Unraveling Hypertext_ Analyzing Postmodern Elements in Literature.pptx
Education Today
1. // who we are
• dedicated group within Steelcase focused exclusively on education
• secondary and higher education
• innovation in furniture, tools, and technologies for learning spaces
• research-based, insights driven
• joint research with schools and colleges ( UM, Stanford, Richland CC)
• alliances with other teaching/learning organizations
2. // our mission
…help schools and colleges create the most effective, rewarding, and inspiring learning
environments…
4. our user-centered research process
Understand Observe Synthesize Realize Prototyp Measure
e
secondary research
trend analysis
photography,
ethnography
contextual interviews
7. adoption of new pedagogies
learner-centered /
constructivist
pedagogy
instructors as guide
on the side
discovery and team
based activities
8. several models of learning
and teaching
problem-based learning
An approach to learning focusing on the process of solving a problem
and acquiring knowledge. The approach is also inquiry-based when
students are active in creating the problem.
project-based learning
An approach to learning focusing on developing a product or creation.
The project may or may not be student-centered, problem-based, or
inquiry-based.
.
inquiry-based learning
A student-centered, active learning approach focusing on questioning,
critical thinking, and problem solving. It is associated with the idea
“involve me and I understand.”
9. • learns through seeing pictures
visual imagist
• learns by talking and
hearing themselves talk
auditory oral
student learning • learns through the use of
fine motor muscles
preferences motor kinesthetic
• learns through the use of
gross motor muscles
motor mechanic
• learns by listening to others
auditory aural
• learns through seeing words
visual verbalist
10. • engaging learning
experiences
• access to technology
student
• interactive classroom
expectations
• social networks
• sense of community
• choices: to focus, collaborate
and socialize how they want,
when they want, and where
they want
11. 4 campus issues
tric
1. shift to learner cen
environment
2. real estate
optimization
3. attract + develop +
retain
port
4. readiness to sup
technology
12. but…
Sumerian Classroom
has the classroom 2000BC
experience really
changed?
Classroom 2008
have spaces for
learning kept
pace?
14. Learnlab
multiple “stages” for the instructor/presenter
levels of communication and collaboration
value of information immersion
how educational “extension” spaces are used
27. • multiple stages – areas for lecture distributed around the room.
• triangulation of content – digital displays in triangle configuration.
• furniture layout – tables & chairs in “X” configuration.
45. exploring the connected campus
at Steelcase
KEY PRINCIPLES
come together: bring people from multiple buildings and campus
together with technology to connect teams distributed around the
world
control and choice: create a range of spaces and allow people
to study in whatever location they learn best; offer a mix
of owned spaces and touchdown spaces for mobile faculty and
students
amp up or down: allow faculty and students to choose the amount of
sensory stimulation they want at different times
46. Instead of building schools for 1950, let’s build schools for
2050. Schools designed with the community and for the
community. Schools that reflect a dedication to excellence
and innovation; schools that are open to all Americans of all
ages; that reaffirm the democratic spirit of our great country
in the new era of lifelong learning.
