TRANSFORMING
INFORMAL
LEARNING SPACES
Lauren Oswald, Learning Space Designer
Angie Hammons, Educational Technology Specialist
Presented at EDUCAUSE 2008 Annual Conference
Thursday, October 30, 2008
102B Centennial Hall
Missouri University of Science and Technology
Rolla, MO 65409
573-341-4131
edtech@mst.edu
TRANSFORMING INFORMAL LEARNING SPACES
CONTENTS
BACKGROUND............................................................................................................................ 1
Where does learning take place? .............................................................................................. 1
How do universities and colleges transition their traditional spaces to accommodate
the needs of an ever-changing student population? ................................................................. 1
Who are our students? .............................................................................................................. 1
How does this apply to other campuses? .................................................................................. 3
OUR PROCESS .......................................................................................................................... 4
SITE SELECTION ..................................................................................................................... 4
Factors we consider when selecting a space to transform .................................................... 4
EVALUATING NEEDS/GATHERING INPUT ............................................................................ 4
EXPLORING SOLUTIONS ........................................................................................................ 5
COORDINATING EFFORTS/IMPLEMENTING CHANGES...................................................... 5
EVALUATION ............................................................................................................................ 5
Student Perspective v. Faculty Perspective .......................................................................... 6
APPENDIX: SAMPLE LEARNING SPACE TRANSFORMATIONS .......................................... 7
TRANSFORMATION #1: Computer Science Rooms 212/213 .................................................. 7
TRANSFORMATION #2: Engineering Management Room 222 ............................................... 8
BIBLIOGRAPHY........................................................................................................................... 9
ADDITIONAL REFERENCES ..................................................................................................... 9 BACKGROUND
Where does learning take place?
This was a question that began the process of examining the learning spaces on campus.
Learning takes place anywhere and everyone in our society today. Classrooms are no longer
the only place on campus that learning takes place. Learning now takes place wherever the
learner is inspired. “All learning takes place in a physical environment with quantifiable and
perceptible physical characteristics” (Gratez, 2006).
How do universities and colleges transition their traditional spaces to accommodate the
needs of an ever-changing student population?
If learning takes place anywhere, how do we as universities plan spaces or vignettes that
support a process that is ever changing? “Learning is the central activity of colleges and
universities. Sometimes that learning occurs in classrooms (formal learning); other times it
results from serendipitous interactions among individuals (informal learning). Space – whether
physical or virtual – can have an impact on learning. It can bring people together; it can
encourage exploration, collaboration, and discussion. Or, space can carry an unspoken
message of silence and disconnectedness. More and more we see the power of built pedagogy
(the ability of space to define how one teaches) in colleges and universities” (Oblinger, 2006).
Our decision was to define space as formal vs. informal. Informal includes any space that has
traditional instruction. Informal spaces then become any space where students collaborate,
research and complete individual work. This can be a computer lab, the library, residence halls
and even in hallways. There is even a movement to include a coffee bar in the library to form a
place for students to gather for more than the traditional, quiet, one-on-one learning. It is the
opportunity to encourage students to collaborate.
“In older academic buildings, the philosophy was that students should come for class, learn,
and then leave. In modern building designs, students are encouraged to stay and study. Food
and drink used to be frowned upon, but now it is actually sold on the premises! Libraries have
been leaders in this movement, taking their cue from bookstore cafes like Barnes and Noble”
(MacPhee, 2007).
Torin Monahan used the term “built pedagogy” to refer to “architectural embodiment of
educational philosophies” (Monahan, 2002). In other words, the ways in which a space is
designed shape the learning that happens in that space.
Who are our students?
For students on campus today, their environment requirements are very different. Technology is
natural to students with many students having different forms of technology including
computers, laptops and smart phones.
We began to pay attention to a survey that incoming freshmen take. We have seen an
increasing number of students bringing their own computers to college with them, over 96% in
the last two years. Of those bringing computers, over 75% of them were laptops. This fueled the
ongoing conversation about where learning takes place and how we enable spaces to optimize
learning.
Transforming Informal Learning Spaces 1 120%
100%
80%
60%
2007
40%
2008
20%
0%
Computers
Laptops
Cell Phone
Social Networks Well‐prepared to use computers
Source: "Snapshot: Personal Electronic Devices Owned by Students," Campus Technology,
1/8/2008, http://www.campustechnology.com/article.aspx?aid=57155
•
Research conducted by Eduventures:
– Most students spend up to 5 hours a day on the Internet
– Email most popular communication tool
– 30% of students own both a laptop and desktop machine
Students expect learning spaces to support these many different technologies and allow for
socialization. These spaces can be traditional learning environments or informal learning
spaces. We have developed an intentional design process to accommodate blended social and
study spaces that allow for collaboration in a flexible environment.
