• No results found

Space in higher education : design and agency

N/A
N/A
Protected

Academic year: 2021

Share "Space in higher education : design and agency"

Copied!
33
0
0

Loading.... (view fulltext now)

Full text

(1)

Space in higher

education -

design and agency

Marie Leijon, Ph. D, Senior Lecturer,

Educational Developer

!

Faculty of Education and Society,

Malmö University, Sweden.

(2)

Campus space in higher

education

!

Examples from a project

!

Ways to understand space and

interaction

!

Conclusion - challenges

(3)

3

(4)

4

… so, if we put before the mind's eye the

ordinary schoolroom,

!

with its rows of ugly desks placed in geometrical order,

!

crowded together so that there shall be as little moving room as possible,

!

desks almost all of the same size, with just space enough to hold books, pencils and paper,

!

and add a table, some chairs, the bare walls, and possibly a few pictures, we can reconstruct the

only educational activity that can possibly go on in such a place.

!

It is all made “for listening”…

!

(5)
(6)
(7)

7

(8)
(9)
(10)
(11)

Space designed telling people what to do

(cf.(Kirkeby,(2006).


!

While teachers usually have little agency

over spatial arrangements at the fixed ranks

of building and floor, there is much potential

in the more dynamic ranks of room and

element. Such work is the stuff of pedagogic

design…

!

(Jones,(2008)(

!

Space is negotiable and designed in interaction

with the participants in the space

(cf.((Jewitt,(2005)((

!!

!!

(12)

my focus

how are students and teachers interacting

using the resources afforded by the room?

!

how do the participants use space as a

resource designing and re-designing their

way in a meaning making process?

(13)

Agency

!

Agency – participation and ability to act

in a certain situation (cf. Selander &

Kress, 2010)

!

... learners as agentive, resourceful and

creative meaning-makers who

communicate using the communicative

potential and multiple resources of their

bodies and of their environment to

interconnect (Stein, 2008: 122).

!

(14)

Space -

designs

for

learning

and

in

learning

(cf.(Selander(&(Kress,(2010)

14

(15)

15

!

designs

for

learning

!

institutional framing,

settings and conditions

for learning, such as

institutional norms,

curricula and learning

resources…

(16)

Designs for learning - some examples

from teacher and specialist nurse education

!

Shared understanding what the space is about – genre

!

!

!

!

!

!

!

!

No explicit sense of agency in relation to space (teachers

and students)

!

Schedule, no possibility to choose, time, colleagues'

didactic design, accepting the room as it is…

(17)

17

Most teachers do not use space

in the didactic design for

learning

!

Focus on teacher agency, not

student

(18)

teacher

agency

orchestrating the

seminar…

(19)

!

!

Re#designing)the)traditional)academic)space

Front#)active)place.

)

Back)–)a)place)for)listening.

)

(20)

(21)
(22)

Space -

designs

in

learning

!

space as a resource in a meaning-making process

!

!

!

!!

!

!

HOW?

(23)

Designs

in

learning

Teacher’s)agency)in(transforming(the(space

The(lecture

The(seminar/

forming(groups

Transforming(the(lecture(hall(to(a(

seminar(room?

(24)
(25)
(26)

Designs

in

learning

But)what)about)student)agency?)

Choose(where(to(be(seated,(

how(to(respond(to(the(

teacher(”dialogic(mode”

Choose(their(place(in(the(

room,(in(relation(to(each(

other.(How(to(interact(with(

each(other(and(the(

teacher.(Accepting(or(not(

accepting(the(seminar…(

Using(the(”limited”(

resources(to(transform(

the(seminar(to(a(lecture

(27)
(28)

To sum up designs for learning

helps us to understand…

(

!

No(explicit(sense(of(agency(in(relation(to(space((teachers(and(students)(

!

The(design(of(the(space(is(the(result(of(the(agency,(the(choices(and(the(

work(of(the(teacher/s.((

!

This(become(the(prompt(for(the(students’(engagement(and(frames(the(

interaction.((

!

The(students(go(along(with(the(the(design(but(use(their(agency(to(interact(

(or(not)(in(the(different(spaces((with(limited(resources).((

!

The(reZdesign(is(about(reZproducing(a(”traditional”(learning(space.(

!

