Designed for learning : a literature perspective on supporting academics towards effective teaching in new spaces
View fulltext online
Citation:Haines, K. J. (2018). Designed for learning: A literature perspective on supporting academics towards effective teaching in new spaces. Flexible Learning Association of New Zealand Conference: Inception to Infinity (pp. 188-193).
Permanent link to Research Bank record:https://hdl.handle.net/10652/4517
The two questions that guided our reading were: 1. What are appropriate pedagogical approaches for teachers in new collaborative learning spaces? 2. What professional development strategies have proved successful? [...] New learning spaces in tertiary institutions around the world are designed for learning that is active and collaborative. This may prove to be a challenge for teachers unprepared or even unwilling to change their existing teaching practice as they move their classes into new spaces. Our academic advisory team wanted to review our provision of support for teachers in the ten collaborative learning spaces at our institution. This presentation identifies some of the key aspects in the literature in relation to pedagogical approaches to learning and teaching appropriate for new generational learning spaces. An overview of how the institution can work towards sound pedagogical practice is followed by suggestions for ways to support teachers more specifically, including having access to the experience of others, as well as input around and reflection on the possibilities and challenges of working in new spaces