3. Intended Learning Outcomes
• State the social, cultural and economic needs of young and/or adult
learners;
• Explain how space can promote social, economic and cultural
inclusion;
• Examine how the social, cultural and economic needs of young
and/or adult learners can be addressed through the design of a
space;
(relate to Module LO3/4 & 5)
20 February 2018 3
19. Tram ride – I minute essay (verbal)
• What have you learnt about how space might promote your
inclusion?
20 February 2018 19
20. Intended Learning Outcomes
• State the social, cultural and economic needs of young and/or adult
learners;
• Explain how space can promote social, economic and cultural
inclusion;
• Examine how the social, cultural and economic needs of young
and/or adult learners can be addressed through the design of a
space;
(relate to Module LO3/4 & 5)
20 February 2018 20
21. Intended Learning Outcomes
• State the social, cultural and economic needs of young and/or adult
learners;
• Explain how space can promote social, economic and cultural
inclusion;
• Examine how the social, cultural and economic needs of young
and/or adult learners can be addressed through the design of a
space;
(relate to Module LO3/4 & 5)
20 February 2018 21
25. Analyse the ‘in between spaces’ in Higher
education.
20 February 2018 25
26. Peer Feedback
Has your peer:
• described the form, function and significance of the space?
• thought about how the space might supports their informal learning
at NTU? Have they used the literature to do this?
• thought about why this design promotes (or restricts) the inclusive
educational needs of Higher Education learners?
20 February 2018 26
28. Reflection
Thinking about traditional and modern learning spaces in Higher
Education.
• What do you think are effective features of inclusive learning
spaces?
• What do you feel about traditional versus modern learning spaces?
• What do you want from a re-design of this learning space?
20 February 2018 28
Notes de l'éditeur
Welcome to the session.
Explain IRIS, if appropriate.
Lets get started – the learners in Further Education and Higher Education are young adults/adults.
As learners they have different needs.
We looked a few weeks ago at ‘A Vision of Students Today’ by Mike Wesch – students learning in large lecture theatres.
Wesch, who is an academic that I admire, is constantly reflecting on his own teaching and learning.
After advocating the importance of technology in helping students learn, Wesch started to feel disconnected from his students.
Watch this video and think about how you feel that your needs are being met, through the types of learning experiences and assessments the modules at NTU provide.
Who are you – what is your super power??
In this session, we are starting to think about the way traditional spaces in Further and Higher Education are moving towards modern/innovative teaching and learning spaces that aim to promote equality of opportunity for all learners.
Intended Learning Outcomes (relate to Module LO3/4 & 5)
What do adult learners need?
Where do they learn?
How does space provide this learning?
What do you know already?
You know you want to be competent education studies students, but ....
Why do you want to do this? How does this relate to your super power?
What do I need to know about you that might help me design inclusive spaces for learning?
Post on Yammer – write down and share later through Yammer (or email if shy)
My super power .......
Further and Higher Education
traditional spaces in Further and Higher Education are moving towards modern/innovative teaching and learning spaces that aim to promote equality of opportunity for all learners.
Intended Learning Outcomes (relate to Module LO3/4 & 5)
What do adult learners need?
Where do they learn?
How do they learn?
Can you list three social, cultural and economic differences in FE/HE learners today?
How would you compare the equality of opportunities within space X and space Y?
General teaching spaced dominated teaching in last century.
Tutor-focussed/ opposite of student- centred. Culturally, less people went to university (those that were invested in), traditional values around higher education and social expectation that the student needed to work hard. University economic driver to teach large groups in an efficient manor.
Modern Universities need to attract students and research grants.
Leading to constant change – funding/drivers - reputation.
Need to be inclusive – Need to be flexible – need for collaboration
remember last week – significance relates to messages about space/university (modern/cutting edge/employability skills)
Self-determinism theory. Deci and Ryan. T
These are theories that might help us to make sense of the way we learn.
Competence Seek to control the outcome and experience mastery
Relatedness Is the universal want to interact, be connected to, and experience caring for others
AutonomyIs the universal urge to be causal agents of one's own life and act in harmony with one's integrated self; however, Deci and Vansteenkiste[15] note this does not mean to be independent of others
Student voice paid attention too.
Notes on next slide
Explain how space can promote social, economic and cultural inclusion
Taxonomy
Notes on next slide
Explain how space can promote social, economic and cultural inclusion
Apply taxonomy to scale- up
Taxonomy
Ability to reconfigure issue
Social
Cultural
Economic
Review lecture so far
What next
Learning Guidance
Use the handout to highlight definite formal learning spaces
Now do the same for informal learning spaces
What caught my attention was the idea of the space between – link to forest schools
Forest school value was about connecting the rooms like a village
Examine how the social, cultural and economic needs of young and/or adult learners can be addressed through the design of a space;
Examine how the social, cultural and economic needs of young and/or adult learners can be addressed through the design of a space;
(relate to Module LO3/4 & 5)
Take 5 minutes to write a reflection about what you have just learnt and how you will take it forward into the workshop session.
What are the features of inclusive design?