Instructional Technology Conference 2009

Title: Learning Spaces:   Information Age is Out, Integration Age is In

Name: Dr. Karen Jarrett Thoms

Audience: Faculty, instructional technology specials, administrators

Audience Level: All

Length: 1 Hour

Abstract: Yesterday’s Information Age is out, and today’s Integration Age is in—and it’s here to stay.  An educational institution’s goal is student learning, and this learning is through traditional classrooms as well as outreaching components.  We’ll dispel some learning spaces myths, and we’ll see pictures of different types of physical learning spaces.  We’ll answer the big question:  Why do we want/need to switch?

Description: A tenet of education:  learning is social.  Learning that is social requires feedback and interaction among participants, not just between teacher and student.  A well-designed learning space enables students to get to know each other and engage in dialogue, work on group projects, interact in a variety of ways (collaborative or cooperative learning), and present their work publicly, teach others, and/or give feedback. 

Yesterday’s Information Age is out, and today’s Integration Age is in—and it’s here to stay.  Over the past few years, as we have come to understand more about our students, how they learn, and how new technology can be integrated, our expectations of effective learning spaces have changed.  The “ticket” so to speak is a seamless environment that acknowledges that learning can occur at any time and any place, in either physical or virtual spaces—not just in the traditional classroom setting.  Focusing on physical classrooms is just the proverbial “tip of the iceberg.”  We must look deeper as we plan the new learning spaces at our institutions.

Goal of educational institutions:  student learning

“Learning spaces” definition

. . . regularly scheduled, physical locations designed for face-to-face meetings of instructors and students.

. . .  virtual locations and activities that promote and support learning.

Real and virtual spaces must be considered when planning a redesign to meet the emerging needs of students.

1. Classrooms

2. Group study spaces

3. Coffee bars

4. Robust technology environment (with training) for faculty and students

5. Technology support staff

6. Campus infrastructure

7. HelpDesk and other assistance

Assumptions to be made in designing learning spaces:

1. Classrooms will provide instructional tools, supporting both technology-enhanced and traditional teaching styles.

2. A “universal” instructor’s user interface for technology systems is necessary.

3. Flexibility in classroom configuration is desirable.

4. Systems support by technical personnel and financial resources.

5. Seamless integration of IT, AV, and other technology is necessary.

6. Fluid integration of synchronous and asynchronous resources and activities is evident.

7. Technology solutions are scalable.

The mix of technology, pedagogy, and classroom design results in better learning. 

The Information Age has a logical extension:   The Integration Age—human-to-information and human-to-information relationships.

1. Yesterday/today versus Today/tomorrow

2. Characteristics of The Integration Age and its students

   1. Multitasking

   2. Technology-rich backgrounds

   3. Collaboration experience and preference

   4. Ethnically diverse

   5. Visual

   6. Interactive

   7. Goal- and achievement-oriented

Learning Space Myths

Pictures of physical learning spaces

Why the need for change?

Quoting Marc Prensky, “Our students have changed radically.  Today’s students are no longer the people our educational system was designed to teach.” 

Session Type: Lecture/Presentation

On-Site Equipment Requirements: Computer and data projector

Contact Information/Affiliation:
Dr. Karen Jarrett Thoms, Professor
St. Cloud State University
Learning Resources & Technology Services/InforMedia Services
(320) 308-2110
kthoms@stcloudstate.edu