Transforming Informal Learning Spaces 2 How does this apply to other campuses?
Students are coming to campus very comfortable with technology and expecting
to find it available in all areas of campus. Classrooms are no longer the only
learning spaces on campus. Learning now takes place wherever the learner is inspired.
Therefore, campuses now need to be just as intentional with the design
of informal learning spaces as they are with traditional learning spaces. If students do not find
spaces that inspire them, they will leave to find spaces that do. Valuable learning takes place in
informal learning spaces based on conversation, social interactions and team projects.
•
•
•
Partnering with departments on campus to relinquish traditional spaces
• Customized to their students
• Open to all students on campus
• Faculty buy-in
Putting learning considerations at the heart of space-planning conversations
• Human-centered design
• Constructivist Learning Theory
• Personal laptops
• Mobile devices
• Non-traditional students
• Active learning
• Social and interactive
Changing perceptions of students and space
• “I learned in hard chairs in the heat, and they can too.”
• Students will steal anything not nailed down
• Students will ruin anything upholstered or carpeted with their carelessness
There is no cookie-cutter approach that will work for all rooms. However, there is a process that
can be replicated. This process becomes repeatable yet still allows for the individualization of
spaces for the student population that utilizes them. It is this process that we would like to share
with you.
Transforming Informal Learning Spaces 3 OUR PROCESS
SITE SELECTION
The first rooms renovated at Missouri University of Science and Technology (Missouri S&T)
were selected largely due to cooperation of the respective departments. Now that these initial
projects are gaining visibility, they are also increasing demand for similar spaces and
willingness of departments to participate.
Demand is very quickly overwhelming supply of budget, time, and staff efforts. In response to
increasing interest in learning space transformation we are now evaluating the processes used
for the completed, individual projects to work toward a standardization of the process involved in
transforming a space.
Factors we consider when selecting a space to transform
•
•
•
•
Impact on student population
How many students use this space? How frequently?
Which students use this space (major, year, etc.)?
Costs involved
Does it need major renovation?
Do requested transformations fit within budget?
Location
Centralized or Decentralized?
Open to entire student body or restricted access?
Department owned?
Additional Requests
Are there special requests for the area?
Does this area present unusual circumstances?
After the site has been selected as a candidate for transformation, we prepare a project
proposal which includes Vision Statement, Benefits Analysis, Success Metrics, Solution
Definition, Assumptions, Constraints, Key Stakeholders, and eventually signatures of approval.
EVALUATING NEEDS/GATHERING INPUT
During the design process information is gathered from key stakeholders, faculty, staff,
students, and other persons regarding the space undergoing transformation. This is one part of
the process that we are most interested in standardizing. Knowing which questions to ask users
has proven to be quite beneficial.
In general we focus on creating a human-centered design for a space that encourages active
learning and social interaction. There exists a demand for new spaces to be flexible and
adaptable not only to different learning/teaching styles but also to new technology.
Although we are exploring the standardization of the design process and criteria, we
acknowledge that each space has unique needs. Unlike designing a new building, transforming
an existing space often presents its own challenges. The size and shape of an existing room
can be an unexpected limitation despite available resources. When approaching a
transformation of an existing learning space we take into consideration the colors/design
elements of the surrounding area (neighboring rooms, building exterior, common spaces) and
the needs of the space’s user characteristics/needs.
Transforming Informal Learning Spaces 4 EXPLORING SOLUTIONS
Once we collect sufficient input we begin exploring solutions. On our first few projects, we
referenced design guides published on other campuses’ websites (which we found via
google.com.) Among those we frequented were University of Cincinnati, Emory College,
University of Missouri, University of Minnesota, and Penn State. We also gathered design
advice from Steelcase, Herman-Miller, HON, and other office furniture suppliers. Steelcase, in
particular, has many studies published on their website that we found beneficial.
Most of our solution exploration process involves proposing possibilities to the same user base
that helped us define needs earlier. We continue to bounce ideas off various subgroups until we
have come up with a general consensus on the best fitting solution. We do not have a design
committee that dictates designs. Instead, we use user input to shape our proposed designs into
a ‘user created’ design.
COORDINATING EFFORTS/IMPLEMENTING CHANGES
Once solution options have been narrowed down, we meet with key stakeholders for review and
approval of the project’s charter, vision, and scope. Following complete project approval (which
often takes a few tweaks and multiple attempts) we start ordering supplies and submit labor
requests.
