A presentation that explores the impact of student tech, built pedagogy & our visions for the future on higher education. A proposition for technology enabled learning in the space(s) wherein teaching and learning take place. Thoughts on how learning technologies / educational technologists can affect the changing tertiary landscape. Commissioned by QEP to guide comments and responses to Focus Area 3.

1. Turning spaces into places intended for ….
Derek Moore (Wits) / @ Weblearning
Laura Czerniewicz (UCT) / @Czernie

3. I am NOT going to talk about…
• Emerging Technologies
• Silver Bullets for institutional change
• E-learning Hero's
• Disruption Theorists
• Whether Higher Education is broken

4. • Students use of tech in their learning
• Built Pedagogy, Space & Place-making
• The walls perspectives on spaces and places
• Comments and responses to Focus Area 3
• A vision for Technology Enhanced Learning
places

5. Our students
1. Are confident in their use of technology for learning and for
engaging with the university admin.
2. Have seamless online access to learning materials, administrative
systems and personal development tools.
3. Are able to access and use a range of places on campus for their
scholarly activities
4. Have access to appropriate tools and technologies for learning
through consistent institutional approaches to procurement,
allocation and / or BYOD policies.
5. Electronic Submission systems are in place allowing students to
submit their work and electronic marking systems provide students
with timely and effective personal feedback.
6. Students experiment to generate new ways of using TEL eg sports
students film themselves using the gym, put the results on
YouTube and analyse their performance.
7. Students are actively engaged and involved in the design of
innovative learning programmes and assessment tasks.
8. Staff are able to use analytics to identify students in need of
additional support and thus enhance retention, progression and
achievement.
9. Have greater flexibility in modes of study, use tech to reduce
dependency on face-to-face contact and are enabled to move
easily between full-time and part-time during the course of a

6. “Built pedagogy” is the architectural
embodiment of our educational
philosophies.
“…university space influences the nature of the
community and the culture that exist within it; that
these phenomena transform space into place; and
that it is place which affects academic outcomes…”
Paul Temple

7. Types of Buildings
Monumental Buildings
• Seen as a passive container
for actions happening in it
• Designed by producers in
isolation from users
• Are monuments to the
ambitions of their strategic
planners and designers
Generative Buildings
• Contributes positively
towards an organization’s
capacities
• Designed in collaboration
with users, or at least with
the users in mind
• Enable users to produce,
originate and create
artefacts and knowledge, in
contrast to being passive
recipients.
Kornberger & Clegg (2004)

8. 1
2
3
3
4 5
5
6

9. “If these walls could talk …
What would they say?
If students learn what they do …
What are they learning sitting here?
The information is up here.
Follow along.
Follow.”
https://www.youtube.com/watch?v=dGCJ46vyR9o

10. What would talking walls say…
• If the walls of the classroom buildings in your
institution were silent teachers - what messages
do you think that walls would say to you?
• Are the furniture, finishing's and digital
technologies used in this space contributing to a
sense of "belonging" to a place?
• What message would you like to say back to
these the walls, desks, chairs wherein the
students are being taught?

11. “I’m not too sure what my role is…”
Am I just a secure surface to
bolt technologies onto?
Am I intended for multiple
purposes and I need to
meet all of the above…
Am I part of a place
designed to enable
access the outside and
allow the inside to
look out?
Am I creating a space for
accessing and storing
content?

12. Charts, chalk
boards, posters,
bookshelves,
overhead
projectors,
television,
speakers,
amplifiers, white
boards, data
projectors,
interactive
whiteboards,
amplifiers,
sound loops,
ethernet cables,
wireless base
stations,
monitors,
document
cameras

13. Legal
Digital
Analogue
Illegal
Books
Textbooks
Journals
Some photocopying
E-books
E- textbooks
Journal databases
Open content
(books, textbooks, journals etc),
Photocopying
Pirate sites
File sharing

14. If people can learn at anytime
and anywhere and often in a way
that they prefer, then what role is
the learning environment.

15. Traditional face to face
setting with no digital
resources or online
communication
Correspondence
course with off
campus distributed
students
Fully online curriculum with
all learning done online with
distant students
Fully online
curriculum for on
campus students
On campus classes
with significant
required online
components
Extensive use of
materials via the
Internet with some
contact sessions
Traditional face to face
setting with some
electronic resources
(text, audio, video)
On campus classes
with supplementary
(but optional)
online components
Print based
correspondence
materials, but with
interactivity and
interaction offered for off
campus & distributed
students
Print based materials,
with face to face
tutorial groups on
campus

17. FORMAL SEMI-FORMAL NON-FORMAL
CONVENTIONAL
curriculum innovation
Brown, Czerniewicz & Walji - Online Teaching And learning: an overview

18. Impact of this changing Learning
Landscape on
• Campus Facilities
• ICT infrastructure, access and support

19. Pragmatics
of place

20. Lets start in Libraries

21. Libraries yesterday to today

22. ICT Infrastructure

23. ICT Access

25. Creating an environment for change
• A clear strategic vision
• Leadership
• Staff confidence
• Student confidence
• Robust infrastructure

26. MOOCs
SPOCs
Adapted from Brown, Czerniewicz & Walji - Online Teaching And learning: an overview

27. Thinking about campus spaces &
places
• We need to develop learning environments of
the future that are inspiring, supportive of
effective teaching and learning, involve of the
users and the wider community, and link with
other learning places

28. Propositions for TEL in
spaces & places
• The campus should embody our values and
priorities, the spaces and places should declare our
aspirations.
• We must develop a student centred landscape for
learning…where learning is viewed as more than a
curriculum related activity.
• Technologies should be able to be used and
contribute towards place making

29. Conceptualisation
Data collection
Data analysis
Findings
Engagement
Translation
Protocols
Literature reviews
BibliographiesProposals
Data sets
Conference papers
Audio records
Images
Recorded interviews
Books
Reports
Journal articles Technical papers
Notes
Presentations
Lectures
Interviews
Shared and shareable
e.g. social bookmarking,
Dynamic
multimodal
versions
The rise of rich
media
Data
linked, curated,
shareable
Metadata
Multiple modes
The “enhanced publication”
multimodal, hyperlinked
Open access mainstream
Emergence of the “megajournal”
Disaggregated
teaching & learning
New forms
OERS
open education resources
Changing, extending
audiences
(e.g. life long learners, global
reach)
Two way process
(e.g. citizen science)
Access
to all types of resources
New measures of
impact
Altmetrics- use,
downloads, bookmarking
etc
Open processes
Increased visibility
Increased collaboration
Earlier access
Digital scholarship

30. References
• Changing the Learning Landscape (CLL) partnership (2015) - Changing the
learning landscape - connect to the future - www.lfhe.ac.uk/cll
• Jessop, T., Gubby, L., & Smith, A. (2012). Space frontiers for new
pedagogies: a tale of constraints and possibilities. Studies in Higher
Education, 37(2), 189-202.
• Kornberger, M., & Clegg, S. R. (2004). Bringing space back in: Organizing
the generative building. Organization Studies, 25(7), 1095-1114.
• SAIDE (2012) Redefining the distance and face to face continuum, SAIDE
• Temple, P., & Batchelor, D. (2008). Space and place in the university. In
Exploring the Hinterlands: Mapping an Agenda for Institutional Research
in the UK, 1st UK and Ireland Higher Education Institutional Research
Network (HEIR) Conference
• Pragmatics of Place - Developing-the-Learning-Landscape-in-HE Credit:
http://learninglandscapes.blogs.lincoln.ac.uk/