Page 22 - EHDD ONEder Grant Report

COLLABORATIVE LEARNING HUBS
Learning is Social
This is a space that is structured around
supporting social learning and promoting
student agency. In this model, flexibility is
about choice. Supporting a flipped learning
model for higher education, students watch
a lecture remotely and come to campus to
discuss and collaborate with their peers.
Faculty can join remotely or in-person in
a way that allows for a variety of teaching
approaches. They can engage with specific
groups or with the whole room.
With a capacity of 20-30 students, this
space has a variety of seating postures and
configurations to accommodate a range
of preferences and learning styles. Some
students may choose to sit with a friend at
a table for two. Another may join a study
group table that allows for other students
to join remotely. Communication and
collaboration are paramount, tech-enabled,
and takes many forms. Those engaging
remotely can share content visually by
adding images to the walls and audibly
through a distributed speaker system.
Remote collaborators view the entire room
and collaborate and share directly with their
study group. The integration of technology
is seamless and is at a range of scales.
Some of these spaces could be provided,
some perhaps even outdoors, with a range
of qualities from quiet to buzzing.
“I like spaces in which
students view themselves
as professionals. As a
teacher I want a space
where students should
be equal, classes that
present to students that
they are valuable and
equal.”
- Teacher
+ REIMA GINING THE F U T URE OF HIGHER EDUC A TION | MAR CH 2 02 1
Let’s dismantle the
preconceptions of
what a classroom is.
1. student gallery wall, virtual
2 1 graffiti wall
2. smart walls for sharing presen-
8 ta tions,ideas
3. support a variety of learning
7 styles and needs through a variety
of group sizes, learning styles and
7 ergonomic options
4. moveable furniture for flexibili-
7 ty of room set-up
3 5. walls that provide for a range of
4 2 acoustic enclosure or connection
2 to adjoining spaces
7 6. provide a variety of these spac-
1 es with options for more indoor/
5 outdoor, quieter, more lively
depending on student preference
7 and the possibilities of the site
7 7. screens that bring remote
7 learners to the table
7 8. remote faculty, experts, sup-
port, collaborators
1 9. support outdoor learning envi-
2 ronments
10. access to outdoors
11. view, daylight, fresh air
12. smart room sensors for occu-
pancy, fresh air, daylight
13. audio/visual capture to allow
for remote users to feel integrated
and actively participate
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