- Richard Riley, former U.S. Secretary of Education
47. If you think education is
expensive,
try ignorance…
Derek Bok
University President, Emeritus
Harvard University
75 years serving higher education but mainly office/admin/corp focus New focus on research Student at center All learning spaces New team Significant new investment
(touch upon this to establish credibility) The Steelcase WorkSpace Futures research team is passionate about adhering to a user-centered design process. Our researchers have taken a deep dive into a variety of industries over the past several years including healthcare settlings, bioscience laboratories, elementary classrooms and higher ed campuses, and now professional service environments. In an effort to understand behaviors, our teams head into the field to see how people are using offices, board rooms, meeting rooms, workstations, common areas, and the spaces in between. The process focuses on observing people in the context of their workplace. Our goal is to gather unarticulated insights about how team members learn and work. This helps us better understand how the design of workstations, offices, and “we spaces” can more effectively respond to the pressures shown at the beginning of this presentation. (provide a high level overview of the process) In the summer of 2006, Steelcase WorkSpace Futures began a deep dive into the retail banking industry. Our process begins with a foundational period of secondary research followed by a period of first-hand observation in the field. These two initial phases help us to gather user insights and assure that our concepts develop in relevant directions. The ultimate goal is an iterative process of concept refinement that leads to new, more effective user-centered solutions. Understand The first stage of the process is to understand . Before going out into the field, our researchers prepare themselves by conducting secondary research and listening to what experts have to say. This foundation of knowledge prepares us to be smart listeners, conversant with the jargon, and aware of trends in the industries we are studying. For retail banking study, our research team spent two months understanding the retail banking environment. They performed a macro analysis of the industry. As well, they conducted a comprehensive review of the social, technological, business and legislative trends and defined the implications within the banking industry. They synthesized this understanding into core issues that informed the research objectives. Additionally, our European researchers conducted a similar review for the European market. Observe Next, we go into the field for a first-hand look to see and hear what end-users say and do. Observation is crucial because sometimes people tell us one thing about their daily activities, but they actually do something very different. The research team visited thirty branches, representing nine financial institutions, across five countries in North America and Europe. In addition to the United States and Canada, the team visited branches in Germany, Italy and Spain. Within the U.S., the researchers visited branches in various parts of the country: Midwest, East Coast, West Coast and the South. These branches represented a mix of community, regional, and national financial institutions. They observed at both urban and rural branches as well as de novos and existing facilities. When visiting the branches, the researchers used techniques such as photography, contextual interviewing and shadowing to uncover explicit and implicit needs. Synthesize During the Synthesize Phase, observations, secondary research, and interviews are combined to provide insight into how environments can better support people, their interactions and the work they do. Synthesis is the stage at which we discover patterns and anomalies in the data, which included 6,000 bank photos, 70 in depth, contextual interviews with branch employees, and 6 focus groups. From the patterns and anomalies, design principles emerged that inspire our product development and help us to keep the user in mind. Realize We realize our design principles by developing sketches and conceptual plans. This is the primary vehicle through which we share our research. Our goal is to inspire new ways of thinking about space. We conducted charrettes with industrial designers, application specialists, and architects. The brainstorming sessions led to 240 product and application concepts. These sketches served as a starting point and were further refined to compelling banking environments. Photos in clockwise order, starting from the top left (photo: Understand phase document for the U.S. market, note – European research document is not shown) (photo: Two researchers observing in a branch) (photo: Photo of the project room during the Synthesize Phase. The team analyzes photographic data through clustering) (photo: Sketches from a charrette)
Faculty practice in a highly complex dynamic environment that asks them to integrate knowledge of student thinking and learning, knowledge of the subject matter, and increasingly, knowledge of technology. Start with instructional goals: What is our aspiration for content/course/classroom. What teaching methodology are we trying to accommodate? Then move to How-understand how you want to do it; then consider how technology & furniture can support your goals. Not begin with: lets put an interactive whiteboard in every classroom. Today ’s generation are digital natives – they do not know a world without computers, many of the instructors are digital adopters and they need develop new pedagogies that incorporate technology into their coursework. Many of the colleges and schools we observed at provide professional development for instructors to help them build a problem-based, inquiry-based learning into their curriculum. Through interviews we ’ve discovered that Professors, Instructors and TA’s usually learn new software and hardware from their peers…they get new ideas and learn from each other. “ Usually, in academia, we learn from others or figure out things on our own. We don’t have a formal training process.”- instructor “ I usually do review sessions before tests with a chalkboard. Now, I want to use a PC tablet. I need to know how to use it. I’m just learning [online] by myself.”- TA
The pedagogy that is being adopted by many educators to develop the 21 st century work skills is constructivism. Constructivism is the idea that the learner constructs knowledge for himself/herself. It is a philosophy of learning that the learners actively construct meaning when they make their own discoveries during the learning experience. This meaning is based on and added to their prior understanding. Thus, learners learn when they construct their own meaning, not when they are being fed information through didactic lectures. -Students today expect their learning experiences to speak to who they are and how they learn outside the classroom. They want the opportunity to learn actively … through doing vs. listening… in hands-on activities that involve familiar contexts and tasks. -According to constructivism, students learn when they actively construct their own knowledge. They make their own discoveries in the search for new understandings. -Students today are more community-oriented in nature than students past. They value friendships more, spend less time alone, and pay more attention to peer opinions than students in past generations. They reveal a greater tendency toward cooperation and consensus-building. -Instructors respond to students ’ tendency toward group activity by giving them opportunities to work collaboratively. According to social constructivist theory, understanding (construction of knowledge) is enhanced when working with others for this reason. -As mentioned before, students today have higher expectations for engaging learning experiences. -There is a greater probability of engagement when: 1. learning takes place in a ‘situated’ context, a social context that is familiar to the learner and reflects the complexity of the real world; 2. Learning is made of ‘authentic’ tasks, tasks that students can easily relate to their own experiences… newer collaborative/cooperative/project-based pedagogies provide students with these contexts and tasks. They are more likely to result in successful transfer of the understandings to alternative contexts. - Students want greater control of the learning process. -Instructors are increasingly giving students greater responsibility for their own learning, hoping that doing so will help them to develop into lifelong learners. In some cases, learners get to define their own learning goals /problems and ways to resolve it. That is, they own the learning process (in a sense, determine what is learned). The instructor plays more of a side role, monitoring the students ’ progress in achieving these goals, providing the proper amount of scaffolding or support to keep the learner on track, and taking steps to encourage them to reflect on both what they are learning and the learning process itself.
