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Learning Spaces or Spaces for Learning
- spaces of disjunction
- emergent, new
In groups of four:
How do we create "troublesome spaces" for our learners (do we want to)? Using technologies?
References:
Bayne, S. (2004). Smoothness and Striation in Digital Learning Spaces. E-learning, 1(2), 302–316.
Savin-Baden, M. (2007). Learning spaces: creating opportunities for knowledge creation in academic life. Society for Research into Higher Education Series, Open University Press.
Created or Unexpected Spaces
Digital
explorations of new visual literacy, pedagogy, communication, embodiment and representations of knowledge
Silent
Reflective
Away from the "noise" or "sounds" that hinder creativity and innovation
Spaces for meaning-making
Written
to write and reconsider stances and ideas
Formal
Course and conferences
Smooth
Social
"Spaces where ideas and creativity can flourish"
- physical (material) and social (interactions, practices)
Striated
- open, flexible, contested
- "nomadic space where movement is more important than the arrival" (p. 13).
dialogue and debate: informal
- lines or trajectories
- the focal point is the arrival (not necessarily the journey
- "authored spaces"
Smooth or Striated?
Bounded
time - days away to think and reflect (alone or in a group)
"Troublesome Spaces"
Learning Spaces
1-2-4-All!
Individually: Reflect on your learning spaces (professionally or other)? Do you inhabit all these types of spaces? When, how, enough?
With a partner:
Discuss your different interpretations or maps of the spaces.