{"id":400,"date":"2015-05-11T16:12:57","date_gmt":"2015-05-11T04:12:57","guid":{"rendered":"http:\/\/deborahfitchett.com\/blog\/?p=400"},"modified":"2015-05-11T16:12:57","modified_gmt":"2015-05-11T04:12:57","slug":"where-does-campus-learning-become-online-learning-theta2015-campus","status":"publish","type":"post","link":"https:\/\/deborahfitchett.com\/blog\/2015\/05\/where-does-campus-learning-become-online-learning-theta2015-campus\/","title":{"rendered":"Where does Campus Learning become Online Learning? #theta2015 #campus"},"content":{"rendered":"

Where does Campus Learning become Online Learning? Emerging trends in learning space design and usage<\/strong> (abstract<\/a>)
\nDavid Gunsberg, Lori Bowe, Richard Kerr and Merv Connell<\/p>\n

(A panel discussion)<\/p>\n

What makes a good space?
\nJulie: As academic everything needs to have been done so I can just teach and inspire students.
\nLori: Students telling us needs to be adapted. So build barns, fill with props so students can adapt it to what they need.
\nMerv: Want to be the support person giving away $100 notes. “So the students want X, the academic wants it to work as it did yesterday, project mgmt add their constraints.”
\nRichard: Have to design for technologies that are constantly changing while building cycles take years. Flexibility implies moving seats around; adaptability requires moving things completely around. Typically buildings have small footprints which are harder to adapt.<\/p>\n

Where is the line between on campus and online?
\nJulie: Can be teaching students in Tasmania on their lunchbreak or overseas on secondment and still studying. Want lectures to even be translated – foreign languages, Sign. An on-campus experience is great – provide simulated experience by bringing outside in. <\/p>\n

Are you designing spaces for flipped etc?
\nMerv: Yes, but as Richard said, long lead-cycle. Get stuck in the middle of conflicting needs.
\nRichard: There’s no single pedagogy. Academics have different pedagogies.
\nJulie: Teaching = Tell them, show them, let them show you. But also lots of academics want to research but get forced to teach and need help.<\/p>\n

Is recording a lecture and putting it online genuine online learning?
\nJulie: We’re far behind. Need to rethink – recording powerpoints isn’t online learning. Need to put an hour-long lecture into 8minutes or less – can be exciting, thinking “Maybe I can do it! Maybe I can do a picture instead of 10,000 words.” Keep them interested, that’s all they need.
\nLori: Students learn online on a daily basis. They’ll take something designed for A and make it do B\/C\/D\/E\/F. Focus group at Griffith about bad teaching: are you going to show up? No, will ask someone who was there for the info and get a double-shift at work.
\nMerv: From same focus group: student says can find info elsewhere so only reason they come to class is to fill out paperwork. Despite that, they like being there – when appropriate \/ convenient for them.
\nJulie: Putting slides online can be a start – can make you think what you could do better. Also realising need to work more as a team with IT people (who shouldn’t be in a different location).
\n[Linkage here to Forging productive partnerships between learning, teaching, library, and IT<\/a>]<\/p>\n

Lori: Students want to leave their mark. If they say “I want red beanbags” and we get them that means a lot to them.
\nMerv: Whatever we do, make it as easy as possible. They’ll find the easiest way, often we just need to get out of the way.<\/p>\n","protected":false},"excerpt":{"rendered":"

Where does Campus Learning become Online Learning? Emerging trends in learning space design and usage (abstract) David Gunsberg, Lori Bowe, Richard Kerr and Merv Connell (A panel discussion) What makes a good space? Julie: As academic everything needs to have been done so I can just teach and inspire students. Lori: Students telling us needs […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[250,246],"_links":{"self":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/400"}],"collection":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/comments?post=400"}],"version-history":[{"count":1,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/400\/revisions"}],"predecessor-version":[{"id":401,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/400\/revisions\/401"}],"wp:attachment":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/media?parent=400"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/categories?post=400"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/tags?post=400"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}