Study Landscape
General observations of the use of the study landscape are that it is a popular
place for the students to be, but that the function of the space is not clearly
defined i.e. whether it is a quiet working space or a ‘loud’ interactive place for
practical learning. Many of the students observed were working on their own,
with laptops or the network computers, and a similar proportion using phones or
laptops for non-study activities. Groups of students were rarely observed to be
working together and on only one occasion were they using any of the items
from the display case. The room was always quiet during the observation times
and when students were talking this was in a relatively low volume. Walking
through it, there is a tendency to be quiet and it feels quite intimidating /
disrespectful to talk at normal volume. It may be that the proximity to the library
along withthe shelving unit of journals and display case of research publications
give it more of a feel of a quite study space.
This is a valuable and popular space that currently seems to be being used as a
crossover between the library study space and the tutorial rooms, but not asthe
practical, interactive teaching space that is it intended to be which may be
why the displays, including the life-sized models of the cow and the horse are
not being used as much as they could.
Current Limitations
Currently it is not immediately obvious what the focus of each of the display
cases is, nor how the items are meant to be used. A number of the cases are
locked so this may give the impression that all items are for display only. The style
of the cases also is very much that of a display case, and does not invite
interaction with the contents. There are no explicit instructions to take the items
out and handle them.
The computer stations running down the middle of the room encourage
individual study, rather than collaborative or practical work. The space around
the horse has a large computer screen and a bookcase, while the tack and
information booklets are left on the floor. Consequently the space is not defined
for practical work.
Student survey
We would like to conduct a survey of the students to establish current pattern of
use and determine what the students would like from a redesigned, interactive
study landscape.
Suggestions for Improvement
Develop the study landscape into the hub for practical learning.
There are many different practical resources offered to the students throughout
the course, which are delivered in a variety of ways and locations, but there is
no central point where all these are linked. By making the study landscape the
central hub for practical learning, we can ensure that there is high level footfall
through the study landscape and students are using this area as their access /
information point for all practical skills, while optimising the use of resources in
other parts of the building and avoiding unnecessary duplication of resources
that already exist and fostering better integration between different topics.
The room itself will be a set up very much for practical, integrated learning, with
the materials arranged in a way that encourages integrated thinking across
subjects, species and years (therefore perhaps moving away from course-based
materials to those arranged by species/disease/system, for example). These
materials will be rotated according to the teaching focus. A key aspect of the
study landscape will be to make it dynamic, thus avoiding the materials
becoming just part of the furniture and keeping the students using it.
Proposed Initial changes
1. Change the layout of the room so that there is more space for practical
work
a. Remove the central row of single computer desks and book/journal
shelves
b. Maintain the ranges of small and larger group working tables while
also creating an area at one end (e.g. where the cow is currently
situated) as a slightly quieter area.
c. Change the layout of the display cabinets to create more space
and open up the eye line through the room. Currently, the cases
create a barrier which makes the desks between feel more like
quiet study spaces. Ideally, these cases would be moved elsewhere
in the building, where they could be used as display units, and they
would be replaced with shelving units housing boxes of materials,
arranged around a particular learning objective. If there is
insufficient budget for this then adapt the cases (e.g. remove the
doors) so that the material is more inviting to assess
d. Use themfor storing the material to be used on rotation.
2. Prepare teaching material according to learning obectives. Each set of
material to be presented in similar manner to clinical skills material i.e. with
instructions of how to use and how to leave set up for the subsequent use,
including instructions for who to contact if broken or how to reorder
consumables
3. Induction session for new in the study landscape – demonstrate materials
and establish rules of use
a. Students will need to be aware that it is their space and privilege
and that they are responsible for looking after the samples
4. Appoint a study landscape ambassador from each department or course
to coordinate materials and have student ambassadors from each year
a. Have study landscape materials built into course as a key teaching
component, linked to learning outcomes/objectives
5. Creation of Hub for practical learning
a. Develop (colour-coded /zoned) digital and physical map that links
study landscape materials to related materials in other parts of the
campus e.g. histology labs, large animal clinical skills lab, dissection
room etc. (see attachment for rough draft example
b. Include ‘noise level zoning’ so that students can identify quiet and
interactive spaces easily
c. Hold reference list of all materials and locations
d. Active study landscape Learn page. Students alerted when
material is changed/added
i. This will hold
1. The zoned map
2. Details of the practical study materials available in the
different locations, including imes that these areas are
available to use
3. information on how to request further access or
materials
4. Links to videos and virtual teaching areas
5. List of study landscape events e.g. ad hoc teaching
sessions, competitions etc.
