Proposal: Nature and Significance of Problem - Part 2

Discussion

Explaining the nature and significance of the problem for Learners and Learning in this Context

 

The learning space should convey an image of the institution’s philosophy about teaching and learning (Barkley, 2009). Within the institutions name is the word “Technology”. Technology is fluid and changing. Yet, from the layout of the current space: tables are fixed and equipment is outdated. 

Moreover, while the learning space design did not directly convey or identify a particular teaching style, it can be assumed that the space was designed around the principles of a teacher-centered teaching and learning style. The room is rigid in its design, and therefore, the teacher or lecturer retains authority and is the focus of the space. 

  But as this is a modern higher-learning institution, the focus of teaching should be designed around the model of a student centered teaching (or Hybrid) style (Chen, 2010). The learning space should acknowledge this change to promote strategies of: greater active learning and engagement, for anyone that visits the space. 

        Overall, this will not diminish the role of the teacher, as they tailor their teaching style to learner needs, appropriate to the cycle of subject matter (Biggs & Tang, 2011). For the student, the newly designed learner space will complement the change in teaching style. The pod-design layout proposal design for instance will greatly enhance learner collaboration. Each pod area is an advance technologically mini-community. Students have physical contact to bond and share ideas with their community, and virtually expand their community to other pods (and the teacher).

More importantly, the learner has the synergy of the mini-community to take greater control of their learning processes. Where ethically appropriate, the teacher can share power with the group: to set learning targets and make choices in their learning progression. Again, the teacher does not give up overseeing of these mini-communities: as the technology allows them to be visible or invisible watchman, from their digital Panopticon. 

        Finally, this modern digital-pod design layout will not only improve the quality of learner output, but the digital and social framework it creates, will significantly improve the level of conversation, between students and teachers. While physical assignments are an effective tool for the teacher to discover or reflect on what the student has learn't: they become just a postmortem. But with the pod design learning space, the increased level of vocal and digital community communication, will enable the teacher to pre-diagnose learners with learning issues, and provide early corrective measures.

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References:

Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. London: UK. John Wiley & Sons.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does. London: UK. McGraw-Hill Education.

Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), pp.32-42.

Graphic References:

[Learner-Centered Model]. Retrieved May 10th, 2015 from https://onlinelearning.commons.gc.cuny.edu/files/2012/09/learner-center-odel.jpg

[Teacher-Centered Learning]. Retrieved May 10th, 2015 from http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-styles/