G.A. Stoica, R. Støckert, K. Arnesen

NTNU - Norwegian University of Technology and Science (NORWAY)
Today technology is infused ubiquitously almost in every aspect of our lives. The educational systems try to keep up with the trends by adopting technology for teaching and learning processes. The students are more and more accustomed to settings where they can bring their own devices to participate in the activities. In this paper we present our experiences with the development and the refinement of a flexible space that facilitates both group work and also more traditional laboratory or lecturing settings. The space can be used by groups of students outside the supervised scheduled activities as well.

In the paper we introduce a set of guidelines for creating such spaces based on a Pedagogy-Space-Technology (PST) framework (Radcliffe, 2008). We claim that the user needs in the learning spaces are akin to a Maslow pyramid, with the environment (space) at the base, technology at the middle and the pedagogy and learning at the top. When the environment is pleasant and comfortable and the technology works properly the minds can focus on higher purpose activities. The supporting technology should most likely disappear in the fabric of the space. To evaluate the learning lab we have asked our users’ opinions through a questionnaire. The questionnaire is aiming to measure the level of user satisfaction and to uncover the most popular uses for the space. The paper will conclude with the results of the evaluation.

[1] Radcliffe, D. (2008). A pedagogy-space-technology (PST) framework for designing and evaluating learning places. Learning Spaces in Higher Education: Positive Outcomes by Design. St Lucia, QLD: The University of Queensland, 11–16.