Collaborative Learning Spaces

Collaborative Learning Spaces Demonstration Event: Friday 29 May

10:30-11:30, level 6 collaborative learning space (rooms 613-614)

Students and lecturers who use the collaborative learning spaces at The Spot are managing a new set of teaching and learning issues. Many lecturers are designing innovative teaching methods to make the most of these interesting new spaces. For others, the experience has, at times, been one of frustration.

You are warmly invited to attend the Collaborative Learning Spaces demonstration event. The event brings together Tai Peseta (TLU), Albie Brooks (ABIS), David Shallcross (Head, Department of Chemical and Biomolecular Engineering, Faculty of Engineering) and Jon Peacocke (Program Manager, Learning Environments) who each have areas of expertise to share.   

This catered event will take place on Friday 29 May from 10:30am -11.30am in the level 6 collaborative learning space (rooms 613-614). Please RSVP to Sanchia Draper (sdraper@unimelb.edu.au) before Wednesday 27 May for catering purposes.

Teaching in the Round
Some uses of the collaborative teaching spaces
Concerns
Structuring the class
Fitting the presentation to the space
Distinguishing between presentation time and activity time
Using collaborative learning spaces
Summary
Links

Teaching in the Round

Some of the teaching spaces are configured so that the lectern is in the centre of the room with student tables and computers arranges around.  This is not a particularly easy arrangement in which to teach as it means that if you are talking you will have your back to several groups of students.  A space such as this requires you to use ways of moving the focus away from the central lectern and onto either the student groups, or the student screens.

For certain activities in a classroom in which the lectern is in the centre of the room you may decide that you want all students on one side of the room so that you are at the front, so that you can face all students and do not need to have your back to them. In this case, ask students to move to one side of the room.

Some uses of the collaborative teaching spaces

Group work
Mini-lectures
Group work
Student presentations
Video presentations
Computer based presentations
Workshops
Small group problem-based learning
Project work
A combination of more than one of these

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Concerns

• Teaching staff have their back to students
• There is no clear central projection
• Students cannot easily talk to each other except in the groups
• No central class discussion
• A wall separates students so they cannot communicate with each other
• The classes are computer focused

Structuring the class

Outline the structure of the class for students, for example that the class will have three parts:

• A short summary of key ideas
• Group work
• A feedback session

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Fitting the presentation to the space

• These rooms are not well designed for long, lecture-style presentations.  In a fully occupied room with a central lectern it may be difficult for all students to hear you if you are speaking from the centre of the room.
• If you do want to give lectures, give them from the side of the room where students can see and hear you.  This means you will have to move up to the centre when you need to change slides or material on the document projector. Alternatively, move students to one side of the room so you are at the front.  However, neither of these options are ideal.
• Set problems or questions for students and move around the room discussing their work.  Move in all directions so that all students have access to you at some point.  Make eye contact with students so that all feel included.

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Distinguishing between presentation time and activity time

When you are ready for students to work in groups, make this clear to them, for example by asking them to work together in groups.  It is also helpful to specify the number of students in each group, how long the groups will work for.  For undergraduates in particular, you may have to actually organise some of the groups yourself.

Students may be distracted when sitting in front of a computer (by checking email etc).  Make sure students have clear tasks and move around the room monitoring progress and discussing work with students.  If you are not using the computers, it is worth ensuring that the monitors are off.

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Using collaborative learning spaces

The configuration of learning spaces shapes the ways in which we interact with students.  But we also influence the ways in which the spaces are used.  The most important consideration is what we want our students to learn, what our learning and teaching objectives are and hence how we can use these places to enhance this.  Thus the spaces are not driving our teaching but we are using the space to facilitate learning.

Collaborative teaching spaces can provide more flexibility and a wider range of options than a traditional classroom.  They provide flexibility in terms of student configuration and a change of focus in that the central focus is no longer on the teacher at the front of the class but the teacher at the centre and the students arranged around the centre. Thus the focus can continually shift between groups, individuals and the teacher.  The arrangement of the learning space also facilitates collaborative learning since students are seated in groups and clustered around a computer and so can work together on a task and can present to the class from their own computer.  The teacher has over-riding control and can determine which computer data is displayed to the class.  The arrangement of the learning space also helps to promote student autonomy by removing the focus from the teacher and onto the learning groups.  This means there is the potential for enhanced engagement as students can work actively on tasks, either individually or with their peers.  However, it is not the classroom that determines good learning but the teacher and the ways in which teaching is designed. 

There are a number of barriers to effective learning in any classroom and these may be enhanced in a more unusual or innovative space such as a flexible learning space since they may be unfamiliar to both students and teaching staff. Teacher expectations and student expectations are central to the successful use (or otherwise) of these learning environments.  Teachers’ expectations regarding the use of the spaces are important – do you expect to use them as you would a traditional classroom or in some other way.  Importantly too are students’ expectations since they may expect a traditional teaching set-up with an academic at the front of the class and students working individually or with their own computer.  It is up to the academic to provide the meta-teaching – to explain to students the range of ways in which the class will be conducted and more importantly, the reasons for this.  If this is done, students will understand the reasoning behind the teaching and will understand the ways in which it is aimed to develop their learning and what your objectives are as teachers.  Technology can also be a barrier to learning, if it is the technology that is driving the learning rather than vice versa.  It can also be a barrier if you are not familiar with how it works.  And as we all know, it can be a huge barrier when it fails and so having Plan B is always advisable.  A further barrier is the ways in which content is conceptualised and delivered and the over-riding learning objectives.  Thus there can be a mismatch between the aim that students will engage with the material and yet activities that simply require them to copy or work passively. 

The opportunities that learning spaces such as this provide are that they allow for students to take the lead by working collaboratively with other students and presenting their work to the class.  Collaborative learning spaces also allow for active and enquiry based learning by providing the means for students to work together, plan, research and write in a joint space with your input and the input of other students.  This helps to facilitate the development of higher orders skills such as critical thinking, analysis, reflection, communication and team work. However, it is your skill as a teacher that is central, rather than the space itself.

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Summary

• The ways the spaces are configured shapes the ways we teach but we also influence the ways the rooms are used
• The rooms allow for flexibility, changing focus, collaborative learning, student-centred learning, increased student autonomy, the potential for enhanced student engagement
• Spaces such as this require meta teaching and material that suits the setting

Links

This book is an outline of the theory and practice of using collaborative and flexible learning spaces.  There are a number of chapters that outline the various uses of collaborative learning spaces in a range of international universities.  It can be downloaded from the site.

Oblinger, D. G. (ed) (2006), Learning Spaces, Educause, www.educause.edu/learningspaces

The following articles are by Peter Jamieson who was responsible for the conceptualisation and design of the learning spaces in Berkeley Street

Jamieson, P. et al. (2000) Place and Space in the Design of New Learning Environments, Higher Education Research and Development, 19(2) 221- 236

Jamieson, P.(2003) Designing More Effective On-campus Teaching and Learning Spaces: A Role for Academic Developers, International Journal for Academic Development 8(1/2) 119-133

Jamieson, P. (2009) The Serious Matter of Informal Learning, Planning for Higher Education, 37(2) 18-25

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