|
Elemental
activities l
Programmatic Activities l
Reconceiving Buildings l Evaluating
Activities-in-Spaces l Facilities
Home
This web page lists important,
problematic teaching/learning activities, each of which is illustrated by
examples of physical and virtual learning spaces that make those
activities especially easy. These pages can be used for
brainstorming, for planning, and for developing tools to
evaluate spaces and their support services (the TLT Group's
Flashlight Program is doing just that). We hope you will help us develop this web page by
suggesting new activities, as well as examples from your own
institution of how specific types of physical or virtual space
can support, or hinder, those activities. To review our
suggestions for how to use these pages to support the evaluation
and planning of learning spaces, click here.
And, if you'd like to post a Tweet about this page, click Tweet.
-
Enable use of
basic computing/connectivity
-
Enable learner or teacher to
discover, import and display information
easily, including the ability for a student in a large
class to point within an image, or images, while explaining, "comparing and
contrasting," or asking a question
-
Enable participants to
hear and speak
-
Enable participants to
see one another's faces
-
Enable faculty member to
spot patterns in
student thinking in order to adjust instruction
-
Enable participants to review previous classroom
communication
-
Enable
students to
talk with one
another during class sessions
-
Enable a
shift from a
plenary format to small group work, and back
-
Enable the
use of outside experts
-
Enable
students
to use one another as learning resources
-
Enable faculty and students
to use the classroom
easily
-
Enable
participants to interact
spontaneously, other than through course activity
-
Enable participants to store bulky
materials during, and between, course meetings
II. Programmatic Activities that Take Advantage of
Non-Traditional Learning Spaces
III.
Reconceptualizing Buildings
|
*******************
Acknowledgements: Thanks to
Phil Long of MIT who has been a valued colleague for years in
thinking about these issues.
Ratcliff, the
architectural firm with which I've worked in the past; our work
together in consulting for Golden Gate University kindled my
interest in this topic and to our subscribers such as the
University of Wyoming and Virginia Commonwealth University for
asking me to work on this topic. I was delighted when EDUCAUSE's
National Learning Infrastructure Initiative (now the EDUCAUSE
Learning Initiative) invited me to work
with them on this topic, too; that collaboration has been
fruitful for both EDUCAUSE Learning Initiative (ELI) and The TLT Group in many ways. Thanks also to Ruth Sabean of UCLA
for her extensive suggestions for improving this site.
- Stephen C. Ehrmann, The TLT Group
Return
to home page ("Evaluating and Planning Learning Spaces")
|
|
PO Box
5643,
Takoma Park, Maryland 20913
Phone:
301.270.8312/Fax: 301.270.8110
|
To talk about our work
or our organization
contact: Sally Gilbert |
|
