Collaboration, Presentations/Speeches, and Learning Space Design
Informal Team Collaboration: Forces Driving Advanced Learning Space Design
| Title: | Informal Team Collaboration: Forces Driving Advanced Learning Space Design (ID: EDU06173) | | Author(s): | Phillip D. Long (MIT), Andrew J. Milne (Tidebreak, Inc.), and Karalee A. Woody (University of Washington) | | Origin: | Presented at EDUCAUSE Annual Conferences (10/09/2006) | | Type: | Presentations/Speeches | | Abstract: | Net Generation students are here, laptops in hand, ready for wireless, multitasking. How do we accommodate them? We will focus on informal learning spaces and team collaboration, exploring issues, proposed solutions, and implementation considerations. We will look at, and demonstrate a solution from, research on ubiquitous computing and human-computer interaction to provide students with shared workspaces for team collaboration. We will also share the results of experiments and assessment efforts coordinated across several institutions including MIT and the University of Washington. | | View this resource: | |
Importance of Informal Spaces for Learning, Collaboration, and Socialization
| Title: | Importance of Informal Spaces for Learning, Collaboration, and Socialization (ID: ELI0535) | | Author(s): | Lori Gee and Terry Hajduk | | Origin: | Presented at ELI Meetings (09/15/2005) | | Type: | Presentations/Speeches | | Abstract: | In the opening general session presentation of the focus session's second day, Lori Gee and Terry Hajduk highlighted the following principles as central to the importance of informal learning spaces:
* The entire campus is a learning environment that provides opportunities for further learning;
* Informal spaces for learning, collaboration, and socialization are critical components of both scheduled and unscheduled campus spaces; and
* Space drives behaviors and behaviors need to change for our society to realize its learning goals.
The presentation explores these principles across a range of institutional examples.
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