Through our research we tried to obtain an in-depth understanding of the various learning styles: Flexibility of learning spaces means teachers can vary instructional messages to accommodate different learning styles Visual Imagist - Learns through seeing pictures Auditory Oral - Learns by talking and hearing themselves talk Motor Mechanic - Learn through the use of fine motor muscles Auditory Aural - Learns by listening to others Visual Verbalist - Learns through seeing words Motor Kinesthetic - Learns through the use of gross motor muscles a learning style is "the complex manner in which, and conditions under which, learners most efficiently and most effectively perceive, process, store, and recall what they are attempting to learn."
Students are learning in new ways, their expectations have changed and they want interactive classrooms, classrooms that are designed to prepare them for the work skills needed in the 21 st Century. They want to explore, experiment, learn by doing vs. sitting back and passively learning. Students today… have higher expectations for engaging learning experiences. They are highly active in everything they do. They want their learning experiences to be the same way- i.e., hands-on, doing vs. telling, experiential & exploratory. want their learning experiences to be relevant to: - their interests and goals . They are interested in interactive learning. They want learning experiences that prepare them for work in the 21 st century. - how they learn outside of the classroom . They enjoy / are adept at using digital, interactive, multimedia technologies. With the decreasing cost of video cameras and broadband, there is a dramatic increase in the use of web video, especially among the Millennial generation. YouTube is the second largest search engine, after Google. More students today are learning about the world through their visual senses rather than reading text, as compared to previous generations. Schools have to provide appropriate learning multimedia both in and outside of the classrooms if they are to compete for this generation.
These issues are the at the forefront of education administrators and leaders minds. We hear them again and again, and are often asked how “place “ or space can play a strategic role in helping Higher Education deals with these issues. We recognize that Education is a business. How can space, furniture & technology be applied to generate a positive impact to the bottom line. Ask the audience to rate the issues relative to importance on their campus; (or for A&D-which ones they believe are most relevant to their clients)/
E-table, Think
eno, node, Airtouch, Huddleboard Waterfront Campus – San Pedro CA (LA County) Global Studies, Business Dealer: Tangram Interiors AD: Pacific Design Image from Jami Moyer – 12/11
node, huddleboard College of Education 433 Dealer: One Workplace Image from Trevor Croghan– 11/10
media:scape, Post & Beam, Duo Dealer: Creative Office Environments Rendering from Bob Betke August 2010
media:scape Dealer: Interstate Office Products Image from Kristi Christensen - IOP Install August 2010
Here is a simple simulated idea of how this works. A team can have a normal meeting at media:scape, and if they want to link with someone elsewhere, they activate the HDVC system and that persons face appears on the screen. Data can be shared on another screen, and whomever on one side of the meeting touches their PUCK is whose information gets sent over for the other side to see it – the information changes at the moment when the PUCK is taped.
