21 January 2016
David Hart presents on designing learning spaces that disrupt the status quo at Educause Conference
David Hart, President & CEO, presented at the 2016 ELI Educause Conference on February 4th at 8:30am.
Designing Learning Spaces that Disrupt the Status Quo with David Hart, President & CEO of Steinberg and Susan Metros, Professor, Design Practice and Associate Dean, Iovine and Young Academy at the University of Southern California.
Designing Learning Spaces That Disrupt the Status Quo
Is higher education prepared to create learning environments (curricular, social, and physical) to foster innovation? The University of Southern California has accepted that challenge by launching the Jimmy Iovine and Andre Young Academy for Arts, Technology, and the Business of Innovation. With “the degree is in disruption” philosophy, this unique undergraduate program promotes new kinds of learning through cross-disciplinary and hands-on discovery in a fully immersive and collaborative learning space. An educator and an architect will describe how they worked together to equip a new generation of learners with knowledge, tools, and a makerspace to seamlessly transition from classroom to concept to creation.
OUTCOMES: Understand shifts in workforce expertise that reshape and impact learning * Identify factors influencing innovation in teaching/learning * Understand how curriculum and space aggravate/complement each other and envision learning spaces from diverse roles/perspectives
Active Learning Classrooms: Student Perceptions and Faculty Teaching Experiences
Indiana University Bloomington has recently built several active learning classrooms (ALCs) on the campus to facilitate student-centered collaborative learning. Last year, a Faculty Learning Community (FLC) was formed around the theme of active learning spaces to facilitate best practices in teaching and learning within these innovative classrooms. In this session, we will discuss the activities of the FLC including a student survey that was designed and implemented to assess students’ perceptions of active learning and traditional classrooms. The survey demonstrated that students perceived significant benefits to active learning classrooms over traditional classrooms, including increases in both learning- and collaboration-related variables.
OUTCOMES: Explore how ALCs differ from traditional classrooms * Identify both opportunities and challenges of teaching in active learning spaces * Learn about student perceptions of the learning and collaborative benefits of ALCs
More info can be found here.