From: "Joan K. Lippincott" Sender: To: CNI-ANNOUNCE Date: Thu, 03 Dec 2015 11:38:20 -0500 Message-ID: X-Original-Return-Path: Received: from wonder-woman.cni.org (account joan@cni.org [192.100.21.33] verified) by cni.org (CommuniGate Pro SMTP 6.0.9) with ESMTPSA id 29636024 for cni-announce@cni.org; Thu, 03 Dec 2015 10:24:16 -0500 Content-Type: multipart/alternative; boundary="Apple-Mail=_E9F7FAA0-6858-47DB-8A6C-BD770D7783BA" Subject: LSC Workshop Alert: Designing and Delivering Learning Spaces that Matter X-Original-Date: Thu, 3 Dec 2015 10:24:19 -0500 References: X-Original-To: "cni-announce@cni.org" X-Original-Message-Id: Mime-Version: 1.0 (Mac OS X Mail 6.6 \(1510\)) X-Mailer: Apple Mail (2.1510) --Apple-Mail=_E9F7FAA0-6858-47DB-8A6C-BD770D7783BA Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset=windows-1252 Dear cni-announce subscribers: I know many of you have participated in the Learning Spaces = Collaboratory's webinars. Here is an opportunity to join an in-person = workshop in Washington, DC. --Joan Lippincott, CNI ------------------------------------- Begin forwarded message: From: "Jeanne L. Narum" Subject: LSC Workshop Alert: Designing and Delivering Learning Spaces = that Matter Date: December 2, 2015 9:16:15 AM EST To: "Jeanne L. Narum" =20 Designing and Delivering Learning Spaces that Matter A Collaborative Exercise: Drafting a Guide for Planning Learning Spaces = that Serve 21st Century Learners=AD=AD =20 Held in conjunction with the 2016 AAC&U Annual Meeting January 23, 2016=20 1:00 p.m. =96 5:00 p.m.=20 (Location TBD) =20 To register, fill out the online survey form. Participation is limited. =20 Facilitators: =20 Sarah Goodwin, Kenan Professor of Liberal Arts and Professor = English=97Skidmore College Robert Kolvoord, Dean, College of Integrated Science and = Engineering=97James Madison University=20 Jeanne L. Narum, Principal=97Learning Spaces Collaboratory Rachel Seligman, Assistant Direct for Curatorial Affairs, The Frances = Young Tang Teaching Museum and Art Gallery=97Skidmore College George Sparks, Dean, College of Visual and Performing Arts=97James = Madison University Jorge Vanegas, Dean, College of Architecture=97Texas A&M University =20 (Note: Workshop discussions and activities are framed issues explored in = the October 2015 LSC Webinar: Making the Case: Spaces that have a Role = in Preparing Students for Productive and Meaningful Lives.)=20 =20 Participants will explore: =20 How spaces signal how they can be used, about the learning experiences = they allow to happen How all students, no matter the discipline, major, background or career = aspiration, are best served by spaces designed with particular learning = goals in mind, goals at the level of course, the institution, society How campuses embrace their responsibility to shape physical learning = environments in the service of 21st century learners. =20 This workshop will be an iterative conversation engaging facilitators, = table groups and the assembled participants. =20 In three stages, facilitators and participants will draft a guide for = on-campus space planning teams of faculty and administrators, be they = responsible for ongoing evolution of learning spaces campus-wide and/or = anticipated repurposing efforts or major projects in the future.=20 =20 A. How attention to the language of learning spaces, how = understanding that spaces =93signal=94 how they can be used, how asking = questions such as these inform the planning process:=20 =20 When we walk into a space, we stop to ask to determine what we can do in = that space. What is acceptable? What is allowable? What can happen here and what cannot? What should happen here?=20 =20 Workshop facilitators will establish the context for discussing such = questions, based on cognitive science research, as well as their = experience in the field. Table groups will reflect on, draft, share, and = critique images of spatial affordances that allow particular, desired = learning experiences to happen. A roadmap for using the language of = learning spaces as a guide for planning will be outlined = collaboratively. This is the first tool to be included in the Guide. =20 B. How to design backward and deliver forward when the goal is spaces = that serve learning goals articulated by faculty, that reflect broader = institutional and societal goals, how understanding that spaces =93allow=94= particular kinds of learning experiences to happen informs the planning = process. =20 Again, experiences of workshop facilitators=97explored through stories = and visuals=97set the stage for the work of table groups. Participants = will learn of the evolution and impact of spaces such as museums = (Skidmore), centers for the visual and performing arts and for = integrated technology (James Madison University) and of the evolution of = campus-wide attention to planning learning spaces (Texas A&M). This will = be a deeper dive into examining how the interactions of learners=97with = their peers and with the physical environment happens and matters. As different as these institutions might seem, themes emerge from their = stories that illustrate how questions about the experience of learning, = how a space can determine what kind of learning happens within its = boundaries informs the planning process.=20 =20 Following conversations with facilitators, table groups will role play = how a campus planning team might undertake this assignment from their = senior administrators:=20 =20 Thanks for agreeing to serve on this learning spaces task force. As we = discussed, your charge is to establish benchmarks for repurposing = learning spaces across campus. The facilities renewal fund established = by our governing board will support planning and assessing sandbox = spaces over the next two years. This is a strategic move. Our community = must have conversations about and experience with learning spaces whose = design reflects findings from research on learning, exploits best = practices emerging in other settings, embraces the future. This is a = challenge, somewhat ambiguous=97intentionally. We suggest you begin by = identifying one space on campus and draft a plan of action for = sandboxing. The facilities sub-committee of the board meets early next = month.=20 =20 A reporting-out poster session will follow this exercise. The workshop = will conclude with general discussion about final drafts of take-home = worksheets for use by workshop participants and the larger LSC = community. =20 --Apple-Mail=_E9F7FAA0-6858-47DB-8A6C-BD770D7783BA Content-Type: multipart/related; type="text/html"; boundary="Apple-Mail=_3B0CB6BC-A72B-40C2-98F8-012B5ED529F7" --Apple-Mail=_3B0CB6BC-A72B-40C2-98F8-012B5ED529F7 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset=windows-1252 Dear cni-announce = subscribers:
I know many of you have participated in the Learning = Spaces Collaboratory's webinars. Here is an opportunity to join an = in-person workshop in Washington, DC.
--Joan Lippincott, = CNI
-------------------------------------

