] and different mapping software were being tested and demo, to destruction in different rooms.

The highlight for me awas meeting Tony Hirst – (Open University @psychemedia) and hearing him speak about the work he does with yahoo pipes. What he discussed was a very new, but old school, way of developing solutions. Using a combination of online social services [yahoo pipes and google docs] he moves, combines and develops data from different sources. This reminds me of the early days of multimedia development, were nonn-programmers can get involved and sort their own solutions.

The openings that google docs bring to pulling in data and sorting it in different ways is very powerful, and well worth a look. I have since developed something using and look forward to exploring it further. As tony saidonce you get use to the tools you can knock out services very quickly. I don't think it will be for everyone, but having the skill could save a lot of effort in certain situations

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learning space design - ideas from stamford

There are some interesting ideas in this video that you might like

They are starting to look a little dated but, I particularly like the use of the semi transparent white boards that work like wall partitions

The use of small laptops to carry ‘learning’ from one space to another, this is a dynamic I would love to explore more in spaces that might develop in the future

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Arduino Creativity meeting

11/05/2010 at Design Academy LJMU

What is Arduino?

Easy-to-use, cheap, computer chip that links physical world with the online. Ideal for rapid prototyping novel ideas exploring the cross over between physical and online worlds

See here for examples and further information.

http://www.arduino.cc/playground/Projects/ArduinoUsers

Why did we focus on using it?

·         To bring people together to explore interesting and creative technology.

·         To demonstrate the multi-disciplinarily of this type of project

·         To encourage development in using this technology in teaching and learning activities

Who was there?

Facilitated by Adrian McEwen from http://www.mcqn.net/

iMedia, Computer Science, Art and Design, Business Development, Media Professional Studies.

What happened?

Adrian showed a variety of projects using the technology. These covered different disciplines, product design, art, and technology. http://www.mcqn.com/weblog/arduino_workshop_liverpool_john_moores_uni

The attendees then used a starter kit for Arduino to very quickly produce some simple interactions. This then progressed to small teams making small working systems. For example, a tune being played every time a particular mention of a phase in made on the social networking site, Twitter, or a small crawling robot built in a paper cup. During this process people mingled and discussed other application and projects. New contacts were established and discussions on running joint projects with different students from different subject areas.

Where do we go next?

·         The kits used in the session are to be used in a workshop for L&SS event Liver and Mash

·         2 kits have gone to computer Science for staff development sessions there

·         Other kits will be used in iMedia, MPS and Art and Design

·         Next Creativity Forum meeting in October

Pictures

Feedback

Yes- it was helpful in identifying how Arduino could fit into different disciplines and particularly useful in planning collaborative work e.g. computer science + fashion design Yes, I learnt a lot both in terms of arduino + physical computing and also about other collegues. It was good to spend the day exploring ideas with staff Yes – I was able to discuss my ideas with tutor and class. I learned how to use many different components Yes, meet new people, reacquainting myself with new technologies, meeting people was arguable more beneficial than tech v. good Yes – great intro Yes, this has been a highly informative, enjoyable session that has introduced Arduino use in an interesting and fun way. One of the best sessions I have attended

Student feedback

What do you think are the benefits of students getting involved with this type of technology?

It is great to have a look at different ways of interacting with visual devices such as TV’s, Computers and even phones. Unfortunately I think some of the input technology can also be very difficult to understand and therefore the technology to control them even more so. However I always feel that the best way to understand something is to play with it, even take it apart to understand its mechanics. Arduino gives the student that opportunity, to build the circuit, to follow it in steps and to then allow the student to back track those steps if something does not work as intended. The benefit of the kit is that it allows students to think outside the box, “How can I make my Film/TV/Game more involved with the viewer” should always be in the front of an entertainment maker’s head, and input devices will need to serve this purpose for the foreseeable future until the motion & voice capture technology is developed to the stage where input devices no longer need to be seen.

While some students may be used to using ‘Breadboard’ and other similar devices from A Level or even GCSE it can be very quickly forgotten and I think Arduino is a perfect example of a kit that can reintroduce as well as introduce circuit diagrams and circuit building to the Intermediate as well as the Novice.