We work with a variety of people outside our department during the implementation of a project.
• Marathon Office Interiors (primarily Steelcase and Global) – Furniture ordering
• Missouri S&T Physical Facilities - Electrical, Paint, Installation Labor
• Missouri S&T Registrar - Scheduling
• Other Areas of Information Technology at Missouri S&T
I.
Project Management
II.
Networking
III.
Desktop Infrastructure
IV.
Computer Learning Center support staff
• Faculty Senate Subcommittee – Information Technology and Computing Committee
• Occasionally Missouri S&T Library, Missouri S&T Student Life
EVALUATION
After implementation of transformed learning space there are several levels at which we
evaluate success. Since our completed projects are fairly new, we have yet to hit many of the
long-term evaluation stages.
We consider during the planning stages whether initial training will be needed to help users
adapt to the new environment. If it is found that we do need this training, this is often one of the
first evaluation stages after implementation.
As with many changes, we see an adoption curve for our learning space transformations. There
are early-adopters who jump right in and are able to provide immediate feedback. While the
transformed space goes through its first semester we see feedback from a more dynamic user
group. Within the first several semesters it is not uncommon, in fact it is anticipated, that we will
tweak features in the room. It is often difficult to predict adoption of new, innovative aspects of
the space and, as expected, occasionally features of the design fail to have the effect we
intended.
Transforming Informal Learning Spaces 5 Student Perspective v. Faculty Perspective
•
•
•
•
After the implementation of furniture in our Engineering Management informal learning
space our designer was fielding questions from faculty, staff, and students as they visited
the newly redesigned room.
Several faculty expressed concern and disappointment at the removal of 2/3 of the
computers that were previously in the room (5 of the original 16 remained.)
We explained the trend toward laptops and the student demand for “empty table space.”
As we talked, several students entered the space and walked past the computers to the
tables and got out their laptops to work at the tables.
The faculty members were quite impressed at our ability to read that trend.
Demographics of our users come primarily from surveys administered by the campus
administration.
We have recently started using LabStats software to gather usage data before and after
transformation of our computer labs. Smaller-scale pilot programs are often used to gauge usersatisfaction, user-comfort, adaptability, initial impressions, and feasibility before large-scale,
innovative projects are implemented.
Transforming Informal Learning Spaces 6 APPENDIX: SAMPLE LEARNING SPACE TRANSFORMATIONS
TRANSFORMATION #1: Computer Science Rooms 212/213
Before Transformation
After Transformation
40+ Computers
No workspace at computers
20+ Computers
Increased workspace at computers
Single collaboration table
3 Collaboration areas:
Video conferencing system
Presentation area
Casual seating
White walls
White drop ceiling
Coffeehouse paint scheme (Black, brown, red)
Painted exposed (non-drop) ceiling black
Transforming Informal Learning Spaces 7 TRANSFORMATION #2: Engineering Management Room 222
Before Transformation
After Transformation
18 Computers – single monitor
5 computers – dual monitor
18 Stationary desks
5 Stationary desks
18 Task chairs
2 Tables on casters
13 Task chairs on casters
No presentation area
4 Lounge chairs on casters
Low-quantity printer
3 Flexible use stools/endtables/ottomans
Weak wireless signal
Not scheduled for classes
Presentation area with podium and projector
Open for use to all campus students
High-quantity, duplexing printer
Increased wireless signal
Not scheduled for classes
Open for use to all campus students
Transforming Informal Learning Spaces 8 BIBLIOGRAPHY
Gratez, K. (2006). The Psychology of Learning Environments. In Learning Spaces. Educause.
MacPhee, L. (2007). Learning Space Study. http://jan.ucc.nau.edu/lrm22/learning_spaces/.
Monahan, T. (2002). Flexible Space and Build Pedagogy: Emerging It Embodiements. Inventio .
Oblinger, D. (2006). Space as a Change Agent. In Learning Spaces. Educause.
Snapshot: Personal Electronic Devices Owned by Students. (2008). Campus Technology .
ADDITIONAL REFERENCES
http://www.steelcase.com
Research on learning space and workspace design
http://ist.uwaterloo.ca/~chappell/IST/Electronic_Classrooms/resources.html
Learning Spaces: Resources of Interest (compiled by University of Waterloo)
http://www.classroom.umn.edu/foodforthought.asp
Classroom (design) Food for Thought (compiled by University of Minnesota)
Transforming Informal Learning Spaces 9