Welcome to Designing Learning Spaces Dan Gilbert EDUC 303X ZEUM Animation Studio San Francisco Dan Gilbert (dgilbert@stanford.edu) Page 1
Choose one group of learners Kids (Ages 6-10) High School Students (14-18) College Students (19-22) Seniors (65+) Dan Gilbert (dgilbert@stanford.edu) Page 2
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
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
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
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
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
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
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: http://learningspaces.stanford.edu ) 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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Examples of Learning Spaces Dan Gilbert (dgilbert@stanford.edu) Page 11
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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
Design Process (v1) Dan Gilbert (dgilbert@stanford.edu) Page 33
Project 1: Poster Session Dan Gilbert (dgilbert@stanford.edu) Page 34
Yeong Haur Kok s Poster 2007 Dan Gilbert (dgilbert@stanford.edu) Page 35
Annie Adams Poster 2007 Dan Gilbert (dgilbert@stanford.edu) Page 36
Annie Adams explains her poster, Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 37
Rolf Steier explains his poster, Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 38
Project 2: Design a Learning Space Dan Gilbert (dgilbert@stanford.edu) Page 39
Stanford Schools Corp team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 40
Stanford Schools Corp team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 41
Nueva School team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 42
Community Health Center Uganda team s final project Educ 303x 2007 Dan Gilbert (dgilbert@stanford.edu) Page 43
Individual Work: Use wiki to document, reflect, coordinate, and collaborate http://learningspaces.stanford.edu Dan Gilbert (dgilbert@stanford.edu) Page 44
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
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
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
Assessment: What did you learn, how do we know? Grades: What do I put in Axess Dan Gilbert (dgilbert@stanford.edu) Page 48
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 (dgilbert@stanford.edu) Page 49
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
Pause Dan Gilbert (dgilbert@stanford.edu) Page 51
Safety Dan Gilbert (dgilbert@stanford.edu) Page 52
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Deb Kim Emery (1972-2007) 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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Break Dan Gilbert (dgilbert@stanford.edu) Page 56
What are your goals for graduate school? What are your goals for this class? How do you see them intersecting? Dan Gilbert (dgilbert@stanford.edu) Page 57