Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

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dc.contributor.author Harvey, Jen
dc.contributor.author McAvinia, Claire
dc.contributor.author O’Rourke, Kevin
dc.contributor.author FitzSimmons, Jason
dc.contributor.editor Supple, Briony en
dc.contributor.editor Delahunty, Tom en
dc.date.accessioned 2020-11-05T09:47:06Z
dc.date.available 2020-11-05T09:47:06Z
dc.date.issued 2019
dc.identifier.citation Harvey, J., McAvinia, C., O’Rourke, K. and FitzSimmons, J. (2019) 'Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces', Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December, pp. 114-121. doi: 10.33178/LC.2019.24 en
dc.identifier.startpage 114
dc.identifier.endpage 121
dc.identifier.uri http://hdl.handle.net/10468/10711
dc.identifier.doi 10.33178/LC.2019.24
dc.description.abstract Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.publisher National Forum for the Enhancement of Teaching and Learning in Higher Education en
dc.rights © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Active Learning Classrooms en
dc.subject ALC en
dc.subject Large scale en
dc.subject Formal en
dc.subject Informal en
dc.subject Learning spaces en
dc.subject Teaching and learning en
dc.title Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces en
dc.type Conference item en
dc.internal.authorcontactother Jen Harvey, Technological University Dublin en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Not peer reviewed en
dc.internal.conferencelocation University College Cork, Cork, Ireland en


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© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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