Digitally Enriched Learning Spaces
In this chapter the issue of how learning spaces and environments might be designed in the digital university is reviewed and related to the relevant elements of the matrix presented in Chap. 3. Space is presented as being physical, digital, pedagogical, and social and located both within and without the walls of the university. Space so conceived enables the design of suitable learning environments, not only for students enrolled on degree programmes, but also for a variety of different potential participants. Values of democratic engagement and critical pedagogy are proposed as key features of curriculum development, with teaching in such an environment described as primarily a matter of activity design. Digitally enriched learning spaces, supporting democratic engagement in learning and involving co-production of the curriculum, imply porous boundaries between knowledge, spaces, and formal organisation. This chapter should be seen as a companion to Chap. 8.
- Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco: Jossey Bass.Google Scholar
- Entwistle, N. (1997). Contrasting Perspectives on Learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The Experience of Learning: Implications for Teaching and Studying in Higher Education (2nd ed., pp. 3–22). Edinburgh: Scottish Academic Press.Google Scholar
- Freire, P. (1970 in 2000). Pedagogy of the Oppressed: 30th Anniversary Edition. New York: Continuum.Google Scholar
- Freire, P. (1974). Education for Critical Consciousness. London: Bloomsbury.Google Scholar
- Giroux, H. A. (2000). Public Pedagogy and the Responsibility of Intellectuals: Youth, Littleton, and the Loss of Innocence. JAC, 20(1), 9–42.Google Scholar
- Goodyear, P., & Dimitriadis, Y. (2013). In Media Res: Reframing Design for Learning. Research in Learning Technology, 21, 1–13.Google Scholar
- Gros, B., & Lopez, M. (2016). Students as Co-creators of Technology-Rich Learning Activities in Higher Education. International Journal of Technology in Higher Education, 13(28), 1–13. https://doi.org/10.1186/s41239-016-0026-x. Last Accessed 23 Feb 2018.
- Jisc. (2006). Designing Spaces for Effective Learning: A Guide to 21st Century Learning Space Design. https://www.webarchive.org.uk/wayback/archive/20140616001949/http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf. Last Accessed 23 Feb 2017.
- Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical Foundations of learning environments. Mahwah/London: Lawrence Erlbaum.Google Scholar
- Savin-Baden, M. (2008). Learning Spaces: Creating Opportunities for Knowledge Creation in Academic Life. Maidenhead: Open University Press.Google Scholar
- Smyth, K. (2013). Sharing and Shaping Effective Institutional Practice in TEL Through the 3E Framework. In S. Greener (Ed.), Case Studies in E-learning (pp. 141–159). Reading: Academic Publishing International.Google Scholar
- Smyth, K., MacNeill, S., & Hartley, P. (2016). Technologies and Academic Development. In D. Baume & C. Popovic (Eds.), Advancing Practice in Academic Development (pp. 121–141). New York: Routledge.Google Scholar
- Vermunt, J. D. (2007). The Power of Teaching-Learning Environments to Influence Student Learning. British Journal of Educational Psychology, Monograph Series II, 4, 73–90.Google Scholar