Re-visioning Learning Spaces: Evolving faculty roles and emerging learning spaces

Published a short working paper today entitled “Re-visioning Learning Spaces: Evolving faculty roles and emerging learning spaces“. In July I’ll be running some face-to-face workshops to explore the ideas in the paper and there will be a version two.
New build and refurbishments of educational spaces can be significant financial commitments and often represent ‘flagship’ investments for many universities.  However, apart from their marketing brochure appeal and the contemporary feel good factor for current students of ‘being there’, we should question whether they are really supporting effective learning.  This paper advocates that truly effective spaces need to be more closely associated with the particular learning contexts one is seeking to enrich.  Re-visioning our learning spaces requires universities to create and engage with a conceptual model of the learner and faculty, to develop not just new spaces but support for new roles within those spaces. The SOLE model is presented as a conceptual framework through which new spaces and new faculty roles are considered.
Paper can be downloaded at Academia.edu or direct from BPP University College pages (ISBN – 9781 4453 5457 6 / Publication Date: May 2013)

Author: Simon Paul Atkinson

30 Years as an academic practitioner, educational developer, educational technologist, e-learning researcher, strategic advisor. Simon is now an Educational Strategst and Consultant. Experienced presenter and workshop facilitator. Formerly the Head of Learning Design at the Open Polytechnic of New Zealand. Previous roles included Associate Dean for Teaching and Learning (BPP University), Academic Developer (London School of Economics), Director of Teaching and Learning (Massey University - College of Education), Head of Centre for Learning Development (University of Hull), Academic Developer (Open University UK)

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