1. Creative use of learning paces to encourage independent and collaborative learning. Maja Jankowska & Andrea Raiker Bridges CETL the Third Symposium on Social Learning Space 17/03/08

2. ‘ Bridges’, the Centre for Excellence in Teaching and Learning, University of Bedfordshire Aim- to support Personal, Career and Professional Development of undergraduate students. Bridges the gap between students’ learning experiences and the world beyond the university, smoothing transitions into the workplace and opening opportunities. Committed to developing learning spaces throughout the university.

3. Bridges I never teach my pupils, I only attempt to create the conditions in which they learn. Albert Einstein

4. A new university Bedford campus of DMU combined with Luton University on 1 August 2006. Parallel research on learning spaces at the two campuses. Joined together to compare similarities and differences, gain insights.

5. Business Pods, Luton campus

6. Social Learning Space, Library, Luton campus

7. Library ICT suite, Polhill Campus

8. It’s OK. Every now and then I need ear plugs. I thought libraries should be quiet- too many electronic noises plus the noise of inconsiderate students! (SM4) I like it in here because it’s usually quiet. I find I can reflect better. The Hub gets too noisy. (SF9) I get down to work better here. The library staff are really helpful if I can’t find what I want. It would be great if the library was 24 hours. Lots of my friend would make more use of the library at night. (SM57)

9. Learning Hub, Polhill Campus

10. It’s convenient and accessible. It’s right near my lecture room and its near the coffee bar. Perfect! (SM34) It’s very comfortable. I don’t just use the computers, it‘s a good place to discuss work. I’ve been talking about a presentation I’ve been doing. (SF18) I’ve been coming here since the first day it opened and it is the layout that makes it for me. It is so refreshing to see the computers in circles, to have open spaces, and to be able to see round the room, not a wall. I come here every morning to meet my friends and the group work is great. It’s relaxing. (SM8)

11. Social Space Social Space The S-space (Social Learning Space) – designed to enhance learner engagement in a relaxed setting

12. Creative Space The C-space (Creative Space) – designed to free teachers and learners from constraints of the traditional classroom. The facilities include surrounding white, writable walls, laptops with specialised networking software (FacilitatePro) for brainstorming and other activities

13. Interactivity, ability to work at participants’ own pace, anonymity and the feeling of safety The space gives ‘a chance to share views anonymously yet still be able to have a conversation and spark of each other’ (S6) Possibility to overcome the fears of being judged, criticised, laughed at or not knowing the ‘right’ answer (‘it gives you freedom to write whatever you are feeling at the time, and not be pressured to always thinking if you are giving a good or bad answer’ (CIS), ‘easier to contribute ideas or views that are a less conventional (…) (S6)

14. Creative Space

15. A change of teaching-learning dynamics a growing need to provide spaces that satisfy various needs, accommodate different learning styles support more active, self-directed, autonomous learning The space is ‘a very challenging [one] because it changes the perspective of teaching. No more a ‘distant’ lecturer, but a mentor who is part of the system in a continuous and dynamic feedback loop of learning’ (NS) The C-space bridges the gap between a traditional, often ill-suited for modern learning purposes, classroom and the space required by the ‘new’ kind of learners. ‘It gives the impression that everyone is teaching as well as learning, (which is true), the way it is set up gives a degree of equality between the participants’ (R)

17. Whiteboard and FacilitatePro: two most distinctive, enthusiastically welcomed features ‘you can write on the walls and not get fined!’ (CIS) ‘helps to get students engaged actively. Classroom discussions tend to be dominated by a minority of students. This activity gets everyone involved. Standing up changes the dynamic of the situation. Good also for building up a process – e.g. draw a representation of your project (…)’ (19) [whiteboard] introduces students to the concept that problem solving and creativity can come together to use the left and right hemispheres of the brain. The space is (I think) a bit like a place where you could envisage ‘Zen meditation’ taking place – to creatively free the mind to make connections that help facilitate creative solutions and learning’ (15)

19. Future? More learning spaces More collaborative research across the campuses Short and long-term impact Aim- to support Personal, Career and Professional Development of undergraduate students.

20. maja.jankowska@beds.ac.uk andrea.raiker@beds.ac.uk