What do you think are the issues for students in understanding and using it?

The learning curve for Arduino is quite steep for someone who may not have had much experience with Design & Tech in A Level, making it very difficult to reap the benefits from it without putting in hours of practice and trying to understand the basics of circuitry and computer programme coding, which obviously is a main feature of the Arduino.

Also the instruction manual does not speak to the user as if they were a beginner. It explains things as if talking to someone who has some knowledge of circuitry or computer programming and this can segregate a lot of the students who may make use of this. While the majority of Interactive Media students may be versed in the aforementioned areas, students of Media Professional Studies or Film Studies, who quite rightly need to think about this technology in order to provide new, innovative programming for future generations need to be included in the knowledge span of Arduino.

The kit also is very intricate, which to someone who has used them before wouldn’t be a problem but to someone who has no clue and doesn’t understand the layout of a ‘Breadboard’ and the possibilities achieved with one, this could be problematic. If Arduino introduced a board that was larger in scale and easier to understand then scaling down in the future would be less of an issue as that person would be going in with some basic knowledge of the board and its layout. I think including the layout of the board (i.e. what it looks like without the plastic covering) may have some use to a Novice as they can learn how the holes work and why certain wires go in certain places.

When in the course do you think it might be useful to introduce students to it?

I think it is important to introduce Arduino in the first semester of the first year, giving the students who use it a full three years to develop with the technology, eventually producing a successful incorporation of Arduino’s capabilities within a project for their final year. The three years would allow the students to learn and think about how to push the boundaries of Arduino.

What’s the best way of introducing this technology to students e.g. should it be for all students or optional?

 I think for some students, Arduino is a definite ‘No’. Students who like technology, and want to use it, learn about it in school and find affection towards it. Other students do not mix well with circuitry and hate the idea of playing around with it, it frightens them or it annoys them and something like Arduino requires lots of practice and lots of patience. I think giving the students a trail day in which they get to play around with Arduino, and get to think in groups of the technology’s implications within their own projects throughout the three years is very important. After the trail day they can then choose it as an option and carry it on for the year, producing a simple demonstration of the technology for their end of year project. I would then give them the option to then continue with Arduino for the remaining two years or allow them to leave it after the first year.

Arduino is definitely not something that should be forced on all students, it is very complex to think of how to apply it and some students would much prefer to make an ordinary film or TV programme rather than having to find a way to make it interactive, and more importantly make the interactivity original and innovative.

How much and what kind of support would you need to produce something with this technology?

I think that this sort of technology requires a lot of hands on support from the developers of Arduino, perhaps coming to the universities a few times over the course of the year to demonstrate new and interesting ways to use the technology. Also the tutors and lecturers would need to be aware of the difficultly that some students may face and be able to help with even the most annoying of problems, and be willing to put the hours in to help that student/s.

Speaking as a student there is nothing more frustrating than a technical problem that crops up that a lecturer or technician cannot help you with. Arduino, as interesting as it is, screams an array of technical know-how and also a collection of technical problems that will occur, as is found with all technology somewhere down the line. Students need to know that there is someone around that can help them with this problem and that they can be helped to fix it whether it is by someone at the university or it is from a 3rd party source.

Any other comments?

Overall the time I spent working with Arduino was very interesting and allowed me to experience new ways of using input devices with computers. I think a lot of students will get a great deal from using Arduino and it is up to them how far they take the technology.

See and download the full gallery on posterous

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Untitled

It's appeared out of nowhere, and now seems a standard technology filling faculty shared areas with a busy neon glow. But sadly, very little of this technology seems to meet a real need. Digital signage in airports and train stations link with a real demand, the need to find out information of a very specific and time-related nature - arrivals and departures. Because of the changing nature of this information gives the use of this technology real purpose.
 old train timetable using chalkboard

If we are going to adopt this technology into universities, can we first have a little think. Let's do something useful with digital signage, something that really supports learning and brings a benefit.

