MAKING SPACE FOR PEDAGOGY AND TECHNOLOGY. EXPERIENCES WITH DESIGN, IMPLEMENTATION AND USE OF A LEARNING SPACE AT THE NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY

R. Støckert, T. Talmo, K. Arnesen

Norwegian University of Science and Technology (NORWAY)
Technology transforms the way students communicate, collaborate and engage with learning. The first digital native generation is now entering higher education, with new demands and expectations.

In this paper, we share our experiences regarding design, construction and use of a learning space at a Norwegian university (NTNU). Pedagogy-Space-Technology Framework, Learning Space Performance Rating System, other resources like the Learning Space Toolkit, and FLEXspace have inspired design methods and anticipated functionality.

Our experience shows that despite the many possibilities that lie in the technology, students normally use only the basic features and appreciate the flexible learning space. They like the environment and spend time working together, to do compulsory tasks. When the learning space is used in lessons, the schedule is tight and hence the time for playing with technology is reduced to a minimum. The new learning spaces requires teachers to restructure the tasks and to facilitate group activities. All the users need to be trained and inspired. It takes time from building a technology-enriched room until you have a working pedagogical practice exploiting the technology. At the end of the day the overall goal is to transform pedagogical practice and methods through the design of new technological learning spaces, in order to remain relevant to the digital student.