All 4 entries tagged Ideation

User–configurable learning space

User-configurability implies more than indeterminate edgelessness. It presents the student and the teacher with choice. Such spaces operate according to the logic of permutations, options, variable inputs and interactions, and recognizable patterns. The result might simply be greater convenience, or perhaps more productively, a more concentrated challenge to pedagogical and intellectual habits and preconceptions. User-configurable spaces can be edgeless, but at the same time offer specific options for including edgelessness into learning.

Robert O'Toole : 25 Jun 2009 23:17 |  Tags: Concepts Ideation |  Comments (0) |  Close comments |  Report a problem

Edgeless learning space

Physical and online learning spaces are becoming significantly more un-bounded as technology, pedagogy and society changes. Indeed the very existence of learning spaces bounded by walls (physical or virtual) and determined by well-understood conventions may seem to be under threat. Futurologists are foretelling an “edgeless” university (Bradwell, 2009). In many ways, students are already there. Consider how, from the perspective of the traditional teacher, a lecture is firmly contained within a physical room, a time and place, and a hierarchical organisational structure of courses, assessment criteria, subject discipline and institutional membership. For a student, connected beyond those bounds via social networks and time-shifted through cheap and instantaneous methods for recording and peer-to-peer sharing, the same event is just another element in an essentially distributed and nomadic experience. The openness of an unbounded edgeless learning space also implies a more prominent role for aleatory influences.

Bradwell, P. (2009), The Edgeless University: Why Higher Education Must Embrace Technology, DEMOS.

Robert O'Toole : 25 Jun 2009 23:15 |  Tags: Concepts Ideation |  Comments (0) |  Close comments |  Report a problem

Learning space

A learning space is constituted from a combination of mediating technologies, pedagogies and people, choreographed by conventions, constraints and occasional transgression. It is most commonly a permanent and static area, with clearly signalled and rigidly maintained boundaries delineating a stage for the playing-out of a well understood, relatively deterministic, set of possibilities.

Recent developments in the concept of ‘learning space’ (as being something more than just inert furniture and building) have demonstrated its central role in enabling (or preventing) achievement and excellence in learning and teaching (Savin-Baden, 2007). I will develop a detailed and widely applicable understanding of ‘learning space’ as pedagogical, sociological and technological. This will be informed by work on the relationship between cognition, tools and space (Clark, 1998). Learning space (physical and online) will be considered to be inescapably social, even when pedagogy and technology seeks to escape the social; thus adding a sociological dimension to the study. Most importantly, I will consider how we can apply formal design methodologies to the creation of better learning spaces (agile design, design patterns, usability testing etc). Concepts like ‘enabling constraint’ (Norman, 1998) and ‘emotional design’ (Norman, 2003) have proven valuable when applied to the design of tools and cognitive spaces. How can we adapt these methods and concepts for the design of learning spaces? Might such a 'design-led' pedagogy make a significant difference to student achievement? Are learning spaces within creative industries (for example galleries) already benefiting from this approach?

Clark A. (1998), Being There: Putting Brain, Body and World Together Again, Bradford Books.
Norman, D. (1998), The Design of Everyday Things, MIT Press.
Norman, D. (2003), Emotional Design: Why We Love (or Hate) Everyday Things, Basic Books.
Savin-Baden, M. (2007), Learning Spaces, Open University Press.

Robert O'Toole : 25 Jun 2009 23:13 |  Tags: Concepts Ideation |  Comments (0) |  Close comments |  Report a problem