Section 2 : Learning space in classroom

Typical assumption of learning space Learning only happens in classrooms. Learning only happens at fixed times. Learning is an individual activity. What happens in classrooms is pretty much the same from class to class and day to day. A classroom always has a front. Learning demands privacy and the removal of distractions. Flexibility can be enhanced by filling rooms with as many chairs as will fit. PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Changing our assumption Literature on the influence of physical space on human activity and cognitive theory. Descriptions of the new student demographics. PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Intentionally Created Space Flexibility – changing space Able to move from listening to one speaker to working in groups to working independently While specialized places for each kind of activity (the lecture hall, laboratory, and library carrel) can accommodate each kind of work, the flow of activities is often immediate. Quick reconfiguration to support different kinds of activity— moveable tables and chairs, for example. PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Intentionally Created Space Comfort Comfortable chair, seat and enough space for teachers’ walkway. Provide surface of writing and supporting computers. Good acoustic – sound absorbing on ceiling and wall could help to reduce background noise from student generated. PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Intentionally Created Space Sensory stimulation Human beings yearn for color, natural and task appropriate lighting, and interesting room shapes. PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Intentionally Created Space Learning space everywhere Implications for architecture include thinking of the whole campus as a learning space rather than emphasizing classrooms. Integration of spaces such as lecture and lab space PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Learning space and Pedagogical activities Delivery Formal presentations Instructor controls presentation Focus on presentation Passive learning Applying Controlled observation One-to –one Master & apprentice alternative control Informal Active learning PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Learning space and Pedagogical activities Creating Multiple disciplines Leaderless Egalitarian Distributed attention Privacy Casual Active learning Communicating Knowledge is dispersed Impromptu delivery Casual Active learning PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Learning space and Pedagogical activities Decision making Knowledge is dispersed Information is shared Leader sets final direction Formal Passive / active learning PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Facility and Pedagogical activities Whiteboard Monitoring students’ attention Assessment Brainstorming PIC reference: http://trainingrx.org/assessment-vs-evaluation-whats-the-diff/

Summary Instructional technology tools promote learning such as content presentation, assessment, simulation, interactive tutorials and communication tools. Teaching on-line requires instructors to interact with students virtually as well as face-to-face. Flipped classroom enhances learning by delivery content at home and doing activities at school. Learning space in classroom should be flexible, comfort, sensory stimulation and engagement.