Of Special Note

Take-Away/Take-Home Questions & Strategies from the LSC National Colloquium

What one question—reflecting colloquium discussions and the current status of planning we’re now involved in—should we bring back to our colleagues for their attention and action?

This question, addressed by table groups during the final session of the 2019 LSC National Colloquium, reflected the DNA of the Learning Spaces Collaboratory.  Aware of the power of questions as drivers for change, the LSC began in 2010 with a retreat engaging an intentionally diverse group of academics with expertise and passion for imagining and realizing spaces that work. They identified four essential, timeless questions around which to shape the LSC agenda into the future:

Reports from the 2019 LSC Colloquium signal how much the planning community has learned since 2010. Consider how asking a simple question—what do we want our learners to become?—has morphed into a kaleidoscope of questions about students, all of which must be addressed if the planning ‘problem’ is to be solved. And, consider new kinds of questions that have emerged—how risk-adverse is our institutional culture? and what do we want our institution to become?—that are now essential questions to drive the process of planning.

A link to what we know about planning learning spaces and what we need to know

Learning Spaces Collaboratory

The LSC is a community focusing on the future of planning learning spaces.



AAC&U, An LSC Collaborating Partner

Cited at the LSC 2019 Colloquium: We are thinking of spaces as bigger than just a single campus, and about going beyond active learning to think about experimental learning. Thus we thought it important to give attention to globalization and experimental education when thinking if and how our spaces serve such approaches to learning.

From an LSC Webinar: Practical Strategies & Considerations – C. Edward Watson

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The Michelle Smith Collaboratory for Visual Culture was created by the Department of Art History and Archaeology at the University of Maryland, College Park, to take advantage of the possibilities presented by new visual media for enhanced teaching and learning. The facility evolved from Department’s Visual Resources Center, the provider of the thousands of slides used in the traditional art history classroom.

Institutional Profile and Essay — Excerpt from The LSC Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners

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2019 LSC National Colloquium – November 1 – 3, 2019

The LSC Guide II organizes the resources in the Roadmap around the key questions to be explored as planning happen—beginning with those questions that need attention early-on, that will return to the table again and again in the process of planning.

Some resources to inform the process of questioning are included in the Guide; this are just illustrative of the extraordinary resources—findings about how learning happens, how planning happens, stories from diverse campuses, reports from national associations.

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Hybrid Learning Spaces

LSC colleague Steve Fiore, Director, Cognitive Sciences Laboratory, and Professor, Central Florida University, Central Florida University, has alerted us to the Conference on Hybrid Learning Spaces in Delft, September 16. Under the challenge that: the spaces we teach and learn in are changing, questions to be addressed include those about personalization and collaboration, ownerships and empowerment, representation and interpretation and ethics.


From the Field Archive