Current reason for investment One argument for this technology is that people look at it because it's moving. Therefore, information like 'don't eat and drink in the IT lab will be read, because it is flashing next to a fancy graphic. Well this depends on specifics of the context and relevance. Humans do get attracted by moving things, but can easily filter it is out if it's not valuable information. Another argument is that it makes the place look busy and current. The argument for and against external news feeds e.g. BBC news
For - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events.

To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staff and everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]?

Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant.

Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important announcement to be displayed on all screens.

idea for display of timetable and events

2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally.

3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor.

Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it.

4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!

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Digital signage, is it just burning up energy, or can it meet a real need

It's appeared out of nowhere, and now seems a standard technology filling faculty shared areas with a busy neon glow. But sadly, very little of this technology seems to meet a real need. Digital signage in airports and train stations link with a real demand, the need to find out information of a very specific and time-related nature - arrivals and departures. Because of the changing nature of this information gives the use of this technology real purpose.

If we are going to adopt this technology into universities, can we first have a little think. Let's do something useful with digital signage, something that really supports learning and brings a benefit.

Current reason for investment One argument for this technology is that people look at it because it's moving. Therefore, information like 'don't eat and drink in the IT lab will be read, because it is flashing next to a fancy graphic. Well this depends on specifics of the context and relevance. Humans do get attracted by moving things, but can easily filter it is out if it's not valuable information. Another argument is that it makes the place look busy and current. The argument for and against external news feeds e.g. BBC news
For - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events.

To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staffand everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]?

Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant.

Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important annoucement to be displayed on all screens.

2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally.

3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor.

Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it.

4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!

It's appeared out of nowhere, and now seems a standard technology filling faculty shared areas with a busy neon glow. But sadly, very little of this technology seems to meet a real need. Digital signage in airports and train stations link with a real demand, the need to find out information of a very specific and time-related nature - arrivals and departures. Because of the changing nature of this information gives the use of this technology real purpose.

If we are going to adopt this technology into universities, can we first have a little think. Let's do something useful with digital signage, something that really supports learning and brings a benefit.

Current reason for investment One argument for this technology is that people look at it because it's moving. Therefore, information like 'don't eat and drink in the IT lab will be read, because it is flashing next to a fancy graphic. Well this depends on specifics of the context and relevance. Humans do get attracted by moving things, but can easily filter it is out if it's not valuable information. Another argument is that it makes the place look busy and current. The argument for and against external news feeds e.g. BBC news
For - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events.

To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staffand everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]?

Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant.

Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important annoucement to be displayed on all screens.

2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally.

3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor.

Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it.

4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!

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Where have all the slack hours gone. Savin-Baren's call for time to think

In her learning spaces book, she calls for the rise of slack hours to allow academics to think. Time has become the political battlefield of control, with management trying to fill all possible hours with business and busyness. Pp141

Time and space to think could hold some solutions. Can you imagine this being timetable into the working day?

In her learning spaces book, she calls for the rise of slack hours to allow academics to think. Time has become the political battlefield of control, with management trying to fill all possible hours with business and busyness. Pp141

Time and space to think could hold some solutions. Can you imagine this being timetable into the working day?

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How much has 'Biggs' constructive alignment constrained innovation

reading savin-baden 'learning spaces'. She argues that for spaces to work development in non-traditional forms of learning need to take place. Away from learning outcomes and content/performance view. Pp24

She splits learning spaces into, 'striated' and 'smooth'. The main difference being, control.
P13
Barnett's idealogy [2003] is use to so an alternative, concentrating on the positive, and re-imaginings of universities. Pp19

Liquid learning is also focused on as an alternative [linked with bauman's liquid modernity] . Learning for an unknown future. This is linked with problem based learning.

reading savin-baden 'learning spaces'. She argues that for spaces to work development in non-traditional forms of learning need to take place. Away from learning outcomes and content/performance view. Pp24

She splits learning spaces into, 'striated' and 'smooth'. The main difference being, control.
P13
Barnett's idealogy [2003] is use to so an alternative, concentrating on the positive, and re-imaginings of universities. Pp19

Liquid learning is also focused on as an alternative [linked with bauman's liquid modernity] . Learning for an unknown future. This is linked with problem based learning.

