DESIGNING AND TRANSFORMING A CONDUCIVE LEARNING HUB (1)
- 1. DESIGNING AND TRANSFORMING A CONDUCIVE LEARNING HUB By Herbert Chitongo
- 2. Chapter 1 • Learning is changing in the 21th Century; technology used in the learning environment such as interactive white boards, personal learning environment, wireless networks, mobile devices, the internet and high quality digital learning resources and the ability to access many of these from home and at work place is altering the experiences and aspirations of the learners. Increasing investment in education and learning technologies combined with the need for more cost effective space utilisation is making increasingly important for project /programme managers and company directors to keep on abreast of new thinking about the new design of highly technological –rich learning space. It is of paramount importance to understand what makes an effective design .The best achievement are likely to assist all within the institution to work more productively and to and to produce learners who are confident ,adaptable ,independent and inspired to learn. In short the design of our learning hub should become a physical representation of the institution‘s vision, goals, mission statement and strategy for learning, responsive, inclusive and supportive of attainment by all. • A learning space should be able to motivate learners, and promote learning as an activity, support collaborative as well as formal practice, provides personalised and inclusive environment and be flexible in the face of changing needs.
- 3. Motivation • Well-designed learning hub has a motivational effect. For example a learning area with an infused natural light provides an environment that is easy and pleasurable to work in. • Wireless connectivity within a brightly open plan social area will encourage engagement in learning and instil a beyond time tabled classes. • Involving learners in aspect of design is also important as this signalises that they can have a measure of the control over the learning environment.
- 4. Collaboration • Learners have since benefiting academically from social interaction with their peers. An open –plan informal learning area provide individual learning environments which also support collaborative activities ,and they can often be created from previously underutilised space.
- 5. Personalisation and inclusion • Flexible furniture and wider doorways meet the needs of the variety learners not only the wheelchair users but also audio visual users. • Changes in the furniture layout can assist learners, navigation around the building and help them to adjust their behaviour according to their purposes of the space. NB: These initiatives represent shift in attitudes that welcome and support all types of learners and promote different ways of learning.
- 6. Flexibility • Following the period when technology was growing and changing rapidly and also led to an increase in student numbers, flexibility in the design of leaning space has become essential.
- 7. CHAPTER 2 TRANSFORMING LEARNING EXPERIENCES • Embedding technology into learning space is likely to be an evolutionary process rather than revolutionary process .Considering technological requirements at the early stages of planning will ensure that maximum benefit from the investment. The learning space needs well-designed technological infrastructures that make the whole learning process more interesting. In order to achieve our aim there is need for: • Mobile learning • Connected learning • Visual –interactive learning • Supported learning
- 8. Diagrams NB: EMBEDDING TECHNOLOGY INTO LEARNING AND TEACHING SPACES IS LIKELY TO BE AN EVOLUTIONARY PROCESS RATHER THAN REVOLUTIONARY ONE. -tablets -laptops -mobile phones -wireless keyboards -digital cameras Mobile Learning - -wired computing -wireless networks -internet -enabled mobile phones Connected Learning
- 9. -video conferencing -video streaming -image projection -interactive white boards -video recording Visual/ Interactive learning
- 10. A cross section of a well designed learning and vocational space. A GENERAL TEACHING SPACE WITH LEARNERS ,WHITE BOARD, POWER SOCKTES,WIRED COMPUTERS,STACKABLE CHAIRS,STACKABLE CHAIRS,MOBILE INTREACTIVE WHITEBOARDS,VIDEO CONFERENCING FACILITY. A VOCATIONAL TRAINING SPACE WITH WIRED LAPTOPS,FREE STANDING WITH HIGH LEVEL MONITORS,POWER SOCKETS,AND DATA POINTS.WALL –MOUNTED INTERACTIVE WHITEBOARD ,DIGITAL CAMERAS AND ADDITIONAL PROJECTION SCREEN.
- 11. ENTRANCES OF A LEARNING HUB • Entering a learning hub should create a sense of excitement about learning. The entrance should be the first point of contact between the institution and its stakeholders .It will establish the prevailing culture for visitors. The entrance itself should offer clear accessible information about the institution and what should be achieved thus it should communicate the vision and mission statement of the organisation.an entrance area will also need to provide a welcoming secure environment establishing the capability of the institution to cater for its learners . NB.The role of entrance is vital. It can form the heart of the institution, and establish a culture of learning, support and professionalism, which reflects the institution’s vision. It can bring together in space the range of facilities on which learners depend and demonstrates effective use of up-to-date communication and information technologies.
- 12. TEACHING SPACES • The creation of a teaching space is a long journey that we should consider. The design of teaching space in a learning hub is usually need to be both tutor –led and learner –led and ultimately support learner –tutor activities. The design of a teaching space should make sure goals and objectives are met. It is most probable that a learning hub institution will aim to increase better quality teaching space with increased space for seats, video streaming and conferencing. Usually technology in the teaching and learning space does not only ensures effectiveness but also extend to flexibility. Use of wireless networks provide advantages especially to the tutors and learners. It can give both learners and tutors access to resources during the sessions. • Staff development programmes focusing on teaching space and learning in a technology –rich environment are essential to build understanding as well as confidence.
- 13. TEACHING SPACE
- 14. FLEXIBLE DESIGNS FOR FLEXIBLE LEARNING • Furniture plays a significant role in enabling a learning environment to be flexible.to achieve this goal, our learning hub should have frequently invested in bespoke furniture design.
- 15. Photos of well designed leaning hubs with flexible furniture arranged • Chairs with rectangle tables arranged in U –shaped style. • Chairs with round tables.
- 16. Photos of learning spaces in the hub • Teaching space in the learning hub • An interactive learning taking place in the learning hub
- 17. Photos of different users and the learning activities • Kids in the learning hub • Users in the learning process
- 18. A learning hub
- 19. Conclusion It is recommended that a learning hub should create a platform that allows students and staff to gain experience of operating within a new and highly technological environment, building a 21th century model of learning involves in a process of change that requires more than short term projects. Technology will change faster than you imagine .A redesign needs to reflect tomorrow’s technologies rather than rely on today’s. The 21st century society will need to be ‘a learning society’ in which knowing ‘what’ is less important than knowing ‘how to’. This shift in approach to learning and teaching will require staff who are well prepared for change
- 20. We are on the cusp of change, moving from teacher-centred to learner-centred models, from face-to-face to digital, from synchronous to asynchronous, from solo to group learning, coloured and improved by technology