Active Learning Spaces E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B TL Single Issue Teaching and Learning
• Sprache: Englisch

Seitenzahl: 208

Veröffentlichungsjahr: 2014

Beschreibung

With the paradigm shift to student-centered learning, thephysical teaching space is being examined The configuration ofclassrooms, the technology within them, and the behaviors theyencourage are frequently represented as a barrier to enactingstudent-centered teaching methods, because traditionally designedrooms typically lack flexibility in seating arrangement, areconfigured to privilege a speaker at the front of the room, andlack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces inwhich students learn, collapsing traditional lecture halls and labsto create new, hybrid spaces--large technology-enrichedstudios--with the flexibility to support active andcollaborative learning in larger class sizes. With this change, ourclassrooms are coming to embody the 21st-century pedagogy whichmany educators accept, and research and teaching practice arebeginning to help us to understand the educational implications ofthoughtfully engineered classrooms--in particular, that spaceand how we use it affects what, how, and how much studentslearn. This is the 137th volume of this Jossey-Bass higher educationseries. It offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.

Leseprobe

New Directions for Teaching and Learning

Catherine M. Wehlburg EDITOR-IN-CHIEF

Active Learning Spaces

Paul Baepler

D. Christopher Brooks

J. D. Walker

EDITORS

Number 137 • Spring 2014

Jossey-Bass

San Francisco

ACTIVE LEARNING SPACES Paul Baepler, D. Christopher Brooks, J. D. Walker (eds.) New Directions for Teaching and Learning, no. 137 Catherine M. Wehlburg, Editor‐in‐Chief

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Contents

Editors’ Notes

Literature Review

Acknowledgments

References

Chapter 1 : History and Evolution of Active Learning Spaces

Why Should Learning Spaces Change?

So Why Are Lecture Halls So Common?

Change Arrives Slowly

Future of Active Learning Classrooms

Chapter 2 : Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

Introduction

Research Methods

The Need for a Better Environment for Student-Centered Learning Activities

Faculty Development for TILE Instructors

The Challenges Instructors Face in TILE Classrooms

Conclusion and Implications

References

Chapter 3 : Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

Introduction

Data and Methods

Findings

Conclusion

Note

References

Chapter 4: Coffeehouse as Classroom: Examination of a New Style of Active Learning Environment

Why We Conducted the Study

Method

Key Findings

Faculty Development

Summary and Key Takeaways

References

Chapter 5 : Pedagogy Matters, Too: The Impact of Adapting Teaching Approaches to Formal Learning Environments on Student Learning

Introduction

Literature Review

Data

Analysis

Conclusion

Notes

References

Chapter 6: Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

Differences between ALCs and Traditional Classrooms

Challenges Imposed by the Physical Layout of the Room

Challenges Imposed by Changes in Teaching Roles

Methods for Using Student Feedback to Address Challenges

References

Chapter 7 : Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member

Study Overview

Results

Discussion

References

Chapter 8 : TILE at Iowa: Adoption and Adaptation

Introduction

Laying the Groundwork

Departmental Buy-In

Shifting Perspectives and Remaining Questions

Notes

References

Chapter 9 : Active Learning Environments in Nursing Education: The Experience of the University of Wisconsin-Madison School of Nursing

Background

Faculty Teaching and Evaluation in the SCALE-UP Classrooms

Summary: Lessons Learned

References

Chapter 10 : Conclusion: Advancing Active Learning Spaces

Read and Lead

Keep Researching

Update Administrators

References

Advert

Index

List of Tables

Chapter 2

Table 2.1

Chapter 3

Table 3.1

Table 3.2

Table 3.3

Table 3.4

Chapter 4

Table 4.1

Table 4.2

Table 4.3

Chapter 5

Table 5.1

Table 5.2

Table 5.3

Chapter 6

Table 6.1

Chapter 9

Table 9.1

List of Illustrations

Editors’ Notes

Figure 1 One of the Early ALCs at the University of Minnesota

Figure 2 A More Recent ALC at the University of Minnesota, in the Science Teaching and Student Services Building

Chapter 1

Figure 1.1 SCALE-UP Classroom at NCSU, Seating Ninety-Nine Students

Chapter 2

Figure 2.1 Picture of 81-Seat TILE Classroom

Chapter 4

Figure 4.1 Students Working at Their Tables on an Assignment

Figure 4.2 Student Team Consulting with Their Professor

Guide

Cover

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FROM THE SERIES EDITOR

About This Publication

Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility.

The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illuminate the context that shapes these new directions, to illustrate these new direction through examples from real settings, and to propose ways in which these new directions can be incorporated into still other settings.

This publication reflects the view that teaching deserves respect as a high form of scholarship. We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching. Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social context in which these issues arise. Authors deal on the one hand with theory and research and on the other with practice, and they translate from research and theory to practice and back again.

About This Volume

This volume of New Directions for Teaching and Learning explores the history, research, and the related teaching practices to active learning spaces. Active learning spaces are redesigned spaces in which students learn that are often hybrids of traditional classroom space that is enhanced with technology, new flexible arrangements, and even laboratory options. Traditionally designed rooms often do not provide the options that a more flexible space that is necessary as we look at twenty-first century pedagogies and technologies. As classroom space is redesigned, there are a myriad of educational implications for this new engineered space. This volume addresses these issues and provides examples of active learning spaces that allow for enhanced learning.

Catherine Wehlburg Editor-in-Chief

EDITORS’ NOTES

Over the last two decades, colleges and universities have devoted substantial resources to the construction and reconfiguration of learning spaces. This movement began in the 1990s with North Carolina State University's Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project, which sought to reform the teaching of large introductory physics courses by reworking the layout and technology of the classrooms in which those courses were taught. The new learning spaces contained round tables for student seating, laptop connectivity, and easy access to lab equipment (Beichner et al. 2007).