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Learning Spaces or Spaces for Learning

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by

Michelle Harrison

on 6 June 2013

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Transcript of Learning Spaces or Spaces for Learning

Learning Spaces or spaces for learning? Created or Unexpected Spaces Smooth or Striated? Smooth Striated "Troublesome Spaces" Digital Written Reflective Silent Bounded Social Formal time - days away to think and reflect (alone or in a group) Course and conferences dialogue and debate: informal Away from the "noise" or "sounds" that hinder creativity and innovation to write and reconsider stances and ideas Spaces for meaning-making explorations of new visual literacy, pedagogy, communication, embodiment and representations of knowledge open, flexible, contested
"nomadic space where movement is more important than the arrival" (p. 13). lines or trajectories
the focal point is the arrival (not necessarily the journey
"authored spaces" "Spaces where ideas and creativity can flourish"
physical (material) and social (interactions, practices) spaces of disjunction
emergent, new 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. 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.

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