Re-Shaping Learning: A Critical Reader

Boddington, Anne; Boys, Jos

doi:10.1007/978-94-6091-609-0

Cited by 33 publications

(4 citation statements)

References 125 publications

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“…Findings from the three phases generated some responses to the research questions, which are summarized in Table 5. PERCEIVED SPACE: FIRST QUESTION Boddington and Boys (2011) reminded us that learning space is a combination of institutional ideas, the socio-spatial practices occurring in them alongside the individual perceptions and practices within the spaces. The perception of learning space, that the first phase of this exploration was embedded in, represents the accumulation of multiple person-space-learning relationships that are mediated by culture and identity of different departments and individual ways of learning.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…The concept of learning space simply expresses the idea that there are potential diverse forms of spaces in which learning can occur. However, there is a considerable complexity of interrelationships between learning and space (Boddington & Boys, 2011). To grapple with this complexity and avoid over-simplifying the notion of a learning space, learning spaces should be seen from both architectural and educational angles through related theories and practices.…”

Section: Literature Reviewmentioning

confidence: 99%

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A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Naghshbandi

2022

IJDS

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Aim/Purpose: The purpose of this qualitative study was to identify the main conceptualizations of learning space from doctoral students’ perspectives. The aim was to develop a participatory approach to make students’ multiple voices heard. Background: Doctoral experience is viewed as being influenced by social practices of the scholarly communities; learning space in this context is a collective resource that can be altered through imagination of its inhabitants. The intersection of Lefebvre’s Production of Space in architecture and situated learning theory in education enabled building an integrated conceptual framework to explore learning space of doctoral students in its complexity. Methodology: Three research questions reflected theoretical and practical aims. To answer them, drawing on Design Based Research, I developed multi-phased research through three sequential phases: questionnaire, Photovoice, and prototyping, which respectively addressed subjective, objective, and co-constructed aspects of learning spaces. Contribution: This study is one of the few studies that looks at doctoral students learning spaces within the literature of learning spaces. It supports the development of a participatory procedure to design learning spaces for doctoral students. Findings: Findings suggested that learning space is a layered multi-faceted phenomenon and a changing entity. Doctoral students believed that learning space is an indicator of support from doctoral programs and has a potential to improve and sustain their well-being. Recommendations for Practitioners: Inviting students to take charge of the configurations of their working environment is suggested for higher education institutions. Doctoral students imagined using movable, folding, and writable walls to create private spaces for individuals as well as collaborative workspaces. Recommendation for Researchers: Identifying the interactions between learning space and learning over a longer time frame both in undergraduate and graduate settings can help us view the campus through a spatial ecology model. Also, future research might examine a participatory approach to design and research on learning spaces around parallel partnerships with other research-intensive universities. Impact on Society: Findings from this study identified areas for future studies and actions suggesting implications for learning space studies for the U15 (Group of Canadian Research Universities) and U21 (the leading global network of research universities for the 21st century). Future Research: Considering the radical changes that COVID-19 has brought in how we work, collaborate, study, and engage in social events, it is vital for higher educational institutes to rethink their learning spaces for the post- COVID era to support students’ learning and their meaningful engagement in learning communities and learning spaces. Further exploration on learning spaces in post COVID era is needed to expand the empirical knowledge on learning spaces, and thus, to inform research scholars subsequent work in the educational field.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Naghshbandi

2022

IJDS

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“…Indeed, informal learning and socialising activities can be considered as a combined student experience in social learning spaces. Research on how to evaluate learning spaces, such as that by Bligh and Pearshouse [49], identifies such difficulties: "Evaluating spaces in terms of pedagogic intent is difficult because such intent either was never explicit in the mind of the designer or evidence of the intent was not available to the evaluators." [50].…”

Section: The Evaluation Of Social Learning Spaces In Educational Buildingsmentioning

confidence: 99%

“…In order to evaluate learning spaces, seven models have been established: Demand model; Outcomes model; Satisfaction model; Scenario provision model; Activity support model; Spatial ecology model; and the Brand model [49]. Existing research on social learning spaces has generally examined student experience by utilising one or more of these models based on environmental behavioural theory [25,[51][52][53].…”

Section: The Evaluation Of Social Learning Spaces In Educational Buildingsmentioning

confidence: 99%

Spatial openness and student activities in an atrium: A parametric evaluation of a social informal learning environment

Oldfield

Heath

2020

Building and Environment

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The use of atria for students' informal learning activities is becoming a common architectural design strategy in contemporary higher education buildings, especially in dense urban settings. However, while researchers have focused on the relationship between students' perception, preferences and behaviours in social learning spaces, the spatial attributes themselves tend to be neglected in the literature.By exploiting digital spatial analysis tools, this paper uses the parameters of 'viewing volume' and 'viewing area' to compare the spatial openness of different spaces within an atrium in a higher education institution. Timeframe capture and interviews are also employed to record the distribution of student activities. The spatial attributes of the atrium and the distribution of student activities are analysed to explore links between the two. The results indicate that the viewing volume in the two-storey-height space is the highest, while viewing area in the staircase space is the highest. These spaces tended to coincide with higher frequencies of 'see and be seen' activities, such as students waiting and looking around (71.54% and 56.32% respectively). The standard deviations of the mean viewing volume and viewing area are the greatest in the three-storey space, suggesting a diversity of spatial openness. This coincided with the highest frequency of activities that require social interactions, such as gathering and group study (92.40% and 58.10% respectively). These findings suggest that spatial openness can impact student activities in an educational setting, and an atrium specifically. These novel methods also open new horizons for interpreting spatial structure in architecture.

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Designing learning spaces for interprofessional education in the anatomical sciences

Cleveland

Kvan

2015

Anatomical Sciences Ed

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This article explores connections between interprofessional education (IPE) models and the design of learning spaces for undergraduate and graduate education in the anatomical sciences and other professional preparation. The authors argue that for IPE models to be successful and sustained they must be embodied in the environment in which interprofessional learning occurs. To elaborate these arguments, two exemplar tertiary education facilities are discussed: the Charles Perkins Centre at the University of Sydney for science education and research, and Victoria University's Interprofessional Clinic in Wyndham for undergraduate IPE in health care. Backed by well-conceived curriculum and pedagogical models, the architectures of these facilities embody the educational visions, methods, and practices they were designed to support. Subsequently, the article discusses the spatial implications of curriculum and pedagogical change in the teaching of the anatomical sciences and explores how architecture might further the development of IPE models in the field. In conclusion, it is argued that learning spaces should be designed and developed (socially) with the expressed intention of supporting collaborative IPE models in health education settings, including those in the anatomical sciences.

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Re-Shaping Learning: A Critical Reader

Cited by 33 publications

References 125 publications

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Spatial openness and student activities in an atrium: A parametric evaluation of a social informal learning environment

Designing learning spaces for interprofessional education in the anatomical sciences

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