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Arduino Creativity meeting

11/05/2010 at Design Academy LJMU

What is Arduino?

Easy-to-use, cheap, computer chip that links physical world with the online. Ideal for rapid prototyping novel ideas exploring the cross over between physical and online worlds

Why did we focus on using it?

·         To bring people together to explore interesting and creative technology.

·         To demonstrate the multi-disciplinarily of this type of project

·         To encourage development in using this technology in teaching and learning activities

Who was there?

Facilitated by Adrian McEwen from http://www.mcqn.net/

Staff from iMedia, Computer Science, Art and Design, Business Development, Media Professional Studies.

What happened?

Adrian showed a variety of projects using the technology. These covered different disciplines, product design, art, and technology.

The attendees then used a starter kit for Arduino to very quickly produce some simple interactions. This then progressed to small teams making small working systems. For example, a tune being played every time a particular mention of a phase in made on the social networking site, Twitter, or a small crawling robot built in a paper cup. During this process people mingled and discussed other application and projects. New contacts were established and discussions on running joint projects with different students from different subject areas.

Where do we go next?

·         The kits used in the session are to be used in a workshop for L&SS event Liver and Mash

·         2 kits have gone to computer Science for staff development sessions there

·         Other kits will be used in iMedia, MPS and Art and Design

·         Next Creativity Forum meeting in October

Pictures

http://www.flickr.com/photos/openlabsinfo/

Feedback

Yes- it was helpful in identifying how Arduino could fit into different disciplines and particularly useful in planning collaborative work e.g. computer science + fashion design Yes, I learnt a lot both in terms of arduino + physical computing and also about other collegues. It was good to spend the day exploring ideas with staff Yes – I was able to discuss my ideas with tutor and class. I learned how to use many different components Yes, meet new people, reacquainting myself with new technologies, meeting people was arguable more beneficial than tech v. good Yes – great intro Yes, this has been a highly informative, enjoyable session that has introduced Arduino use in an interesting and fun way. One of the best sessions I have attended

See and download the full gallery on posterous

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The ultimate teaching technique

100% learning all the time. Neat, or nasty? Neurological understanding of how we learn is set expand over the next decades. via this increased understanding we may establish better teaching methods. if this is true, what could be the consequences.
Imagine walking into the classroom and using this method, and all students leaving with an absolute understanding of the concepts they should learn. neat huh
Then think of all the other ways this learning will be applied, nasty! Ultimate control of thinking and all that goes with it.

Is there a reason why learning, and by implication teaching is hard? Could it be that we have developed an evolutionary defense against ultimate teaching methods. This would have its basis in the distant past of our development and almost certainly has no connection with protecting us. Although its only a tiny message of solice to those who are struggling with teaching and wish to improve, it helps me appreciate the complexities of learning and teaching, and see a possible 'why' it should be so hard

100% learning all the time. Neat, or nasty? Neurological understanding of how we learn is set expand over the next decades. via this increased understanding we may establish better teaching methods. if this is true, what could be the consequences.
Imagine walking into the classroom and using this method, and all students leaving with an absolute understanding of the concepts they should learn. neat huh
Then think of all the other ways this learning will be applied, nasty! Ultimate control of thinking and all that goes with it.

Is there a reason why learning, and by implication teaching is hard? Could it be that we have developed an evolutionary defense against ultimate teaching methods. This would have its basis in the distant past of our development and almost certainly has no connection with protecting us. Although its only a tiny message of solice to those who are struggling with teaching and wish to improve, it helps me appreciate the complexities of learning and teaching, and see a possible 'why' it should be so hard

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dealing with large cohort student reflections

This is a nice case study with interesting use of online video and online discussion in small groups.

The outcomes are very positive for the students, but the author admits it took time to give feedback. It would be interesting to see how it has faired this year.

