Of Special Note

What Are We Carrying Forward?

  • How we think about the power of place.
  • How we think about community.
  • An awareness of the depth and breadth of research on how spaces influence the experience of learning that can inform planning.
  • How to integrate the past and the present, the technological and the physical classroom extremes of the learning ecosystem, into the future of how and where we learn.
  • How virtual and physical are no longer either/or but must work together. That technology can be a multiplying force, for good and bad.

 

The LSC is a community of academics and architects focusing on the future of learning spaces.

How We Think About the Power of Place

We are learning to pay attention to what it is about a place for learning—be it built, virtual, or hybrid—that welcomes and embraces the learner, is welcoming to all and enhances the experience of learning for all. It is clear that spaces can be transformable as well as transformative.

 

How We Think About Community

In thinking about questions relating to inclusivity and diversity, we will continue asking questions about how community is created, how the spaces for learning and the campuses we are now planning meet the needs of all learners.

An awareness of the depth and breadth of research on how spaces influence the experience of learning that can inform planning.

How We Think About the Future

How to integrate the past and the present, the technological and the physical classroom extremes of the learning ecosystem, into the future of how and where we learn.

How technologies can be of service in addressing issues relating to inclusivity, diversity, and equity, as they help close gaps.

How virtual and physical are no longer either/ or but must work together.

Spotlighting

LSC Open Conversations: Questions to be Asking

 

 

 

 

 

 

 

LSC/JLS Library Of Evidence

Findings from Research & Practice – What Works in Planning for Assessing Learning Spaces

Assessment: A Strategy for Gathering Evidence of What Works in Shaping Spaces for Learning
The LSC Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners
 Jillian Kinzie, NSSE/Indiana University Center for Postsecondary Research

Assessment and Learning Spaces

The assessment of learning outcomes—defined as what students will know, be able to do, the skills and competencies that they can forward—is the current coin of the educational assessment realm. However, when it comes to the issue of the physical environment, we must ask:

What is important and possible to measure about the impact of space on the experience of learning?

Assessment results should ultimately answer this question:

How we will know the spaces we are planning will make a difference, or how do we know what difference current spaces are making in regard to the quality of the learning experiences of our students?

The assessment loop can be applied to all phases of designing learning spaces—from planning to post-occupancy, ongoing assessment and redesign of spatial affordances. In fact, planning for assessment should be intentionally integrated into each stage of planning, designing, and using learning spaces. Take care, however, that assessment results not dictate final decisions; professional judgments must be applied in interpreting evidence and taking appropriate action.

As with all assessment undertakings, assessing learning spaces is fundamentally about asking the right questions. To address the current pressure for accountability for student learning, it is critical that learning spaces go beyond traditional measures of use, efficiency and service, and detail the extent to which the space enhances the experiences of learning and teaching.

  

 

LSC/JLS Library of Evidence>>

From the Field Archive