Innovating Lecturing: Spatial Change and Staff-Student Pedagogic Relationships for Learning

Autor/in	Acton, Renae
Titel	Innovating Lecturing: Spatial Change and Staff-Student Pedagogic Relationships for Learning
Quelle	In: Journal of Learning Spaces, 7 (2018) 1, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-6195
Schlagwörter	Foreign Countries; Classroom Design; School Space; Student Centered Learning; Technology Uses in Education; Affordances; Teacher Student Relationship; Lecture Method; Educational Innovation; College Faculty; Teacher Attitudes; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Klassenraumgestaltung; Schulraum; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Instructional innovation; Bildungsinnovation; Fakultät; Lehrerverhalten; Schülerverhalten; Australien
Abstract	Lecture halls, an enduring feature of higher education landscapes, are undergoing a spatial revolution. These materialize pedagogic imaginaries of technology-enhanced, student-centered learning. This article investigates the pedagogic performance of a contemporary lecture theater in regional Australia, distanced from a capital city, presenting mixed-method data from a broader case study. Four design principles -- learner-centricity, connectivity, flexibility, and affordances -- organize the analysis, finding that spaces, technologies, staff, and students work in conjunction to enact a spectrum of teaching modes. In practice, staff pedagogic repertoires, spatial literacies, and teaching philosophies entangle in socio-spatial pedagogic relationships that facilitate, rather than dictate, student learning in lecturing spaces. (As Provided).
Anmerkungen	University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01