The Principle of Choice

“How can the principle of choice be leveraged into planning and designing high-performance settings for learning? This is the question we ended with; we did not begin with it. We started with a lot of discussion about students, about the experiences of students as learners, and about the potential of empowering the principle of ‘choice’ […]

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Assessing How Spaces Enable Comfort and Belonging

We began by exploring questions of diversity, sparked by a question from a person on our team about how to meet the needs of the individual learner in a time when the focus is on team-learning and we soon focused in on this question. We were intrigued by the notion of a learning space as […]

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Experience of the User Learner

“What spaces should be designed for is to motivate students to take risks. So a space has to be comfortable enough for them to get out of their comfort zone. This is not an audacious question, but an audacious proposition. I am sure that on campuses like this where GPA is important, you have students […]

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Thinking Metaphorically about Spaces for Learning

We began with an overarching discussion about student-centered, student-focused, student-driven learning spaces. We were fluid about the particular spaces we were thinking about: a lecture hall, lab, makerspace, whatever. Our feeling was that the ideas we were discussing spanned many different kinds of learning and learning spaces, from libraries to spaces for career counseling, and […]

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Process Orientated Guided Inquiry Learning

POGIL uses guided inquiry—a learning cycle of exploration, concept invention, and application that is the basis for the carefully designed materials that students use. POGIL activities focus on core concepts and encourage a deep understanding of the course material while developing process skills that help students become lifelong learners and prepare them to be more […]

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Active Learning Classrooms

“Active Learning Classrooms invite faculty to demand more from students and make it easier for faculty to support students in achieving ambitious learning goals. Since opening Bruininks Hall, which houses ten Active Learning Classrooms (ALCs), nearly every undergraduate at the University of Minnesota has taken at least one course in an active learning space.”

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Problem Based Learning (PBL)

Pioneered at the University of Delaware in the early 1990’s, the PBL pedagogical approach has continued to evolve in ways that influence how learning happens and how spaces for learning are planned on that campus. Why PBL? Learning begins with a problem. Planning for a new interdisciplinary science and engineering at U Delaware built on […]

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Reshaping Space to Facilitate Learning: SCALE-UP

SCALE-UP spaces are designed so teachers can combine separate activities like lecture, lab, and recitation into a single, unified learning experience to meet higher standards for student success as learners.

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