e. Use QR codes to link online resources including instructions for
use/techniques, heart sounds / lecture notes
i. QR code treasure hunt – will lead students around the
campus through different teaching areas and incorporating
information about the history and building e.g William Dick
statue
f. Use ‘potcasts’ for anatomy specimens – recorded podcasts
discussing specimens
g. Better use of cow and horse
i. Position better within the study landscape, with more effort to
‘stage’ in a stable or stocks.
1. Ensure that equipment e.g. tack and casting ropes are
stored appropriately and not on floor
ii. Collections of labels covering injection/auscultation sites/
anatomy landmarks etc. to stick onto models. Combine with
QR codes for further information. Use magnets to attach so
that students will be able to know if they have positioned
them correctly
h. Run drop-in sessions / sign-up sessions where staff present a topic,
run practical training, or for clubs e.g. anatomy club (building limb
models / spay models)
i.
Run student competitions to generate teaching materials e.g.
anatomy art work, neurological pathway jigsaws
j.
Suggestions box for student to leave their requests for material. Aim
to draw and action one suggestion per month, if achievable
List of items that can be developed
1. Articulated bone displays
a. With tendons
b. Muscles
c. Nerves
d. Blood vessels
2. Interactive models
a. Limb nerve block
b. Muscle/nerve attachments with create a working circuit when
attached correctly
3. Xray case studies, rotating through different cases as relevant to teaching
area
4. Potted samples with laminated descriptions/ QR codes to ‘potcasts’
5. ‘Pathology bones’ presented as mini case studies
Student Questionnaire
1.
2.
3.
How often do you use the study landscape (SL)?
a.
Never
b.
About once in a semester
c.
Between once a week and once a month
d.
Several times a week
e.
Everyday
What makes you choose to work in the SL?
a.
I never choose to work here
b.
When there is something specific I want to work with from the displays
c.
When I have to do group work
d.
If there is no desk space anywhere else
e.
If I want to work with my friends
f.
It is where I prefer to be
g.
I find it a valuable place for finding and using new learning and study resources
What type of activity do you undertake most frequently in the SL?
a.
Private study with notes / computer
b.
Group study with note /computer
c.
Practical learning with models and items from cases
d.
Non – study activities e.g. email, Facebook, conversation
4.
Do you use the cow model?
5.
How often do you use it?
a.
Yes /no
a.
Never
b.
About once in a semester
c.
Between once a week and once a month
d.
Several times a week
e.
Everyday
6.
For what do you use it? ___________________________________________________
7.
Do you use the horse model?
8.
How often do you use it?
a.
9.
Yes /no
a.
Never
b.
About once in a semester
c.
Between once a week and once a month
d.
Several times a week
e.
Everyday
For what do you use it? ___________________________________________________
10. How often do you use the journals stored on the shelves by the door at the library side of the study
landscape?
a.
Regularly
b.
Sometimes
c.
When I have a specific topic to look up
d.
Never
11. How often to you take items out of the display cases to look at?
a.
Regularly
b.
Sometimes
c.
When I have a specific learning objective
d.
Never
12. What single feature of the current study landscape is most important to you?
a.
Practical activities
b.
Computer access
c.
Journals
d.
Individual desk space
e.
Group work areas
f.
Display cases
g.
Specimens
h.
Other_____________________________________________________________
13. What feature of the study landscape is least important to you?
a.
Practical activities
b.
Computer access
c.
Journals
d.
Individual desk space
e.
Group work areas
f.
Display cases
g.
Specimens
Other_____________________________________________________________
14. If you had a choice, what one thing would you add to the study landscape, in terms of physical features
or items for display and use?
____________________________________________________________________
Study
Landsc
ape
(1.29)
(EBSL)
Map:
NVS LAYOUT 1
NVS LAYOUT 2