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

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dc.contributor.authorHarvey, Jen
dc.contributor.authorMcAvinia, Claire
dc.contributor.authorO'Rourke, Kevin
dc.contributor.authorFitzSimmons, Jason
dc.contributor.editorSupple, Brionyen
dc.contributor.editorDelahunty, Tomen
dc.date.accessioned2020-11-05T09:47:06Z
dc.date.available2020-11-05T09:47:06Z
dc.date.issued2019
dc.description.abstractTransforming 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.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHarvey, 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.2019.24en
dc.identifier.doi10.33178/LC.2019.24
dc.identifier.endpage121
dc.identifier.startpage114
dc.identifier.urihttps://hdl.handle.net/10468/10711
dc.language.isoenen
dc.publisherUniversity College Corken
dc.publisherNational Forum for the Enhancement of Teaching and Learning in Higher Educationen
dc.rights© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectActive Learning Classroomsen
dc.subjectALCen
dc.subjectLarge scaleen
dc.subjectFormalen
dc.subjectInformalen
dc.subjectLearning spacesen
dc.subjectTeaching and learningen
dc.titleTransforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spacesen
dc.typeConference itemen
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