Teaching Modes - The 4 Spaces of the Apocalypse

It would be difficult not to acknowledge that the pandemic has accelerated technology adoption and use in higher education.

“The recent, rapid move to remote learning and teaching has been a profound shock to the higher education sector, which has delivered emergency technology-enhanced learning, teaching and assessment at speed and at scale.” - Learning and teaching reimagined, Jisc 2020.

It is likely that some of this increased use of technology will continue as we slowly make our way out of a permanent remote learning experience to one where we can all begin to get back on to campus. But what does this mean for our physical campus spaces? When we do all finally get back on to campus what do we want that to be like?

In a recent podcast for Leeds Beckett University I suggest that the physical campus will need to change and rethink it’s role in a similar way to the High Street – where out of town shopping & ultimately internet shopping saw it’s demise but ultimately it’s re-emergence as a social / specialist environment.

Our campuses will need to change – but how will our buildings need to be re-configured? There is a real opportunity here to rethink and re-imagine our physical campus and how we want to maximise these spaces.

Inspired by Paul LeBlancs article on human-technology intersection framework , this workshop will explore this theme around three core questions:

1. What previous on campus activities could now be delivered entirely online?
2. What on campus, in-person, interactions are key to student success?
3. How can technology be used to support or enhance those interactions?

And so we need to start thinking about space equally in four dimensions:

In Person - On Campus
In Person - Off Campus
Online - Synchronous
Online - Asynchronous

https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf

https://anchor.fm/leedsbeckettclt/episodes/Learning-environments-after-lockdown-eunt25/a-a57hv6i

https://er.educause.edu/articles/2015/3/the-humantechnology-intersection-a-framework

Transcript

1. FOUR SPACES OF THE APOCALYPSE (THE ULTIMATE SPACE RACE) Simon Thomson @digisim
2. Part 1 (10 mins) •BACKGROUND: The four dimensions of space (a chance to fold your chatterbox). Part 2 (30 mins) •TASK: Which spaces works best? (building your chatterbox)
3. University Teaching-Learning Environments and Their Influences on Student Learning: An Introduction to the ETL Project Noel Entwistle, University of Edinburgh, 2003
4. University Teaching-Learning Environments and Their Influences on Student Learning: An Introduction to the ETL Project Noel Entwistle, University of Edinburgh, 2003
5. Teaching in Space. The Four Dimensions!
6. In Person (On Campus) In Person (Off Campus) Online (Asynchronous) Online (Synchronous) 4D Space
9. LET’S GO!
10. STEP 1 • Label your four corners. • Include Earth/Moon/ Venus/Mars
11. STEP 1 • Label your four corners. • Include Earth/Moon/ Venus/Mars
12. STEP 2 • Identify two teaching “spaces” for each mode.
13. STEP 2 • Identify two teaching “spaces” for each mode.
14. STEP 3 • Write a short ”task” or “activity” that might take place in that space.
15. STEP 3 • Write a short ”task” or “activity” that might take place in that space.
16. STEP 4 • Test out your chatterbox on unsuspecting colleague / child / pet / partner.
17. STEP 5 • Create additional chatterboxes for each module as a plan for how you will use the spaces holistically.
18. In Summary Think carefully about the uniqueness of each space, draw upon your experiences of teaching or learning remotely/online (good and bad) and identify some teaching activities that would work well in each of the four dimensions of teaching space. Keep in mind the three underlying questions: 1. What previous on campus activities could now be delivered entirely online? 2. What on campus, in-person, interactions are key to student success? 3. How can technology be used to support or enhance those interactions? Value Each Space Equally
20. ABC / Teaching Mode Online (Asynchronous) Online (Synchronous) On Campus (In Person) Off Campus (In Person) Acquisition Pre-recorded videos to replace f2f lectures. Directed reading/info. Online overseas remote guest speaker talk. On campus lecture for visiting speaker (move to online if necessary). In-field short talks or visits to professional partners for talks. Collaboration Paired work and small group planning/activities. Small group discussions or presentations Group feedback session. Work experience, projects at partner organisations. Discussion Teacher led discussion on x topic. (Students generate key Qs). Short online huddles to kick start activities. Deepen understanding - student led discussion based on Qs. In field problem solving and discussion. Investigation Access to core texts with alternative views in field. Discussion board activity to start critique. Online critique sessions - small group seminars. Workshop session expanding on critique and mapping out themes from – form a collective position. “real world” problem solving events. Extent to which theory can be applied in practice Practice Virtual lab tasks – record and submit outputs for feedback. Tutor led virtual lab demos Application of virtual lab activities in real labs. Putting virtual activity into practice within a professional environment. Production Blog/Portfolio development (incl. peer feedback) Digital coach sessions to support multi-media development. Hands on creation of artifacts or products. Case study development and professional proposed projects.
21. Boldly go where no person has gone before! Thank You.