Design Issues for Physical & Virtual Learning Spaces Phillip D. Long, Ph.D.

Design IssuesDesign Issuesfor Physical & Virtual

Learning Spacesfor Physical & Virtual

Learning Spaces

Phillip D. Long, Ph.D.

E. Crawley and S. Immrich, “Process for Designing Learning Spaces, Case Study: The MIT Learning Lab for Complex Systems,” presentation to NLII Learning Systems Design

Workshop, 2004.

E. Crawley and S. Immrich, “Process for Designing Learning Spaces, Case Study: The MIT Learning Lab for Complex Systems,” presentation to NLII Learning Systems Design

Workshop, 2004.

Why are we focused on ‘classrooms’?

• The importance The importance of non-designated of non-designated space for students space for students to work together to work together outside the outside the classroom or classroom or laboratory is laboratory is increasingly being increasingly being recognized for its recognized for its educational valueeducational value

• The importance The importance of non-designated of non-designated space for students space for students to work together to work together outside the outside the classroom or classroom or laboratory is laboratory is increasingly being increasingly being recognized for its recognized for its educational valueeducational value

lecturetheatre

workspace

the space between

networking

individualstudy

inventing

breakout

seminar

classroomgroupstudy

socializing

co-creating

workspace

lab

eating

designing

building

Defining the New Informal Learning

Landscape

Design considerations

Design considerations

•MIT Aero/Astro

Match spaces to types of active learning

Enhance Adaptability

Enhance Adaptability

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.



Enable Collaboration

Enable Collaboration





• Making the most of Making the most of time between activities time between activities or classes: nature of or classes: nature of circulation spaces circulation spaces changes, become ad hoc changes, become ad hoc workplacesworkplaces• Encouraging Encouraging serendipitous serendipitous encounters: places to encounters: places to settle & lingersettle & linger• Opportunities to keep Opportunities to keep connectedconnected

Exploit TransitionsExploit Transitions

Identify & Learn from Parallel Identify & Learn from Parallel WorldsWorlds

Identify & Learn from Parallel Identify & Learn from Parallel WorldsWorlds

Boston Science Museum

Art Studios

Virtual WorldsVirtual WorldsWe must find a syntax

for virtual spaces ...

as we did when cinema emerged from filming the

stage





Capture/replay “think through”All writeable surfaces capture & storeReal-time blogging in the classroomDynamically available bandwidthSimple video conferencing with ad hoc availabilityVideo/data-enhanced real-time capture,discussion & annotationRemote control of classroom technologies

Capture/replay “think through”All writeable surfaces capture & storeReal-time blogging in the classroomDynamically available bandwidthSimple video conferencing with ad hoc availabilityVideo/data-enhanced real-time capture,discussion & annotationRemote control of classroom technologies

Future Learning Environments

Future Learning Environments

Disintermediated Learning

Disintermediated Learning

iLabs@MITRemote Controlled experimentsReal experiments generating real data, accessible anytime, anywhere through the webLab experiences mixing hands-on with ‘minds-on’Physical space optimizedoptimized for remote accessAvailable 24x7Highly scalableUsing advanced instrumentation, rare materials

iLabs@MITRemote Controlled experimentsReal experiments generating real data, accessible anytime, anywhere through the webLab experiences mixing hands-on with ‘minds-on’Physical space optimizedoptimized for remote accessAvailable 24x7Highly scalableUsing advanced instrumentation, rare materials

Beam balance or inverted pendulum control experiment, 4th year EE control lab at the University of Queensland, Brisbane, Australia - an iLab



Build t0 Support a Family of Pegagogies

Build t0 Support a Family of Pegagogies

• Thinking/conceiving Thinking/conceiving spaces spaces • Designing spaces Designing spaces • Presenting spaces Presenting spaces • Collaborating spacesCollaborating spaces• Debating or Debating or negotiating spaces negotiating spaces

• Thinking/conceiving Thinking/conceiving spaces spaces • Designing spaces Designing spaces • Presenting spaces Presenting spaces • Collaborating spacesCollaborating spaces• Debating or Debating or negotiating spaces negotiating spaces

• Documenting spaces Documenting spaces • Implementing/associating Implementing/associating spaces spaces • Practicing spaces Practicing spaces • Sensing spaces Sensing spaces • Operating spaces Operating spaces

Design Issues for Physical & Virtual Learning Spaces Phillip D. Long, Ph.D.

Documents

Transcript of Design Issues for Physical & Virtual Learning Spaces Phillip D. Long, Ph.D.