Student Learning in the CIS Studio
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Student Learning in the CIS Studio Mark Frydenberg Bentley University Waltham, MA USA
description
Presented at EdMedia in Tampere, this paper describes the creation of the CIS Studio classroom and preliminary results related to student experiences learning there.
Transcript of Student Learning in the CIS Studio
Student Learning in the CIS Studio
Mark FrydenbergBentley UniversityWaltham, MA USA
“Every school has a computer lab.”
Designing Spaces for Effective Learning (JISC)
flexible
future-proof
bold
creative
supportive
enterprising
CenterCommonsLabLoungeStudioSpace
ComputerHelp
InformationLearningMediaSuccessStudy
Technology
Transformation
Social Media Infrastructure for the CIS Sandbox
Linked In Group
Rethinking Classroom Design
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Studio Classrooms (Desbien, 2001)• [Learning] takes place in a dedicated room (the
‘studio’) in which students sit at tables, rather than desks. Each table has one computer for every two or three students and space to do experiments.• Has little or no formal lecture.• Emphasizes active learning through a wide variety
of short experiments (often computer-based), pencil-and paper exercises and discussion questions.• Emphasizes small group learning.
Tom, Voss, and Sheetz (2008)• [Studio classrooms] convey the sense of innovation,
a new approach to physical planning, an experimental space, a prototype from which the campus will learn how to develop other spaces, [and] support for new ways to learn and to teach
Building the CIS Studio
CIS Studio
Fall, 2013
Preliminary Results (one semester)• Sample of 32 students from 5 classes (4 subject
areas) meeting in CIS Studio• 18 freshmen• 1 sophomore• 3 juniors• 4 seniors• 6 graduate
5 Adjectives
Student Comments
• This classroom allowed for much more engagement and interactivity than a standard classroom. It took away from the lecture style, making it easier to stay focused, and allowed for more hands-on group activities than a standard classroom would. It was also easy having screens at both ends so you never had to turn around to see what you needed to be looking at." • "the layout of the room makes it feel more intimate," • "it made it easier to have a discussion" with
classmates.
Conclusion and Recommendations• Determine the purpose variety of activities. • Design is iterative. Design with flexibility and expansion in
mind.• Consider location of tables with respect to available
power and data.• Be sure students can see a screen from anywhere. • Consider the setting (casual, formal, professional). • Allow space for students to spread out with their devices.• Plan for at least two, if not three wireless devices (laptop,
tablet, smart phone) per student.