Begin= forwarded message:

From: "Jeanne L. Narum" = <jlnarum@ico-dc.com>
Subject: = LSC Workshop Alert: Designing and Delivering = Learning Spaces that Matter
Date: December 2, 2015 9:16:15 AM EST
To: "Jeanne L. Narum" = <jlnarum@ico-dc.com>

3D"cid:image003.jpg@01D0FBDA.764BB620"Designing and Delivering Learning Spaces that = Matter
A Collaborative Exercise: Drafting a = Guide for Planning Learning Spaces that Serve = 21st Century Learners=AD=AD
 
2016 AAC&U Annual = Meeting
January 23, 2016 
1:00 p.m. =96 = 5:00 p.m. 
(Location = TBD)
To register, fill out = the online survey = form. Participation is = limited.
  • Sarah = Goodwin, Kenan Professor of Liberal Arts and Professor = English=97Skidmore College
  • Robert Kolvoord, Dean, College of Integrated = Science and Engineering=97James Madison = University 
  • Jeanne L. Narum, Principal=97Learning Spaces = Collaboratory
  • Rachel Seligman, Assistant Direct for Curatorial = Affairs, The Frances Young Tang Teaching Museum and Art Gallery=97Skidmore= College
  • Jorge Vanegas, Dean, College of Architecture=97Texas = A&M University
    • (Note: Workshop discussions and = activities are framed issues explored in the October 2015 LSC = Webinar: Making the Case: Spaces that have a = Role in Preparing Students for Productive and Meaningful = Lives.) 
    Participants will = explore:
  • How spaces = signal how they can be used, about the learning experiences they allow = to happen
  • How = all students, no matter the discipline, major, background or career = aspiration, are best served by spaces designed with particular learning = goals in mind, goals at the level of course, the institution, = society
  • How = campuses embrace their responsibility to shape physical learning = environments in the service of 21st century = learners.
    • This workshop will be an = iterative conversation engaging facilitators, table groups and the = assembled participants.
    In three = stages, facilitators and participants will draft a guide for on-campus = space planning teams of faculty and administrators, be they responsible = for ongoing evolution of learning spaces campus-wide and/or anticipated = repurposing efforts or major projects in the = future. 
        How = attention to the language of learning spaces, how understanding that = spaces =93signal=94 how they can be used, how asking questions such as = these inform the planning = process: 
    When we walk = into a space, we stop to ask to determine what we can do in that = space.
    What is acceptable? What is allowable?
    What can happen here = and what cannot? What should happen here?     Workshop facilitators will = establish the context for discussing such questions, based on cognitive = science research, as well as their experience in the field. Table groups = will reflect on, draft, share, and critique images of spatial = affordances that allow particular, desired learning experiences to = happen. A roadmap for using the language of learning spaces as a guide = for planning will be outlined collaboratively. This is the first tool to = be included in the Guide.
        How to = design backward and deliver forward when the goal is spaces that serve = learning goals articulated by faculty, that reflect broader = institutional and societal goals, how understanding that spaces =93allow=94= particular kinds of learning experiences to happen informs the = planning process.
    Again, experiences of workshop = facilitators=97explored through stories and visuals=97set the stage for = the work of table groups. Participants will learn of the evolution and = impact of spaces such as museums (Skidmore), centers for the visual and = performing arts and for integrated technology (James Madison University) = and of the evolution of campus-wide attention to planning learning = spaces (Texas A&M). This will be a deeper dive into examining how = the interactions of learners=97with their peers and with the physical = environment happens and matters.
    As different as these institutions might seem, = themes emerge from their stories that illustrate how questions about the = experience of learning, how a space can determine what kind of learning = happens within its boundaries informs the planning = process. 
    Following conversations with = facilitators, table groups will role play how a campus planning team = might undertake this assignment from their senior = administrators: 
    Thanks for = agreeing to serve on this learning spaces task force. As we = discussed, your charge is to establish benchmarks for repurposing = learning spaces across campus. The facilities renewal fund established = by our governing board will support planning and assessing sandbox = spaces over the next two years. This is a strategic move. Our community = must have conversations about and experience with learning spaces whose = design reflects findings from research on learning, exploits best = practices emerging in other settings, embraces the future. This is a = challenge, somewhat ambiguous=97intentionally. We suggest you begin by = identifying one space on campus and draft a plan of action for = sandboxing. The facilities sub-committee of the board meets early = next month. 
    A reporting-out poster = session will follow this exercise. The workshop will conclude with = general discussion about final drafts of take-home worksheets for = use by workshop participants and the larger LSC = community.


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