Welcome to Designing Learning Spaces

Transcription

1 Welcome to Designing Learning Spaces Dan Gilbert EDUC 303X ZEUM Animation Studio San Francisco Dan Gilbert Page 1

2 Choose one group of learners Kids (Ages 6-10) High School Students (14-18) College Students (19-22) Seniors (65+) Dan Gilbert Page 2

3 Your Boring Learning Space Kids -> Modern Art Museum High School Students -> School College Students -> Traditional Office (Think Office Space ) Seniors -> Library Dan Gilbert (dgilbert@stanford.edu) Page 3

4 Imagine it is 2050! Create a 2 minute skit in your learning space Show us how learning could be exciting in your context Design an intervention imagining unlimited technology and unlimited $$$ Everyone in the group must have a role Ready to perform in 10 minutes Scripts and improv okay but NO NARRATION! Have Fun! Dan Gilbert (dgilbert@stanford.edu) Page 4

5 You ve just done a mini-main project for EDUC 303x In this class we will: Work on teams with real-world partners to propose a design for a real space Focus on verbs - learning processes - instead of nouns - specific technologies. Gain experience creating scenarios and personas to help guide space design Collaborate, reflect, analyze, explore, and create as individuals and as a community Dan Gilbert (dgilbert@stanford.edu) Page 5

6 Dan Gilbert s Roles in Educ 303x In this class, I will: support, facilitate, connect, explain, support, give feedback, advocate,coach, model, guide, push, and In this class, I will not: Tell you what to do Show you the one right way to do something Allow any of us to be just okay Have all of the answers Dan Gilbert (dgilbert@stanford.edu) Page 6

7 Students Roles in Educ 303x In this class, students will: Build ideas on each other Look for inspiration in unusual places Take a minute to love before criticizing and never criticize without an alternative in mind Participate in person; contribute online learn, reflect, document, collaborate, argue, compromise, design, improvise, create, connect, explain, support, give feedback, advocate, push, represent Stanford, and. Dan Gilbert (dgilbert@stanford.edu) Page 7

8 Rolf and Annie s Roles Coaches, agent provacateurs, advocates, documenters Future You Help keep course and instructor in check Dan Gilbert (dgilbert@stanford.edu) Page 8

9 Dan Gilbert Academic Technology Specialist at Stanford Center for Innovations in Learning works with faculty to design, carry out, and evaluate learning activities in the experimental spaces of Stanford s Wallenberg Hall consults with campuses globally on designing new learning spaces. published and presented on designing learning spaces and using social software to build learning communities Lecturer in Stanford s School of Education. Developed and co-teaches Designing Learning Spaces (EDUC 303x: ) Everything but the coder for high-tech start-ups ESL Teacher in the US and Japan for kids and adults Master s Degree in Learning, Design and Technology from Stanford (2002) Dan Gilbert (dgilbert@stanford.edu) Page 9

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11 Examples of Learning Spaces Dan Gilbert Page 11

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32 Some Principles for Designing Learning Spaces Design for Multiple Missions Let Verbs Guide Nouns Consider people, places and processes in space and around space Think Big and Think Little Answer: Where s the Learning? Dan Gilbert (dgilbert@stanford.edu) Page 32

33 Design Process (v1) Dan Gilbert Page 33

34 Project 1: Poster Session Dan Gilbert Page 34

35 Yeong Haur Kok s Poster 2007 Dan Gilbert (dgilbert@stanford.edu) Page 35

36 Annie Adams Poster 2007 Dan Gilbert Page 36

37 Annie Adams explains her poster, Educ 303x 2007 Dan Gilbert Page 37

38 Rolf Steier explains his poster, Educ 303x 2007 Dan Gilbert Page 38

39 Project 2: Design a Learning Space Dan Gilbert (dgilbert@stanford.edu) Page 39

40 Stanford Schools Corp team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 40

41 Stanford Schools Corp team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 41

42 Nueva School team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 42

43 Community Health Center Uganda team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 43

44 Individual Work: Use wiki to document, reflect, coordinate, and collaborate Dan Gilbert Page 44

45 Field Trip Logistics With at least one other student visit a learning space off-campus and post reflections to wiki; Completed by May 16 May 2: Class will be held at Children s Discovery Museum of San Jose; Carpool from oval - leave at 12:15; back by 4:30ish Dan Gilbert (dgilbert@stanford.edu) Page 45

46 Readings Few readings - linked from class wiki Review what you ve read in other classes, especially regarding learning > In broadest sense what theories, approaches or theorists have resonated with you? Dan Gilbert (dgilbert@stanford.edu) Page 46

47 Resources Design Journal Digital Camera/cell phone 2 pens that cost at least $2 each Colored Pencils or markers Creativity Icon; budget - $3 Other Creativity Tools Dan Gilbert (dgilbert@stanford.edu) Page 47

48 Assessment: What did you learn, how do we know? Grades: What do I put in Axess Dan Gilbert (dgilbert@stanford.edu) Page 48

49 Assessment Week 1: Students set baseline with experience in learning and design Week 4: 5-10 minute f2f conference with each student; feedback on poster and on course Week 7: 5-10 minute f2f conference with each student; feedback on process and group project Week 11: Team feedback session after final presentations Small Group Evaluation facilitated by Center for Teaching and Learning (April 25) Dan Gilbert Page 49

50 Grades Criteria will come with assignment descriptions I ll share examples of each in class 50% Individual Contributions Poster Project 1 Wiki activity - reflections, documentation, field trips Class contributions Demonstrated Effort 50% Group Project Everyone gets same grade Process and product matter We ll discuss grades at each f2f meeting we have I round up Dan Gilbert (dgilbert@stanford.edu) Page 50

51 Pause Dan Gilbert Page 51

52 Safety Dan Gilbert Page 52

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54 Deb Kim Emery ( ) There are those who look at things the way they are, and ask why... I dream of things that never were, and ask why not? - Robert Kennedy Tragedy is a tool for the living to gain wisdom, not a guide by which to live. - Robert Kennedy Dan Gilbert (dgilbert@stanford.edu) Page 54

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56 Break Dan Gilbert Page 56

57 What are your goals for graduate school? What are your goals for this class? How do you see them intersecting? Dan Gilbert Page 57