Planning for Pedagogy, Space and Technology - a workshop delivered at the Association for Learning Technology at the University of Liverpool, 7th September 2017

1. Planning for Pedagogy, Space and Technology
Santanu Vasant and Julie Voce
@santanuvasant | @julievoce | @CityUniLEaD
City, University of London

2. Starter Activity
■What type of space do you usually teach
or run a workshop in?
■Go to: pollev.com/svasant and type this
in, vote up or down if you also teach in
this type of space

3. Poll Everywhere Responses
■Large room with flexible (node) furniture (2 people voted
this up too)
■Active Learning space
■Bland meeting rooms
■Large room, flat floor
■Large room or online Adobe Connect

4. Workshop Objectives
■Have experienced planning for an active
learning session using educational
technologies
■Have gained an awareness of the affordances
using space as a tool
■Be able to choose appropriate collaborative
learning techniques for large and small group
teaching

5. Learning Spaces at City
https://www.youtube.com/watch?v=sAVtiuHCfCM

6. Pedagogy, Space, Technology Model
■Often academics and staff
developers do not give equal
weighting to pedagogy, technology
and space when developing
curricula (Radcliffe et al, 2008)
■The short activity you’ll do today
will hopefully get you thinking
about the space as a tool in your
planning.
Radcliffe, D. et al (2008, p13)

7. Further information on Learning Spaces
https://www.city.ac.uk/lead/lea
rning-spaces
https://www.ucisa.ac.uk/learni
ngspace
http://eprints.brighton.ac.uk/16
359/Just three of many resources online on
Learning Spaces.

8. Activities

9. Group Activity (20 mins)
■In your groups, read the scenario
packs you have been given. In these
packs you have the following:
The scenario you’ll be working on
■ A set of Pedagogy, Space and
Technology Cards
■ Flipchart paper
■ Flipchart pens Pedagogy Space
Technology Cards

10. Feedback (10 mins)
■Pick a spokesperson
■Feedback to the group what your
scenario was, what pedagogical
activities, learning space and
technology you selected
■What was your rationale behind
this selection?

11. What Group 1 came up with…
A 2 hour lecture needs to be delivered to a large group of over 100 undergraduate
students studying Mathematical Science and Statistics. When the session has been
run previously many students have asked a lot of questions following the session
because they did not understand sections of the content. Previously the lecture has
been delivered with slides and some mathematical equations on the whiteboard.
■Think-Pair-Share
■Stand up Activity
■Wildcard: Flexible Room 100+ (Plectrum Tables)
■Tech: Teaching Pod, use Visualiser (creates artefact for VLE)
■Lecture Capture
■Polling – take the temperature of the room (use in conjuction with Think-Pair-
Share activity)

12. What Group 2 came up with…
You are delivering a Social Entrepreneurship session to a group of 25 students. One
of the learning outcomes for the module is for students to be able to ‘Articulate an
effective elevator pitch to gain support for a new business venture’.
■Think-Pair-Share
■Brainstorming
■Plan Bid
■Line up activity
■Storyboard Ideas
■Computer Lab ~ 30 seats (with computers that pop up)
■Use a blog to write up their thoughts

13. Questions and Answers
Please ask any questions now or ask us
via @CityUniLEaD later

14. References
■City, University of London (2015). Learning Spaces Video. Retrieved from:
https://www.youtube.com/watch?v=sAVtiuHCfCM (Accessed: 7th September
2017)
■Newland, B (2016) Learning Spaces in UK HE 2016: a HeLF Survey Report
Retrieved from: http://eprints.brighton.ac.uk/16359/ (Accessed: 7th September
2017)
■Radcliffe, D. et al (2008), Learning Spaces in Higher Education: Positive
Outcomes by Design. Retrieved from:
http://www.uq.edu.au/nextgenerationlearningspace/UQ%20Next%20Generation
%20Book.pdf (Accessed: 7th September 2017)
■UCISA (2016). Learning Spaces Toolkit. Retrieved from:
https://www.ucisa.ac.uk/learningspace (Accessed: 7th September 2017)

15. Any questions?
Thank you for your attending.