Space as designs for and in learning: investigating the interplay between space, interaction and learning sequences in higher education

Leijon, Marie

doi:10.1177/1470357215608553

Cited by 21 publications

(18 citation statements)

References 31 publications

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“…As noted earlier, including others in the design of such spaces can help to meet different needs (Casanova et al, 2017) and how the space is executed can say a lot about how that space can be used and by whom (Leijon, 2016). If all stakeholders' voices are not present throughout the design process, and there is not a clear record to refer back to for understanding different decisions, some stakeholders such as vendors can end up having too strong of a voice in the development of a space.…”

Section: Concluding Thoughtsmentioning

confidence: 98%

“…One of their key trends, initially identified in 2015 as a short-term trend for the next one to two years, was the redesigning of learning spaces (Johnson et al, 2015). While alternating between short-term and mid-term designations, redesigning learning spaces has remained in the 2016, 2017, and 2019reports (Alexander et al, 2019Becker et al, 2017Becker et al, , 2018Johnson et al, 2016). With the discussion of learning space redesign including considerations like problem-based learning, increases in supportive technology, and fostering group work, one potential redesign option is that of creating a studio.…”

Section: Introductionmentioning

confidence: 99%

“…Such approaches include focusing on things like "project-based work on complex and open-ended problems, very rapid iteration of design solutions, " and "frequent formal and informal critique" (p. 65). How a space is designed can convey a lot about how that space can be used and what kinds of interactions can take place there (Leijon, 2016). Past evidence has also suggested that how spaces are designed and constructed can impact both instructional interactions and learning (Park & Choi, 2014), as well as impacting the practices of both students and teachers (Johnson et al, 2015;Park & Choi, 2014).…”

Section: Introductionmentioning

confidence: 99%

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When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

Strycker

2021

IJDL

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The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer’s experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.

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Section: Concluding Thoughtsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

Strycker

2021

IJDL

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“…A recent empirical study encouraged students and teachers to critique and redesign a prototype learning space so that it better met their learning needs -a process that, it is reported, caused participants to reflect more deeply on the pedagogy taking place there (Casanova et al, 2018). Leijon (2016) has, as noted earlier, studied how both teachers and students understand the 'text' of a teaching room, and how the room's layout -its spatial pedagogy -can affect the learning that goes on in it. What are easy to find are studies that suggest that student learning will be improved with, for example, open-plan, flexible workspaces with comfortable furniture and inspiring design, which 'should present a … vision of functionality, sophistication and creativity' (Sinclair, 2007: n.p.).…”

Section: University Spaces 229mentioning

confidence: 99%

University spaces: Creating cité and place

Temple¹

2019

London Review of Education

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This article examines a number of conceptualizations of interactions between people and physical space, and relates them to university settings to make a link with findings on institutional effectiveness. It argues that the idea of the common-pool resource, where certain physical or social conditions are exploited collectively, is a helpful way of understanding how certain university spaces may be used productively. The opposite situation, the creation of a university 'non-place', must be guarded against. Planners and institutional managements can support the creation of high-performing spaces managed in common, while allowing students and others to build their own community structures.

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“…On a vertical axis, elements at the top are often described as ideal, and the generalized essence of information and therefore usually most salient; elements placed at the bottom are often represented as real, and present more specific, factual information (cf. Leijon 2016). In the microstructure, a definition is usually placed above the examples under the same sense, forming a typical vertical composition.…”

Section: Information Value and Composition As Meaning Flowmentioning

confidence: 99%

Multimodal Exemplification:The Expansion of Meaning in Electronic Dictionaries

Liu

2017

LEXI

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Abstract:This article investigates electronic dictionaries under the framework of SystemicFunctional Multimodal Discourse Analysis (SF-MDA) and argues for improving their exemplification multimodally. Multimodal devices, if well coordinated, can help optimize e-dictionary examples in informativity, diversity, dynamicity and interactivity. The term multimodal exemplification is tentatively proposed under the umbrella of multimodal lexicography (Lew 2010), and defined as the selection and presentation of examples with multimodal devices for achieving greater effectiveness in exemplifying than language does alone, especially in an e-dictionary. Evidence shows that multimodal exemplification can expand the three metafunctional meanings of the e-dictionary discourse: ideational, interpersonal and textual. Ideational meaning can be enriched by not only multimodal examples per se but also cross-modal example-definition ties, and hyperlinks facilitate meaning flow in the semantic network. Interpersonal meaning can be expanded by user participation and design options, including those for page layout (spatial mode) and example genre style (verbal mode). Textual meaning can be reinforced by information value, composition, salience and framing. This article makes a first attempt to explore the intermodal relationship between a definition and the examples under the same sense, and to present a diagram illustrating a typical design of visual space in e-dictionaries. By exploring the special features of multimodal example texts, it may deepen our understanding of the emerging multimodal lexicography and complement multimodal discourse studies from a lexicographical perspective. Keywords: E-DICTIONARY, EXAMPLE, METAFUNCTIONAL MEANING, MULTIMODAL DISCOURSE ANALYSIS, MULTIMODAL EXEMPLIFICATION, MULTIMODAL LEXICOG-RAPHYOpsomming: Multimodale toeligting: Betekenisuitbreiding in elektroniese woordeboeke. In hierdie artikel word elektroniese woordeboeke binne die raamwerk van Sistemies-Funksionele Multimodale Diskoersanalise (SF-MDA) ondersoek en geargumenteer ten gunste van die verbetering van hul multimodale toeligtingshulpmiddels. Indien multimodale hulpmiddels goed gekoördineer word, kan hulle help om die e-woordeboekvoorbeelde te optimaliseer ten opsigte van informatiwiteit, diversiteit, dinamiek en interaktiwiteit. Die term multimodale toeligting word tentatief voorgestel onder die oorkoepelende multimodale leksikografie (Lew 2010), en gedefinieer as die seleksie en aanbieding van voorbeelde met behulp van multimodale hulpmiddels ten einde groter effektiwiteit in toeligting te verkry as wat met slegs taal gedoen kan word,

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Space as designs for and in learning: investigating the interplay between space, interaction and learning sequences in higher education

Cited by 21 publications

References 31 publications

When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

University spaces: Creating cité and place

Multimodal Exemplification:The Expansion of Meaning in Electronic Dictionaries

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