Examining how coalescent spaces can transform in-class and out-of-class learning
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Dr John Couperthwaite Education Specialist Echo360 Designing great learning now requires that we think smartly about linking the physical and online environments which can be difficult. When successful staff and students have a shared affinity, purpose and value in what they are doing and how they are using it.
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Examining how coalescent spaces can transform in-class and out-of-class learning
- 2. Confused Has a question Not interested Cant understand the lecturer Too easy Distracted by social media Has difficulty making notes
- 3. Are they listening? Have they completed the pre-lecture activity? Are some students missing today? Did they understand that last slide? Why am I not getting much response to my questions? Did that last student question reflect the general consensus?
- 4. In-ClassPre-Class Post-Class VLE Notes Votes Social Theatre Seminar Lab Online Disconnected approaches to teaching delivery and student learning Tools Spaces
- 5. The Ancient Theatre of Plovdiv [Credit: Wikipedia]
- 7. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- 8. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- 9. This work is licensed under a Creative Commons Attribution 4.0 International License.
- 10. This work is licensed under a Creative Commons Attribution-NonCommercial 2.0 Generic License.
- 11. We make places Places make us See Christina Wodtke, 2013, https://www.slideshare.net/cwodtke/places-make-us
- 13. 8 Placemaking Principles for Innovation Districts https://www.pps.org/blog/eight-placemaking-principles-for-innovation-districts/ • Identity • Diversity • Continuity • Sociability • Proximity • Mobility • Flexibility • Unity
- 14. “…the new physical environments we are designing in universities are a reflection of what the digital provides us and the way in which this has disbanded the geography of knowledge” David White, 2016, http://daveowhite.com/coalescent/ Coalescent spaces
- 15. David White, 2016, http://daveowhite.com/coalesce Use of digital tools in classroom spaces
- 16. David White, 2016, http://daveowhite.com/coalesce Use of digital tools as shared digital spaces within classrooms
- 17. David White, 2016, http://daveowhite.com/coalesce A ‘coalesced’ pedagogy “…design pedagogy which coalesces physical and digital spaces. Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps.”
- 18. In-ClassPre-Class Post-Class VLE Notes Votes Social Theatre Seminar Lab Online Disconnected approaches to teaching delivery and student learning Tools Spaces
- 19. In-ClassPre-Class Post-Class VLE Notes Votes Social Theatre Seminar Lab Online Connecting teaching delivery and student learning Integrating Tools Linking Spaces Merging interactions
- 20. during class post class before class Live class experience available for all on- campus and distance learners Interaction between instructor and peers Place and pace to suit each learner Recap/Reflection/Revision on recording, discussions and activities Instructor review of class analytics Instructor review of class analytics Instructor review of class analytics Class follow-up discussion Recording, discussion and activities released In-class engagement tools: discussion, quiz, flagging Active learning captured Active learning, Connected teaching
- 21. How do we build coalescent spaces?
- 22. 8 Placemaking Principles for educational Innovation
- 23. 1. IDENTITY: MAKE INNOVATION VISIBLE AND PUBLIC EMBED BLENDED LEARNING IN ALL TEACHING SPACES
- 24. 2. DIVERSITY: MIX INNOVATION WITH A RANGE OF OTHER USES This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic License. INTEGRATE PERSONAL AND INSTITUTIONAL TECHNOLOGIES
- 25. 3. CONTINUITY: START WITH EXISTING PEOPLE AND PLACES REMODEL THE OLD; EVOLUTION, NOT REVOLUTION
- 26. 4. SOCIABILITY: BRING PEOPLE TOGETHER THROUGH PLACES AND PROGRAMMING ENGAGEMENT TOOLS FOR ACTIVE LEARNING
- 27. 5. PROXIMITY: BUILD LEARNING OPPORTUNITIES CLOSER TOGETHER —NOT JUST ON CAMPUS MOBILE-ENABLED FOR ACCESS, ANYTIME, ANY PLACE, ANY WHERE
- 28. 6. MOBILITY: CONNECT TO BROADER OPPORTUNITIES AND TRAINING THROUGH MULTIPLE LEARNING MODES ENCOURAGE CONNECTED LEARNING BEFORE, DURING AND AFTER CLASS
- 29. 7. FLEXIBILITY: EXPERIMENT, OBSERVE, REPEAT PROVIDE FOCUSED AND TIMELY ANALYTICS FOR INSTRUCTORS
- 30. 8. UNITY: GOVERN WITH VISION AND HOLISTIC, INCLUSIVE STRATEGIES CONSISTENT, INCLUSIVE EXPERIENCES FOR TEACHERS AND LEARNERS
Hinweis der Redaktion
- So, how does this relate to ‘place-making’? Well, for me, designing great learning now requires that we think smartly about linking the physical and online environments. And as we all know, this can be hard. When we see it working well, we see that staff and students have a shared affinity, purpose and value in what they are doing and how they are using it. I recently came across the concept of ‘coalescent spaces’ by David White. This resonated with the messages we had been using at Echo360, and the several years of development time which had preceeded it. We believe we need to rethink teaching in the classroom, introducing the many benefits of digital, without replacing the lecture and other classes for online learning.
- Why is this important, well we are all familiar with a typical classroom setting like this – a myriad of faces, some attentive, others not, some empty seats, and the occasional blank face. We assume they are learning. We trust that the capture of the lecture will provide a backup to their notes, and we sometimes add in interactive activities to change the pace, test understanding and evaluate opinions. What is missing? Can digital help improve communication, engagement and learning?
- Similarly for the lecturer, time is short with students, the lecture has to have impact and relevance, feedback is minimal, students feel short-changed if simply lectured at. It is expensive and needs to add real value to students and be worth the time by staff who could otherwise be involved in research.
- We have arrived at this model of teaching in HE which efficiently serves a large group of students, but which fails in: continuity, feedback, engagement, active learning. Learning happens in disconnected places, which offer learners ineffective modes for learning, and teachers a suite of unconnected and unstructured pedagogical environments to support and learners.
- Emphasis on the performer: Place is designed to inform, to entertain, with maximum visitbility Let’s not forget where this model of teaching began, shaped around the performer, which the purpose of uni-directional communication and
- Remodelled for the teacher, shaped around the pulpit and congregation. Place creates a divide, an order, an encouragement to make notes, and to listen.
- Modern resonnances in digital world. Reflections of physical artefacts and places, to shape our minds to use digitial tools for learning. Blackboard: focal point for class learning; adaptive and changeable; personalised
- Canvas: clean, fresh, trendy, creative, awaiting expression
- Panopto: monitoring, observing, efficient, ordered
- Creative Commons: shared, open, pastoral, rural idyll,
- https://www.iied.org/ten-urban-planning-principles-every-humanitarian-should-know Community Data Opps from overlap Place matters …therefore design matters Politics exist Civil society has power Be inclusive Be visionary Have a long-term plan