Meet media:scape mini and media:scape mobile. New solutions designed to extend the media:scape experience into a variety of spaces. Whether large or small, new or existing, the expanded media:scape family of products can transform any space into the ultimate collaborative experience. media:scape mini can be placed on top of any surface to transform spaces into collaborative work environments, extending the media:scape experience to smaller, existing settings. The mobile unit allows users to apply the technology in a diverse range of settings — from hospitality to education, business and healthcare — wherever collaboration might occur. We also previewed the new digital PUCK ’s, showing how the PUCK can soon be available with HDMI, mini display port and of course, VGA. This allows the media:scape PUCK to connect to Mac’s without any intermediate connector. *NOTE TO PRESENTER—BE SURE TO READ THE PRODUCT DEEP DIVE LOCATED ON IN2 > NEOCON TO GET MORE PRODUCT DETAILS. PRODUCT: media:scape mini, media:scape mobile
UCSD Housing and Dining Services Case Study on steelcase.com
Grand MacEwan University in Edmonton Canada University Services Center Case Study in progress
University of Minnesota Rochester Faculty workstations (science/med programs)
Students are learning in new ways, their expectations have changed and they want interactive classrooms, classrooms that are designed to prepare them for the work skills needed in the 21 st Century. They want to explore, experiment, learn by doing vs. sitting back and passively learning. Students today… have higher expectations for engaging learning experiences. They are highly active in everything they do. They want their learning experiences to be the same way- i.e., hands-on, doing vs. telling, experiential & exploratory. want their learning experiences to be relevant to: - their interests and goals . They are interested in interactive learning. They want learning experiences that prepare them for work in the 21 st century. - how they learn outside of the classroom . They enjoy / are adept at using digital, interactive, multimedia technologies. With the decreasing cost of video cameras and broadband, there is a dramatic increase in the use of web video, especially among the Millennial generation. YouTube is the second largest search engine, after Google. More students today are learning about the world through their visual senses rather than reading text, as compared to previous generations. Schools have to provide appropriate learning multimedia both in and outside of the classrooms if they are to compete for this generation.
Circa Computer Commons Dealer: Target Interiors Image from 01/11
Speakers notes: … and a shot additional spaces designed in a more traditional café style.
Speakers notes: The series of spaces you see here are designed for various types and styles of work, as well as various sizes of groups. The open benching space is designed for individual or team work. Teams can use the electronic booking tool if they want to reserve the space for a specific period of time. Some spaces are open. Some are closed. All are equipped to support the work being done.
media:scape, cobi, on Low Profile Raised Floor Young Research Library – main level Dealer: Tangram Interiors AD: Perkins + Will Image from Jami Moyer – 06/11
Union Street Center Residence Center – Cedar Hall 102 Campfire, Uno, Topo Mobile, Migrations “Collaboration Café” classroom Living & Learning Center – residence hall/dorm Dealer: Business Furniture Image from Amy Boggs – 01/11
media:scape, cobi, Pocket, whiteboards College of Architecture LearnLab Dealer: OEC Business Interiors August 2011 Install Image from UF via Anita Howard – 08/11
media:scape, cobi Telepresence Room Image from Rob Van Harken
Note to speakers: you can select a different combination of statistics based on your region or the interest of your audience: The United States has the highest percentage of mobile workers in its workforce, with 72.2% of the workforce mobile in 2008. This will grow to 75.5% by the end of the forecast period to 119.7 million mobile workers. The United States will remain the most highly concentrated market for mobile workers with three-quarters of the workforce being mobile by 2013. Asia/Pacific (excluding Japan) represents the largest total number of mobile workers throughout the forecast, with 546.4 million mobile workers in 2008 and 734.5 million in 2013. Western Europe's mobile workforce, at 96.5 million for 2008, accounts for roughly half of its total workforce. The mobile worker population in this region will experience healthy growth of 6% compound annual growth rate (CAGR) to reach 129.5 million mobile workers for 2013. Japan will grow by a 3.3% to reach a mobile worker penetration rate of 74.5% of its workforce being mobile by 2013, for a total of 49.3 million mobile workers. The rest of the world (ROW) includes Central and Eastern Europe, Middle East, and Africa (CEMA), Latin America, and Canada. It has the lowest penetration of mobile workers at 13.5% for 2008, but still represents a significant opportunity at 125.7 million mobile workers. It will grow at a CAGR of 4% to reach 153.2 million mobile workers by 2013.
