The Learning Venue

Learning venue optimization.

In the last element we studied the design of authentic learning tasks, the core element of effective, efficient and engaging learning processes for Industry 4.0.

In this element we will address the importance of selecting the right space for a given learning activity. The premises given for making an efficient learning space seems very different depending on the channel the activities take place in, are we on a physical campus, or on the web?

First, we will look at some trends for learning processes and -spaces. Then we will discuss how they can be implemented on the campus. At last we will air some ideas on the creation of virtual learning spaces.

Learning processes have made a massive move from individual work to collaboration in groups.

This trend is also affecting the design of classrooms, labs and other learning spaces. They are getting increasingly prepared for teamwork rather than the old fashion chairs and tables in rows. This trend is also visible in learning labs, were space is made available for collaboration, such as group tables with chairs, or the more "LEAN" variant with standing up tables.

Another trend which is visible in many types of schools, is a more playful or innovative approach to learning. Often in room resembling maker spaces packed full of technology.

A third important trend is an increased focus on ergonomics and accessibility. A modern learning space have comfortable furnitures and are equipped with and abundance of power outlets and network points for connectivity.

When you are designing a learning process you need to have several thoughts at the same time. The goal is the quality of the learning outcome, but in most cases, efficiency is also an important factor. It is therefore important to extract the part of the process that must be done in a traditional way; a teacher in a classroom. The bulk of the activities should take place as collaborative work in a laboratory or in spaces designed for teamwork.

Combined spaces were both is achieved makes good learning spaces, and free the process from narrowing frames.

In courses that have a combination of student presence on campus divided by online learning, it is of paramount importance that the scarce possibility for collaboration and access to specialist equipment is utilized at it's maximum. So, everything that is related to "traditional teaching" should be done online, and the time on campus is used for collaboration and work on equipment like laboratory models.

In industry 4.0 the collaboratory aspect is even more emphasised, and an effort should be given to designing learning processes were this are the preferred activities.

Collaboration in online learning processes is a more challenging concept. It is however, not impossible. Results from the Australian project "Authentic activity as a model for web-based learning" shows promising results based on designing online learning modelled on authentic activities (Herrington, 2004). This combined with modern e-learning technology, such as the conference platform "Zoom", facilitate online solving of authentic tasks in teams, managed by the platform's "breakout rooms" technology. The tasks should be designed according to the principles presented in TEFFIC paper number four.

To sum up:

• Learning spaces and processes must be designed for collaboration
• Learning spaces should have infrastructure for innovation (makerspace)
• In combined online/campus courses, the time on campus must be spent on collaboration in laboratories
• Online learning activities and spaces should be designed with the elements of authentic task design in mind

After you have finished this element, take some time to reflect upon and suggest answers to these questions;

With your current teaching activities in mind, what can you change to make way for more student collaboration?

Which element for designing authentic learning tasks, as presented in element four, do you think is most difficult to implement in e-learning?

In our next TEFFIC element we will take a look on how you can form well working student teams.

Sources:

• Herrington, J., Reeves, T., Oliver, R. and Woo, Y. (2004) Designing authentic activities for web-based courses. Journal of Computing in Higher Education, 16 (1). pp. 3-29.