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
   

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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)
   

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3. University Teaching-Learning Environments and Their Influences on Student Learning: An Introduction to the ETL Project
   Noel Entwistle, University of Edinburgh, 2003
   

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4. University Teaching-Learning Environments and Their Influences on Student Learning: An Introduction to the ETL Project
   Noel Entwistle, University of Edinburgh, 2003
   

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5. Teaching in Space.
   The Four Dimensions!
   

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6. In Person
   (On Campus)
   In Person
   (Off Campus)
   Online
   (Asynchronous)
   Online
   (Synchronous)
   4D Space
   

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9. LET’S GO!
   

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10. STEP 1
    • Label your four
    corners.
    • Include Earth/Moon/
    Venus/Mars
    

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11. STEP 1
    • Label your four
    corners.
    • Include Earth/Moon/
    Venus/Mars
    

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12. STEP 2
    • Identify two teaching
    “spaces” for each
    mode.
    

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13. STEP 2
    • Identify two teaching
    “spaces” for each
    mode.
    

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14. STEP 3
    • Write a short ”task”
    or “activity” that
    might take place in
    that space.
    

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15. STEP 3
    • Write a short ”task”
    or “activity” that
    might take place in
    that space.
    

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16. STEP 4
    • Test out your chatterbox
    on unsuspecting
    colleague / child / pet /
    partner.
    

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17. STEP 5
    • Create additional
    chatterboxes for each
    module as a plan for
    how you will use the
    spaces holistically.
    

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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
    

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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.
    

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21. Boldly go where no
    person has gone
    before!
    Thank You.
    

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