Space,)as)designed)for$learning,)is)something)both)teachers)and)

students)read,)transform)and)re#design)in)action,)designing)their)paths)

in$learning)in)higher)education.))

!

The)results)points)towards)a)need)for)”space)didactics”.

(29)

29

So, even if we want

more of this…

(30)

This is what

we have…

(31)

31

Different.

Flexible.

Wide range of

resources.

Challenging.

Connect formal

with informal.

Increase agency.

”It is important to include less regulated spaces in order to

increase students’ choices and allow scope for

(32)

Active space

— the result

of active didactic choices

(33)

Archer,(Arlene((2014).(Designing(multimodal(classrooms(for(social(justice.(Classroom(Discourse.(5(1):(106Z116.(DOI:( 10.1080/19463014.2013.859842.Dewey,(J.((1900/1980).(The$school$and$society((Vol.(151).(SIU(Press.(

!

Jewi`,(C.((2005)(‘Classrooms(and(the(Design(of(Pedagogic(Discourse:(A(Mulbmodal(Approach’,(Culture$Psychology(11(3):(377–384.((

!

Jones,(P.((2008).(The(interplay(of(discourse,(place(and(space(in(pedagogic(relabons.(In(L.(Unsworth((Eds.),(Mul5modal$semio5cs:$ Func5onal$analysis$in$contexts$of$educa5on$(pp.(67Z85).(London:(Conbnuum.((

!

Kirkeby,(Inge(Me`e((2006):(Skolen$finder$sted,$Doktorsavhandling(KTH,(Statens(Byggeforskningsinsbtut,(Hørsholm,(Danmark(

!

Leijon,(M.,(&(Lindstrand,(F.((2012).(Socialsemiotik(och(design(för(lärande:(Två(multimodala(teorier(om(lärande,(representation(och( teckenskapande.(Pedagogisk$forskning$i$Sverige,(17(3Z4),(171Z192.(

!

Leijon,(M.((2012).(Campus(space(–(a(place(for(learning?(Paper(presented(at(the(6 th $International$Conference$on$Multimodality.(22nd(–( 24th(of(August,(2012,(University(of(London,(United(Kingdom.
 Leijon,(M.((2013).(Rummet(som(resurs(för(lärande(och(i(lärande.(I(L.(Amhag,(F.(Kupferberg(&(M.(Leijon((red.):(Medierat$lärande$och$ pedagogisk$mångfald.(Lund:(Studentlitteratur.(

!

Leijon,(M.((forthcoming).(Space(as(designs(for(and(in(learning:(investigating(the(interplay(between(space,(interaction(and(learning( sequences(in(higher(education.(Visual$communication.(Accepted.(

!

Selander,(S.(and(Kress,(G.((2010)(Design$för$lärande$–$eK$mul5modalt$perspek5v.(Stockholm:(Nordstedts.(

!

Stein,(P.(2008.(Mulbmodal(pedagogies(in(diverse(classrooms,(representabon,(right(and(resources.(London,(New(York:(Routledge.(

References

References

Related documents

46 Konkreta exempel skulle kunna vara främjandeinsatser för affärsänglar/affärsängelnätverk, skapa arenor där aktörer från utbuds- och efterfrågesidan kan mötas eller

a) Inom den regionala utvecklingen betonas allt oftare betydelsen av de kvalitativa faktorerna och kunnandet. En kvalitativ faktor är samarbetet mellan de olika

• Utbildningsnivåerna i Sveriges FA-regioner varierar kraftigt. I Stockholm har 46 procent av de sysselsatta eftergymnasial utbildning, medan samma andel i Dorotea endast

Den förbättrade tillgängligheten berör framför allt boende i områden med en mycket hög eller hög tillgänglighet till tätorter, men även antalet personer med längre än

DIN representerar Tyskland i ISO och CEN, och har en permanent plats i ISO:s råd. Det ger dem en bra position för att påverka strategiska frågor inom den internationella

Mission, vision, strategi som beskriver hur framgång ser ut Smärta som ska lindras eller värde som ska skapas genom produkt eller tjänst. Organisationsform som är bättre än

Industrial Emissions Directive, supplemented by horizontal legislation (e.g., Framework Directives on Waste and Water, Emissions Trading System, etc) and guidance on operating

In Petra’s case her way of (sometimes, but not always) expressing herself as a “math-hater” could easily be interpreted as she had an identity as a “math-hater”, or as