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Dan Gilbert ([email protected]) Page 1
Designing More than a Room
Dan GilbertStanford Center for Innovations in LearningNLII Fall Focus Session, Sept. 9, 2004
Copyright Dan Gilbert, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Dan Gilbert ([email protected]) Page 2
Designing More Than a Room:Principles
• People: Design tools to help instructors, students, and SCIL staff work better
• Places: Provide rooms that are centrally located, include breakout space, and are in same building as learning research
• Processes: Knowledge and Technologies should transfer across campus; leverage existing tools that support teaching and learning
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Guiding Design Principle
“Build the best socket we can afford”
- Prof. Larry Leifer, Stanford University
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•In-class Laptops with iSpace Software•Lightweight Reconfigurable Furniture•Videoconferencing•2 Webster Rear-Projection Digital Whiteboards•SmartPanel Control with DVD/VCR & Laptop Connection
Four 20-Student Experimental Classrooms
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• Huddleboards (Portable Lightweight Whiteboards)• 2 CopyCams (Fixed Scanners to Capture Whiteboard Work)
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•3 12’ Screens with iSpace Computers•Flexible Seating for up to 50
Peter Wallenberg Learning Theater
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Courses in Wallenberg Hall
• Classics
• History
• German
• Japanese
• Hebrew
• Mechanical Engineering
• Computer Science
• Public Policy
• Education
• Medical School
• Science, Technology, Society
• English
• Drama
• Linguistics
• Bioinformatics
• Biochemistry
• Cultural Anthropology
• Anthropological Sciences
• Management Sci. and Engineering
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Designing More than a Room
Break Out SpacePhysical LocationPrototyping
Space
Assessment &Evaluation
Community ofPractice
Support(Pedagogical &
Technical)
Knowledge Transfer Technology TransferLeverage/Promote
Existing Tools
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Designing More than a Room: People
Knowledge Transfer Technology Transfer
Break Out SpacePhysical LocationPrototyping
Space
Assessment &Evaluation
Community ofPractice
Support(Pedagogical &
Technical)
Leverage/PromoteExisting Tools
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Assessment and Evaluation:“We’re interested in different things” - Dr. Vered Shemtov, Hebrew Instructor
Assessment: Instructor
• Is this student ready for a higher level class in this field? (Hebrew)
• Will this student take another class in my department (Classics)
• What do my experience and instincts tell me about teaching here? (Engr.)
Evaluation: SCIL Staff• We’ve designed
– Faculty Interviews– Student Surveys– Student Focus Groups
• Looking for Learning Gains and Usefulness of Tools
• Larger scope: across courses for longer
• Determination of merit or worth of program, includes instructor assessment
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Designing More than a Room: Places
Knowledge Transfer Technology Transfer
Break Out SpacePhysical LocationPrototyping
Space
Assessment &Evaluation
Community ofPractice
Support(Pedagogical &
Technical)
Leverage/PromoteExisting Tools
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•Team Meeting Space Open to Public•Whiteboards and CopyCam
Break Out Space
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Designing More than a Room: Processes
Knowledge Transfer Technology Transfer
Break Out SpacePhysical LocationPrototyping
Space
Assessment &Evaluation
Community ofPractice
Support(Pedagogical &
Technical)
Leverage/PromoteExisting Tools
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Still Creating These Processes• Build formal communication between schools and
departments and create exportable processes• Manage demand for space: innovative instructors
need to teach their courses 3 times to get the most value out of Wallenberg Hall– limits number of courses that can come through
Wallenberg– increases need to bring infrastructure back to home
dept.
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Designing More Than a Room:Principles
• People: Design tools to help instructors, students, and SCIL staff work better
• Places: Provide rooms that are centrally located, include breakout space, and in same building as learning research
• Processes: Knowledge and Technologies should transfer across campus; leverage existing tools that support teaching and learning
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Thank You!
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Next Step: Comprehensive Study Measuring Learning Gains
To answer we need to:• Build better processes for integrating
instructor assessment with SCIL Research• Find funding to undertake a full-scale
subject-specific analysis of learning outcomes for each class
• Identify and study sufficient numbers of similar classes taught elsewhere at Stanford to isolate the “Wallenberg Hall effect.”
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Designing More than a Room• Design Assessment and Evaluation Products and procedures• Design a Transfer Process: Med School using same model• Design the context where the room sits:
– Center of campus– Opens into breakout spaces– Physically close to research ctr on learning sciences - between school of ed and
psychology…s
• Design Processes for how different groups of people gain value from space– evaluators, technologists, and faculty work together to measure success– Can students use highly instrumented spaces for group work outside of class time?
• Design spaces for prototyping• Designing Time and Space for Faculty training and experimentation• Design ways for faculty to share ideas
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Initial Evaluation Findings
• Moving quickly within tasks and between tasks has value to instructors and students
• Wallenberg Hall rooms contribute positively to problem solving and presentation skills
• Students report greater understanding of main concepts and greater appreciation of the discipline
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Evaluation Questions
• How are the users of Wallenberg Hall making use of its facilities?
• What learning goals are actually being addressed in Wallenberg Hall?
• Do users believe that their learning goals are being achieved better or differently in Wallenberg Hall?
• What are the key factors that are either promoting or impeding the success of teachers and students in Wallenberg Hall?