Tarsem Singh Cooner Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology-enhanced blended learning design, BJET

“Abstract

This paper examines BA Social Work students’ experiences of developing

their reflective skills to work with diverse communities using a technologyenhanced

blended learning design. In response to growing student numbers,

new teaching and learning resources were developed to provide opportunities

for students to engage in reflection-in-action at critical learning stages with

the support of tutors and peers. It is suggested that access to online lectures,

communications tools, a workbook (to record learning development) and

online video case studies can encourage students to reflect-on-action, allowing

them opportunities to reframe and reinterpret existing knowledge, values and

beliefs to assess the impact these may have on their professional practice

when working with diverse communities. To cater for an increase in student

numbers, a rationale for the learning design is outlined, and the paper then

explores the lessons learnt from the students’ technology-enhanced learning

experiences.”

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Neat study comparing f2f with online discussion

Students picked the method they wished to participate in. Students in online discussions faired better in final assessments. Course content was delivered online for both.

Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

Campbell M, Gibson W, Hall A, Richards D, Callery P.

School of Nursing, Midwifery and Social Work, University of Manchester, Oxford Road, Manchester M13 9PL, UK. 2008

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Moving from spaces to places

'place creation are primarily social and pedagogical, rather than material and financial'. P36 learning landscape in higher education.

This is a subtle but powerful shift. much of what is covered here is these simple mind shifts, getting different parties and communities to understand each other

'place creation are primarily social and pedagogical, rather than material and financial'. P36 learning landscape in higher education.

This is a subtle but powerful shift. much of what is covered here is these simple mind shifts, getting different parties and communities to understand each other

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Learning landscape report - more than moving the deck chairs

This report focuses on bringing together the 'messy reality' of designing spaces with all parties that are, or should be involved.
Without this full and balanced collaboration, there are risks that the learning spaces will only be a surface approach and not challenge or development university education. It again raises the issue of lack of research - citing temple 2007

A particular aspects of design it raises for me is
1. Liminality of design
2. Boundary crossing - the distance [both physical and mental] between university culture and other cultures can communities. Some spaces are set up outside the campus, some spaces challenge university culture from within.

This report focuses on bringing together the 'messy reality' of designing spaces with all parties that are, or should be involved.
Without this full and balanced collaboration, there are risks that the learning spaces will only be a surface approach and not challenge or development university education. It again raises the issue of lack of research - citing temple 2007

A particular aspects of design it raises for me is
1. Liminality of design
2. Boundary crossing - the distance [both physical and mental] between university culture and other cultures can communities. Some spaces are set up outside the campus, some spaces challenge university culture from within.

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Digital Signage - what is it good for

Is anyone using digital signage to support learning? There seems to be lots of interest in getting this technology into faculties for basic advertising of services and events. I have seen some bad examples of this such as just fill them with live news feeds, and ticker tapes that make your eyes hurt. But, some interesting learning uses too, such as broadcasting up and coming assessments.

Has anyone got any ideas or examples for using them more affectively for learning?

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Good quotes - foucault

In describing the effect of the panoptican, 'he is seen, but he does not see; he is the object of information, never the subject in communication'
P200

Although this is an extreme viewpoint when reviewing classroom design, it does connect with the central design perspective of the teacher as controller 'power has its principle not so much in in a person as in a certain concerted distribution of bodies, surfaces, lights, gazes; in an arrangement whose internal mechanisms produce the relation in which individuals are caught up.' p202

I like the phrase 'caught up' here. As in a spiral, sucking more things in towards it, all self generated, and very difficult to swim against the tide.

In describing the effect of the panoptican, 'he is seen, but he does not see; he is the object of information, never the subject in communication'
P200

Although this is an extreme viewpoint when reviewing classroom design, it does connect with the central design perspective of the teacher as controller 'power has its principle not so much in in a person as in a certain concerted distribution of bodies, surfaces, lights, gazes; in an arrangement whose internal mechanisms produce the relation in which individuals are caught up.' p202

I like the phrase 'caught up' here. As in a spiral, sucking more things in towards it, all self generated, and very difficult to swim against the tide.

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