About

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‘Agents, Agency, Agencies in Assembling Liminal Learning Spaces’ research project will investigate the types of learning landscapes we have at LCC and UAL in order to propose a remodelling of the way we teach our students now and in the new LCC building in Elephant and Castle. It recognises that the more involved all participants in the hosting, delivery and acquisition of teaching and learning become in this research, the more likely we are to have a building that delivers world class teaching and learning. As Dr Cathy Hall states in the literature review of, The impact of new learning spaces on teaching practice (2013) ‘We need to “create a world-class learning environment for students by offering opportunities for collaboration, team work, a sense of belonging, a creative culture and opportunities to excel…” (Hall 2013)

The research will look at how we can create, spaces, physical, virtual and representational that fully allows for learning gain and aims to answer the question that Hall (2013) sets that, “no one knows how to prevent ‘learning-loss’ when you design a room ‘pedagogically’, whereas we know lots about designing for minimum ‘heat loss’ (Hall 2013)

This project will interrogate a number of key questions such as ‘What do we want our learners to become? (LSC 2018). The Learning Spaces Collaboratory (LCS) has given a number of answers to this question based on their research one of them is that our leaners becoming ‘Agents of their own learning’. (LSC 2018). This would then lead to the question. ‘What experiences make that becoming happen? (Narum 2015) One answer could be that we create access to “laboratory” ‘hack’ ‘maker’ ‘prototype’ spaces to experiment with innovative pedagogies or more temporary mobile spaces, which fill an urgent pedagogical need.

The idea of liminal learning spaces (landscapes) would be an over arching concept that drives this research. What might be called ‘uncontrolled’ informal spaces’ that rub shoulders and be contiguous with all other teaching and learning places. I would like this project will strive to ask can we go beyond the metaphors of ‘Blended Learning’, Braided Learning’ (Preston 2009) or even ‘Woven Learning’ to a model of learning spaces that are agencies of for our agents of change so they enhance, articulate and understand their own agency?

 

References

  • Antoniou, V. Design for Learning Spaces and Innovative Classrooms. e-Learning Papers  n.º 34. October 2013. http://bit.ly/2iOKslS
  • Bayne, S. (2004) Smoothness and Striation in Digital Learning Spaces. E-Learning, Volume 1, Number 2, 2004. https://bit.ly/2qBNg6W
  • Carr, J. (2017) Student transitions and liminal spaces. LSE: The Education Blog. https://bit.ly/2H6m6iV
  • Cuthell, J.P., Cych, L., & Preston, C. (2011) Learning in Liminal Spaces. Paper presented at “Mobile learning: Crossing boundaries in convergent environments” Conference, 21–22 March 2011, Bremen, Germany. http://bit.ly/2yx7cOs
  • Deleuze, G. & Guattari, F. (1988/2004) A Thousand Plateaus: capitalism and schizophrenia. London: Continuum. https://bit.ly/2H6Yc6S
  • DfES (2002) Innovative designs for schools: Classrooms of the future. Department for Education and Skills.  http://bit.ly/2yZsNOV
  • Grellier, J. (2013) Rhizomatic mapping: Spaces for learning in higher education. School of Media, Culture and Creative Arts, Curtin University, Perth, Australia. https://bit.ly/2qASM93
  • GUND 522. (2013) The HILT Room. Harvard University Graduate School of Design.  https://bit.ly/2JWf3XK
  • Hall, C. (2013) The impact of new learning spaces on teaching practice. Academic Development Group. RMIT University. Melbourne.  http://bit.ly/2ygA0u5
  • Hawkins\Brown (2014) State Of The Estate: What’s driving change in university learning spaces. &\also Think Tank. http://bit.ly/2zUkYGR
  • HEFCE (2006) Designing Spaces for Effective Learning: A guide to 21st century learning space design. JISC. http://bit.ly/2lyiQCs
  • Land, R., Rattray. J. & Vivian, P.  (2014) Learning in the liminal space: a semiotic approach to threshold concepts. High Educ (2014) 67:199–217. https://bit.ly/2J2GjTa
  • LSC (2018) About The LSC.  Learning Spaces Collaboratory. NYC. https://bit.ly/2EVR2wp
  • Morrison, C, Mediating contemporary learning through spatial change: An account of ‘library-as-experimental-space’, Mapping learning environment evaluation across the design and education landscape, 2015, pp. 52 – 60. https://bit.ly/2IZfxe
  • Narum, J. L. (ed.) (2015) A Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners. Learning Spaces Collaboratory (LSC) https://bit.ly/2JThJ8H
  • Neary, M. et al (2010) Learning Landscapes in Higher Education. Centre for Educational Research and Development University of Lincoln. http://bit.ly/2zlImAU
  • Newton, C. (2011) Innovative learning spaces. ARCHITECTUREAU.  https://bit.ly/2qFhmpp
  • Preston. C. (2009) Braided Learning – a theoretical background. MirandaNet Fellowship. London. http://bit.ly/2y2DrAp
  • Roy, K. (2003) Teachers in Nomadic Spaces: Deleuze and Curriculum. New York: Peter Lang Publishing.  https://bit.ly/2HqkFLA
  • Savin-Baden, M. (2008) Learning SpacesCreating Opportunities for Knowledge Creation inAcademic Life. (Part 1. 1. Forms of Learning Spaces). Maidenhead: Open University Press. https://bit.ly/2H8PYH7
  • Wagner, J.  & Watch, D. (2017) Innovation Spaces: The New Design of Work. The Anne T. and Robert M. Bass Initiative on Innovation and Placemaking. The Brookings Institution.   http://brook.gs/2o0ba7N
  • Wood, P. (2011 ) Learning Spaces – Exploring Complexity Beyond the Seminar Room. Journal for Excellence in Teaching and Learning. https://bit.ly/2JNOQus

 

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