Redesigning Services for the Net-Gen and Beyond: A Holistic Review of Pedagogy, Resource, and Learning Space

Abstract

Designs for change and the drivers of change This chapter explores macro influences on change and the key drivers of that change. There are also many micro influences, more pragmatic in many ways: the impact of eye line on the ability of a class to collaborate; the design contrast between individual task orientated learning and more open ended collaborative learning (for example furniture layout in assessment scenarios); the impact of the timetable on what is achievable (work with cBBC confirmed that that producing good quality, media rich work with children typically requires whole day-long blocks of time); the impact of repellant toilets on fluid consumption and thus on consequent concentration levels; the inflexibility of laboratory furniture (for example the inability to harness drama based activity to reinforce science concepts) and more. These micro influences are embedded elsewhere in the report, below. This chapter primarily explores the vectors of change, but a meta level reflection here should be that the velocity of change is significantly accelerating. This pace of change, above all else, provides the primary driver, and need, for change in the design of learning spaces. Social drivers Just as mobility changes diminished the power of the extended family, so information and communication changes are regenerating distributed social relationships in companies, families and in learning. Current educational political trends as documented by DfES 1 and NCSL 2 are towards "networked

Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students’ Self-Regulated Learning Strategies, Motivation, and Text Anxiety

“…With the rapidly changing world and the necessity of procuring digital skills that will allow success in a globally competitive economy, it is vital that learners be provided instruction in ways that are meaningful to them (Beard and Dale 2008;Nicholas and Lewis 2008). Although print textbooks served an instructional purpose for many years, they were meant to be used for long periods of time (Kim and Jung 2010).…”

Making It Personal

“…Millennials are characterized as "special, sheltered, and team-oriented" (Pattengale, 2008). Pardue and Morgan (2008) and others (Beard & Dale, 2008) have described them as "technologically competent, optimistic and group oriented . .…”

Developing learning landscapes: academic libraries driving organisational change

“…One comment from the LJMU focus group reinforced the importance of the role of the library as a neutral, managed, learning space where students feel safe working in groups with other students that they may not know well and where certain behaviours are expected and reinforced by staff with a light touch -this approach to design and staffing presents a number of challenges to library managers and their responses are illustrated in the case studies that follow. Similarly, an example from the University of Bournemouth suggests that consulting students through the use of detailed focus groups, encouraging students to articulate their particular learning styles and subsequent learning needs, provides greater insight into student expectations and the development of learning landscapes (Beard and Dale, 2008). In a recent study, students were consulted on a variety of "third place" characteristics as part of a consultation for library space developments.…”