Abstract:

‘SMART teaching’ is a phrase that represents changed teaching practices and processes that are underpinned by technology, different physical spaces and a desire to be more adaptable in classrooms (Saunders and Oradini 2016). Technology can free teaching from the constraints of place, time and paper and when combined with innovative use of physical space can help teachers to change the balance of contribution in classes from primarily ‘teacher talk’ to ‘student talk’ (Temple 2007).

Online learning that exploits the internet and internet services has led to major changes to the way in which distance learning courses operate (Chukwunonso et al., 2013). However there has always been the difficult problem of how best to integrate online learning into the activities of universities that are campus based, where teaching takes place mainly face to face (Huer, 2015). The reality of blended learning at most universities has in the main been little more than online word and powerpoint files made available as a supplement to lectures. Sadly such exploitation of powerful technology has inevitably not moved universities forward much in terms of changing the predominant learning and teaching paradigm of lecture, seminar, assessment. In SMART teaching, online learning is central and something that feeds into and can actually take place within the physical classroom, so as to enhance the student learning experience and the teacher’s teaching experience.

This paper will describe and analyse a case study from the University of Westminster that will show how essential it is to think carefully about the physical spaces that teachers use with their students. It will show how the temptation to ‘overdo’ the technology must be resisted in order to match the capabilities of infrastructure and staff to the possibilities that technology affords. Only by doing this, alongside a programme of staff development on technology enhanced learning and proactive support to underpin the different stages of curriculum development and delivery, will sustainable change in classroom interaction between teachers and students be realised. The paper will also show how in seeking to make a paradigm shift in learning and teaching, the active involvement of students is both desirable and essential.

References:
[1] Chukwunonso, F., Ibrahim, R.B., Selamat, A.B., Idama, A. and Gadzana, W.A. (2013) The impact of the internet and the world wide web on distance and collaborative learning, Proceedings of The Eighth International Multi-Conference on Computing in the Global Information Technology, pp 7-15
[2] Huer, J.B. (2015) Higher Ed Disruption in Context, Educause Review, November/December, pg. 92-93
[3] Saunders, G. and Oradini, F. (2016) New Classrooms – SMART Teaching, University Business, Available at: http://universitybusiness.co.uk/Article/new-classrooms-smart-teaching [Accessed 26/03/2016]
[4] Temple, P. (2007) Learning spaces for the 21st century: a review of the literature, Higher Education Academy, Available at https://www.heacademy.ac.uk/sites/default/files/learning_spaces_v3.pdf [Accessed 08/11/2015]

Keywords:

Flexible learning, staff development, flipped classroom, smart teaching, mobile learning.