Library Projects and Learning Space Design
ELI Innovations & Implementations—The Learning Grid, University of Warwick
| Title: | ELI Innovations & Implementations—The Learning Grid, University of Warwick (ID: ELI5017) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2006) | | Type: | Articles, Papers, and Reports | | Abstract: | The University of Warwick's Learning Grid is a flexible social learning space designed to challenge, motivate, and encourage students to explore new ways of responding to their courses. Wireless-enabled and open 24 × 7, the Grid boasts a range of technologies to facilitate student-led discussions, group problem solving, presentation development, and multimedia production.
ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution. | | View this resource: | |
ELI 2005 Fall Focus Session, Discussion Group Materials
| Title: | ELI 2005 Fall Focus Session, Discussion Group Materials (ID: ELI0526) | | Origin: | Presented at ELI Meetings (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | The ELI 2005 Fall Focus Session on informal learning space design involved three discussion group activities, each of which had an associated worksheet. The first group discussion addressed "Elements of an Effective Learning Space." Participants were asked to use the attached worksheet (elements discussion v2.pdf) to help them explore what the elements of an effective informal learning space are and how they facilitate learning.
The second group discussion activity, "Principles for Informal Space Design," engaged the participant groups in using the attached worksheet (principles discussion v3.pdf) to identify the common assumptions about informal spaces that individuals and institutions should challenge as they consider the design of such spaces. After brainstorming these assumptions, the session moderators worked with the groups to identify which assumptions indicated underlying design principles that could guide the planning and development of informal spaces.
The third discussion activity provided participants with the opportunity to apply the various lessons learned over the course of the day to the attached case study (final case v6.pdf), which focuses on how an institutional planning committee might approach the redesign of an information commons. The discussion groups used the case study to identify design options for the space; underlying informal space design principles that should guide the selection and prioritization of those options; essential stakeholders and how to reach them; and critical success factors for the overall project. | | View this resource: | |
Libraries Designed for Learning
| Title: | Libraries Designed for Learning (ID: CSD4037) | | Author(s): | Scott Bennett (Council of Independent Colleges) and Scott Bennett (University of North Florida) | | Origin: | Contributed by Organizations or Campuses (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | To what extent have recent library design projects been driven by an understanding of how students learn and how faculty teach? To find out, Yale Librarian Emeritus Scott Bennett conducted an extensive study of the motivations and planning methods for library renovation and construction projects undertaken between 1992 and 2001. His study entailed a Web-based survey of more than 380 institutions, and phone interviews with 31 library directors and chief academic officers. He concludes that while most of the projects are serving users well, they have rarely been informed by a systematic assessment of how students learn and faculty teach. The author suggests that planning based on such an assessment could equip the library to serve an even more vital function as a space for teaching and learning. | | View this resource: | |
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