the holistic learning context: effective use of digital & physical design to support rich...

The holistic learning context: Effective use of digital & physical design to support rich learning environments & experiences

Tom Hamilton

Director, InQbate: The CETL in Creativity

Universities of Sussex & Brighton

JISC Innovating e-Learning, Online conference, November 2008

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Talk: Overview

It ain’t what you use…… it’s the way that you use it!

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Talk: Overview Introduction Project Design Findings Implications

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Introduction: Technology TEL spaces/ ‘technologically-rich’ spaces What is ‘technology’? More than just digital technologies Greek tekhnologiā, systematic treatment of an art or craft [tekhnē, skill + -logiā, study/ practice]

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Introduction: Learner contextLearner context a combination of: physical environment socio-cultural environment ‘cognitive environment’ (mood, beliefs about self, how the world works)

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Introduction: Learning spacesEnhanced learning spaces > TEL spaces

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Introduction: InQbateThe creativity zones - a different kind of learning space

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InQbate: Project One of the 74 HEFCE-funded Centres of Excellence for Teaching & Learning. Universities of Sussex & Brighton Focused on T&L in creativity

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InQbate: Project aimsTo improve our teaching of creativity & increase the creativity of our teaching

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InQbate: Project approach Time (CDF) Space (Creativity zones) Support (Team of facilitators)

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InQbate: Pedagogical modelBased on the ‘operating theatre’ concept – the apprentice model / ‘learning by observation’.… and extended to: Learning by watching Learning by doing Learning by sharing

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InQbate: T&L activities Contextualisation Presentation Background research Group discussion & idea generation Socialization & reflection Drawing, making, prototyping & testing Peer presentation & critique Performance & exhibition

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1. Contextualization 2. Content delivery/ access

3. Discussion

5. Demonstration & feedback

4. Construction

InQbate: T&L activities

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InQbate: Case studies Product Design (low-tech teaching of creativity) Product Design (rich contextualization) Drama (more technologically-rich teaching of creativity) International Relations (creativity of teaching & learning)

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Design: Physical design‘White box’: A cross between ‘black box’ of a theatre, and ‘white cube’ of a gallery.

Arts approach: Gives us the flexibility of a theatre and the visual impact of a gallery space

‘Sketchbook’ Users take ownership of blank, 3D sketchbook space to create and build a 3D scrapbook….

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Design: Technological designTouchscreen control panels

Go online to experience the space for yourself at: The Sussex Creativity Zone

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Design: Operational design‘Ownership cascade’ InQbate team

Tutors Students

Wider community

Supported by…

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Design: Team design‘Facilitation model’ – range of process and relevant domain expertise, creating a safe space for tutors to challenge and develop their own practice.

Facilitation in: Teaching & learning Technology Creativity

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Design: Caveat Not a design for everyone Grounded in creativity Teaching of creativity Creativity of T&L

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Findings: InQbate Several apparent negatives… Difficult to design Difficult to build Difficult to operate/ maintain

But…

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Findings: InQbate … worth it!

The space supports Enhanced student experience Altered tutor-student relationship Altered tutor-teaching relationship New approaches to curriculum delivery Interdisciplinary T&L

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Implications: TEL spaces Technology’s great but it’s still all about people Inappropriate technology can be distracting Acoustics, light, comfort, temperature The value & costs of flexibility The need for redundancy to support flexibilty Embedded support is vital Physical design & aesthetic more important that generally considered for learning spaces

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Thank you

t.hamilton@sussex.ac.uk