This project evaluates how different kinds of learning spaces and technologies might operate in practice
The concept of Learning Landscapes (Dugdale, 2009; Neary et al, 2010) or Learning Ecologies (Siemens, 2003; Ellis & Goodyear, 2010) capture the interrelatedness of learning in the many kinds of physical and virtual spaces in which it can take place.
“The Learning Landscape is the total context for students’ learning experiences and the diverse landscape of learning settings available today – from specialized to multipurpose, from formal to informal and from physical to virtual. The goal of the Learning Landscape approach is to acknowledge this richness and maximize encounters among people, places and ideas, defined by envisioning overlapping networks of compelling places and hubs which can offer choices to users and generate synergies through adjacencies and the clustering of facilities.” (Dugdale, 2009:52).
Based on the CHERP 2015 conference, there are ongoing developments towards more interactive pedagogic approaches (eg. Constructivist, problem-based, experiential, active learning) demanding more small-group teaching in flexible spaces, such as SCALE_UP (student-centred active learning environments, particularly for UG programmes (Oblinger, 2006) and TEAL (technology-enabled active learning, Don & Bletcher, 2004). With greater mobility, students have a choice where they can work, so new space models need to focus on enhancing quality of life as well as supporting the learning experience.
As we focus more on the student learning experience, our new campus developments will offer the opportunity for using a greater range of flexible learning environments, with more interactive, informal and social types of learning.
The Learning Landscape transition project aims to address the wider strategic goal for Learning, Teaching and Student Experience that learning spaces should be ‘student-centred’ rather than ‘teacher-centred’; have the necessary technology to meet student and subject needs; support pedagogic, multidisciplinary, multimedia formats that engage students and are flexible, ergonomically comfortable, functional and multi-usable.
We want to evaluate how these different kinds of learning spaces and technologies might operate creatively and productively in practice.
Active Learning Projects 2016 - 2017
CHERP has worked in partnership with all faculties to generate and support a number of Active Learning Projects.
These pilot projects have led to the creation of innovative evidence-informed practice which will inform future approaches to active learning in our new learning spaces on each campus.
The list of active learning projects and their respective project reports can be accessed via the following link: