Educause ELI 2019: What Activates Learning?

Point / Counter Point: What Activates Learning?  How Technology Activates parke.rhoads@vantagetcg.com

- Current drivers - Future trends

 How Space Activates rick@jonesarch.com

- Need and application - Challenges and trends

 The Ecosystem of Learning jlnarum.lsc.ico@gmail.com

- Institutional vision - Things you do vs build - Where are we now, what’s next?

What Activates Learning?

Mack Hall, Norwich University, Jones Architecture & Vantage Technology.

Photos courtesy Horne Visual Media.

Georgia Institute of Technology — Problem-Driven Learning Spaces WHAT DO WE WANT OUR LEARNERS TO BECOME? • Agents of their own learning.

• Integrative thinkers and problem solvers.

• Empowered communicators and leaders.

• Model-based reasoners.

• Resilient experimenters.

WHAT EXPERIENCES MAKE THAT BECOMING HAPPEN? • Tackling ill-structured, open-ended complex problems with others.

• Searching for, finding, and sharing relevant, reliable, and up-to-date data with team members.

• Blending disciplinary concepts, methods, representations toward solving problems.

• Creating, sharing, debating, and defending models (graphical, diagrammatic, mathematical).

• Trying, failing, and recovering.

North Carolina State University — Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP) WHAT DO WE WANT OUR LEARNERS TO BECOME? • Skilled with the use of technology, able to use simulations to develop mathematical models, able to use software and hardware for data collection and analysis

WHAT EXPERIENCES MAKE THAT BECOMING HAPPEN? • Collaborating with peers on interesting tasks, opportunity for “hands-on” engagement with solving context-rich problems.

• Interacting with peers and with instructors, experiences reinforcing their ability to function well in a group.

• Presenting and evaluating oral arguments; viewing and critiquing the work of individual teams.

University of Maryland College Park — Michelle Smith Collaboratory for Visual Culture WHAT DO WE WANT OUR LEARNERS TO BECOME? •

Thoughtful individuals, who search for multiple approaches to problems.

•

Inquiring participants, who question to learn.

•

Creative thinkers, who recognize there may be a new solution.

•

Confident individuals, who appreciate benefits to be gained from collaboration.

•

• Tolerant participants, who appreciate diversity of multiple cultures.

WHAT EXPERIENCES MAKE THAT BECOMING HAPPEN? • • Effective communicators, with skills for multiple media and venues. in an open, accepting work • Feeling comfortable and classroom environment that encourages experimentation and risk taking.

• Enjoying a sense of physical freedom, with the ability to get up, move around, join others, demonstrate ideas.

• Having easy access to cutting-edge visual technologies and staff with relevant technical expertise.

Activity #1: What do you want your learners to become?

Technology Activates Learning

Mack Hall, Norwich University, Jones Architecture & Vantage Technology.

Photos courtesy Horne Visual Media.

It’s (IT’s) Where the Students Are “I’m Dyslexic. My phone is the best tool I have, I even use Siri to take dictation to get my papers started.

Laptops and smartphones are the preferred learning tools

If professors are worried it’s a distraction from class… either the instruction could be better or they should incorporate my phone for class use” - Student Survey Response, 2018 VantageTCG Primary Research Desktop

Student’s Top Learning Habits Have Changed Drastically

1995 1.

2.

3.

4.

5.

2015

Class Notes Study Groups Class Reading Other Texts Office Hours / TA

1.

2.

3.

4.

5.

Shared Notes YouTube Online Articles Study Groups Class Reading

Horizons Report: Educause & New Media Consortium Recent Changes in Student Life & Study: Scandinavian Journal of Education Research How Generation Z is Shaping the Change in Education, Forbes Magazine

Educause ECAR Survey, 2017

It’s where the change is

Everyone agrees technology is important Condition of Classroom Technology Improves Learning -60% -40% -20% 0% Strong Disagree

20% 40% 60% 80%

Disagree

Agree Strong Agree

But how today’s students experience technology is very different from today’s faculty Student Opinions on Learning Technology

Faculty Opinions on Technology

Student BYOD is distracting

Student BYOD is distracting

Instructors use technology to inspire

Instructors use technology to inspire

Online / Blended Classes work well

Online / Blended Classes work well

Online classes are effective and well integrated

Online classes are effective and well integrated

-60% -40% -20% Disagree

0%

Strongly Disagree

20% Agree

Eduacuse ECAR Survey & VantageTCG Primary Research

40%

60%

80%

Strongly Agree

-60% -40% -20% Disagree

Strongly Disagree

0%

20% Agree

40%

60%

80%

Strongly Agree

Most modern information is in digital form If ‘digital’ is where the content is, where is the classroom?

By 2020, over 99.5% of the information in the world will be in digital form.

Data, information, and collaboration exists in increasingly intangible 1s and 0s.

Technology becomes an integral part of the curriculum in order to access this world and bring the ephemeral into physical form (e.g. visualizations, videos, etc.)

CSC Corp., Report on Big Data, 2012

This is what’s expected of students after graduation Technology is the tool of the information age.

Traditional lectures and curriculum ARE NOT keeping pace.

Need (to do better) to teach students the tools and methods they will use to tackle the problems of the future.

“Employers report a widening gap in students graduating with work skills, compared to how students or faculty rate themselves” Working with others in teams Current on tech Working with numbers / Statistics Being innovative / creative Applying knowledge / Skills to real world Current in trends 0%

Employers

20%

40%

Students

60%

80%

Faculty

Falling Short: Hart Research, 2004 & 2012 & aacu.org 2015 Survey Updates

100%

Places to try, to gain competency/fluency, to create

Johns Hopkins University, Brody Learning Commons. “Viz Wall�

Dartmouth Jones Media Library Photo courtesy Horne Visual Media.

Places to try, to gain competency/fluency, to create

Traditional capital plan vs Pace of innovation

Year 2: 4X Technology Growth

Year 3: 8X Technology Growth

Year 4: 16X Technology Growth

Year 5: 32X Technology Growth

Year 10: 512X Technology Growth

Year 20: 524000 X Technology Growth

Year 55: More than 1Trillion X

Test Year 1: 2X Technology Growth Today

Technology Growth Source: Kurtzweil, R. Singularity.com, 2017

Learn Occupy Build Design

Perpetual Beta: Traditional Learning Space Planning Process:

Design

Activity #2: How do you make the case for the investment in a constant innovation cycle?

Space Activates Learning

Mack Hall, Norwich University, Jones Architecture & Vantage Technology.

Photos courtesy Horne Visual Media.

Is this what you hear from Faculty?

“This space has spoiled me for other classrooms on campus; I cannot teach anywhere else!”

D’Amore-McKim School of Business, Northeastern University, Jones Architecture.

Northeastern University faculty member, Post-Occupancy Feedback

OR, is this what you hear from Faculty?

“I cannot teach in this room; the technology is overwhelming.”

Norwich University faculty member, Post-Occupancy Feedback (left) Kreitzberg Library, Norwich University, Jones Architecture. (right) D’Amore-McKim School of Business, Northeastern University, Jones Architecture.

“This space has spoiled me for other classrooms on campus; I cannot teach anywhere else!”

Northeastern University faculty member, Post-Occupancy Feedback

And then, beyond Faculty …

Faculty

Provost

Dean

Facilities

Students

TA’s

IT Team

Registrar

Librarians

Planning

AV Team

Alumni

Squeak and Hum

Squeak and Hum

Squeak and Hum

Squeak and Hum

Squeak and Hum

Squeak and Hum

Post-Occupancy Feedback

What we hear from Faculty

What we hear from the Provost

“That’s all lovely and I understand the rationale for active learning.

But no institution can afford to flip all of their 130 seat lecture classrooms into 60 seat active learning spaces.”

What we hear from the Registrar

“Our role is to balance class size against available space, and to accommodate faculty requests where possible. Reducing too many classrooms to less than 5060 seats will cripple our ability to do that effectively.�

Squeak and Hum The future classroom will be adaptable in response to multiple pedagogical modes, readily support collaborative work, and be equipped with appropriate technology and furniture.

In this case, technology included a single projector, and whiteboards for instructors and teams.

Technology backstop is online content that students are to watch before class --- requiring behind the scenes technology resources for recording, dissemination.

How do we balance general classrooms against more specialized demands or research needs?

And what is appropriate for each institution’s culture?

Image is a pilot “future� undergraduate classroom developed with the faculty of arts & sciences in Harvard Hall, Harvard University, Jones Architecture Inc., 2016.

Activity #3: Identify a hidden stakeholder you discovered in a project and why were they important to the outcome?

The Ecosystem of Learning

Mack Hall, Norwich University, Jones Architecture & Vantage Technology.

Photos courtesy Horne Visual Media.

It takes both new space and new approaches

Things you solve BY DESIGNING • The right blend • Flexible configurations • Maximize seating, given best pedagogy • Appropriate technology • Find learning spaces everywhere

Things you solve BY DOING • Find the innovators on campus (leverage thought leadership, coach academic leadership) • Perpetual beta: places to experiment with new tools • Funding for operations and capital expenditures • Importance of training, support, evaluation • Coaching effective modern curriculum • Changing culture • Changing curriculum and technology support 38

Activity #4: What is your most important takeaway from our discussion?

Transformation: The Story

Adaptation & Growth

1) 2) 3) 4) 5) 6)

Assessment & Strategy

Assessment & Strategy

First Iteration

Next Iteration

Coaching, Training, & Support

Finding the Innovators

Current State of Innovation on Campus

Adaptation & Growth

Started with institutional research, sense of “falling behind” IT, Facilities built new spaces to “test” young faculty and new student “bleeding edge” Opened up new culture, ideas. Exposed challenges. Fueled demand Curriculum and pedagogical skills transformed Classrooms shaped to new pedagogy Campus accelerated into modern institution

40

What Matters for Learning?

• • • • • •

Permeability Interdisciplinary Design Thinking and Ideation Institutional Issues & Change Assessment & Evaluation Student & Faculty (and other Stakeholders) Experience • Technologies & Online Spaces • Planning Teams & Inclusivity

Essence of Active Learning

Memorization and Repetition are no longer valuable

Surviving the new era of constant innovation means teaching, researching, and collaborating for interdisciplinary fields that don’t even exist yet.

• What skills are needed to solve problems of the future?

• How will these skill sets continue to shift?

• How do we best equip students for this future workplace? Yield is less traditional content delivery and more collaborative, project-based group work, reflective of the workplace and this future skill set.

Graphic from Bloomberg News

The Future is “Solving” over “Knowing” Top 10 Skills:

Graphic Graphic from from World World Economic Economic Forum, Forum, “Future “Future of of Jobs Jobs Report”.

Report”.

What Harvard’s analysis actually showed

What Harvard’s analysis actually showed