Which space? Whose space? An experience in involving students and teachers in space design

Casanova, Diogo; Napoli, Roberto Di; Leijon, Marie

doi:10.1080/13562517.2017.1414785

Cited by 22 publications

(19 citation statements)

References 24 publications

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“…Several studies exist that explore studio as a learning environment and method, yet few studies examine how the specialised values of a physical studio instruction might be sustained in an era of developing technology and the subsequent changing shape of higher education (Lynas et al 2013; Nottingham 2017; Marshalsey & Sclater 2018; Rodriguez et al 2018). Research of technology‐enabled active learning environments (TE‐ALEs), large student numbers and spatial studies in the changing landscape of education are more ubiquitous (Young & Nichols 2017; Casanova et al 2018; Lee et al 2018; Shi et al 2019). Numerous recent papers seek to examine virtual community of practice (VCoPs), technological platforms and tools in relation to online engagement, such as ‘bring your own device’ (BYOD) programmes, and distributed models of online learning (Chen et al 2020; Peeters & Pretorius 2020; Pozo Sánchez et al 2020).…”

Section: Studio As a Site For Learning And The Pivot To Online Educationmentioning

confidence: 99%

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Marshalsey¹,

Sclater²

2020

Int J Art Design Ed

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It would seem that technological campuses of tomorrow have manifested in 2020 as an essential spontaneous response to a world event. This article examines the current crisis in physical art and design studio learning in higher education as a consequence of the COVID‐19 outbreak and the sector’s response to the fast‐track conversion of blended learning to a distributed model. Universities are focusing on virtual community building where group work, ‘crits’ and presentations are being carried out online. Moving assessment and engagement to online formats has consequences for practice‐based art and design courses: distributed learning changes how we teach and learn. This article discusses the implications of art and design studio education in a time of distributed learning. It considers the loss of control over a physically based, practical curriculum and the repercussions for students unable to perform to the depth and rigour required for creative art and design practice. Studio education is considered a signature pedagogy, and has a distinct set of guiding principles such as facilitating critical play, thinking and making, and a pedagogy of ambiguity. This article examines the successes and challenges of moving these pedagogical principles into distributed spaces to support student engagement, using Cultural Historical Activity Theory (CHAT) as a research framework. The article also examines pedagogical strategies that support students to engage in physical forms of creative practice that enable them to connect their lived experience in a time of crisis.

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Section: Studio As a Site For Learning And The Pivot To Online Educationmentioning

confidence: 99%

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Marshalsey¹,

Sclater²

2020

Int J Art Design Ed

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“…According to Casanova et al (2018), students and teachers have traditionally played too small a role when designing learning environments for higher education. Similarly, the literature suggests that learning environments should be perceived and evaluated from the perspective of students (Yang et al 2013) and that there is a need for more students' perspectives on learning environments (Fisher and Newton 2014;Jessop et al 2012).…”

Section: Research Objectivesmentioning

confidence: 99%

Learning environments preferred by university students: a shift toward informal and flexible learning environments

Valtonen

Leppänen

Hyypiä

et al. 2020

Learning Environ Res

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Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical approaches, the use of information and communications technology (ICT), the diversification of student populations, and new expectations related to working life. This study focused on university students’ perceptions of preferred learning environments and their thoughts about the best learning environments for the higher-education level. The main data consisted of answers to open questions from 230 students. Additionally, a questionnaire was used to gain an overall picture of students’ experiences in the current learning environment. Five main themes emerged: characteristics of the campus; available resources; flexibility of learning opportunities; pedagogy; and implementation of ICT in education. Further, two larger perspectives were highlighted. One was the need for informal learning environments (where students can study alone or with peers or just hang out). The second perspective pertains to the flexibility of learning, demonstrating the need for learning environments that allow participation without the need to come to the campus for face-to-face meetings. The need for resources (particularly ICT and the support and availability of teaching personnel) was also highlighted. The study provides important perspectives for developing appropriate learning environments for higher education.

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“…However, recommendations and guidance have been published on how to engage students in large classrooms [51][52][53][54]. While course size may incorporate multiple components of course constraints on teaching practices, several other course characteristics have been cited to affect teaching practices including classroom space/design [55,56], access to technology [57], and student characteristics [58].…”

Section: Environmental Influencesmentioning

confidence: 99%

Environmental influences and individual characteristics that affect learner-centered teaching practices

Emery

Maher

Ebert-May

2020

Preprint

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Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

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Which space? Whose space? An experience in involving students and teachers in space design

Cited by 22 publications

References 24 publications

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Learning environments preferred by university students: a shift toward informal and flexible learning environments

Environmental influences and individual characteristics that affect learner-centered teaching practices

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