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how crea1vity intersects with space. spaces pedagogies technologies

what kinds of spaces enable - curiosity, awareness, inquiry, empathy, problem- seeking, tacit knowledge, lateral thinking, the non- verbal, explora1on, discovery, messiness, experimenta1on, ideas, uncertainty, managing ambiguity, risk- taking, divergence, complexity, nuance, flow, failure, learning from mistakes, prototyping, 1nkering, thinking through doing, emergence, inven1veness, innova1on, mo1va1on, engagement, commitment, effort, repe11on, itera1on, distrac1on, incuba1on, reflec1on, self- direc1on, par1cipa1on, sharing, interac1on, integra1on, communica1on, collabora1on, co- crea1on, persuasion, beauty, value, transforma1on.

FORMAL PASSIVE ONE- TO- MANY INFORMAL ACTIVE MANY- TO- MANY

OVER - SIMPLIFIED FORMAL PASSIVE ONE- TO- MANY NOT EITHER/OR: MANY DIFFERENT SPACES NEEDED NEW CONCEPTUAL & PEDAGOGIC FRAMEWORKS INTEGRATED IMPLEMENTATION MANAGEMENT OF CHANGE INFORMAL ACTIVE MANY- TO- MANY

Swanston Academic Building, RMIT University, Melbourne, Australia

Melbourne School of Design (MSD), Melbourne University, Australia

How crea1vity intersects with space. what kinds of spaces enable crea1vity > away from over- simplified binary opposi1ons towards complex learning & spa1al inter- rela1onships > away from appearances towards educa1onal processes & prac1ces > away from func1onal provision towards enabling condi1ons for learning beyer understand how space and the learning that goes on in it are related.. Learn more about what are the enabling condi1ons for crea1ve learning spaces

spaces pedagogies technologies

spaces COMPLETELY ENTANGLED! pedagogies technologies

LEARNING TAKES PLACE THROUGH OUR EVERYDAY NEGOTIATIONS OF PEDAGOGIC CONTENT AND PRACTICES AS EXPERIENCED THROUGH OUR ENCOUNTERS WITH OTHERS, SPACES AND ARTEFACTS THROUGH TIME. IT IS HOW WE ATTEMPT TO MAKE SENSE OF, AND SURVIVE IN, THE WORLD. SPACE MATTERS (SOMETIMES, IN SOME WAYS) BUT IS SO ORDINARY AND TAKEN- FOR- GRANTED THAT WE OFTEN FAIL TO PAY ATTENTION TO ITS EFFECTS ON OUR NORMAL ROUTINES.

WE ARE ALREADY CREATIVE IN OUR NEGOTATIONS WITH LEARNING SPACES AS WE PERPETUATE, ADAPT, CHALLENGE OR TRANSFORM CURRENT EDUCATIONAL, SOCIAL AND PERSONAL PRACTICES.

WE ARE ALREADY CREATIVE IN OUR NEGOTATIONS WITH LEARNING SPACES AS WE PERPETUATE, ADAPT, CHALLENGE OR TRANSFORM CURRENT EDUCATIONAL, SOCIAL AND PERSONAL PRACTICES. CREATIVE PEDAGOGIES AND SPACES ARE ABOUT ENABLING THESE EVERYDAY LEARNING PROCESSES TO BECOME EXPLICIT, POSITIVE, ENGAGING, INFORMED, CRITICAL, COLLABORATIVE AND TRANSFORMATIVE.

Students experiences of, and nego1a1ons through, the learning spaces of post- secondary educa1on

University of Brighton UK: comparison of three innova1ve learning spaces Melhuish, C., (2009) Ethnographic case study: percep?ons of three new learning spaces and their impact on the learning and teaching processes at the Universi?es of Sussex and Brighton: unpublished paper commissioned by InQbate (the Centre for Excellence in Teaching and Learning in Crea1vity) and the Centre for Excellence in Teaching and Learning in Design (CETLD) See also: Boddington & Boys (Eds) (2011) Reshaping Learning: A Cri?cal Reader Sense

KNOWLEDGE AND SKILLS experien1al learning by doing ENGAGEMENT AND BELONGING cogni1ve thinking about learning emo1onal feelings about learning EFFECTIVE LEARNING ê RETENTION AND ACHIEVEMENT

KNOWLEDGE AND SKILLS performa1ve enac1ng everyday social and spa1al rou1nes enac1ng the rou1nes of learning cogni1ve thinking about learning intellectual thinking about educa1on thinking about the world experien1al learning by doing emo1onal feelings about learning affec1ve feelings about specific situa1on feelings about life- world ENGAGEMENT AND BELONGING EFFECTIVE LEARNING ê RETENTION AND ACHIEVEMENT

processes interpreta?ons of, and interac?ons with, curriculum,?metabling, ins?tu?onal iden?ty, educa?onal segng and wider context cogni1ve intellectual performa1ve experien1al percep?ons and experiences of segng, atmosphere, environmental condi?ons, furniture and figngs emo1onal affec1ve agtudes to, and feelings about teacher and peer rela?ons, learning encounters and sequences, pedagogic prac?ces rela?onships meanings

University of Northumbria, Newcastle upon Tyne, UK

minimum condi1ons for crea1vity project London Metropolitan University, London & Bri1sh Higher School of Art and Design, Moscow

PHYSICAL AND VIRTUAL SETTINGS A room of one s own student project, London Metropolitan University

UNIVERSITY OF BRIGHTON, UK student led adapta1on of leh- over spaces for informal learning

UNIVERSITY OF ULSTER, BELFAST, NORTHERN IRELAND: par1cipatory design, informal student learning space

towards genera1ng the enabling condi1ons for crea1ve learning spaces

SPACE- TIME ORGANISATION

dschool Stanford University, USA

Kaospilot, Aarhus University,Denmark

Kenn Fisher Linking Pedagogy and Space: Proposed Planning Principles Department of Educa1on and Training, Victoria, Australia

Lennie ScoY- Webber (2009) In Sync: Environmental Behaviour Research and the Design of Learning Spaces SCUP

INTEGRATE INDIVIDUAL IDEAS THROUGH DOING & INCUBATION WITH GROUP INFORMATION SHARING, COLLABORATION AND CRITIQUE. ENABLE DURATIONAL PERSISTENCE

INTEGRATE INDIVIDUAL IDEAS THROUGH DOING & INCUBATION WITH GROUP INFORMATION SHARING, COLLABORATION AND CRITIQUE. ENABLE DURATIONAL PERSISTENCE SUPPORT STUDENT AS WELL AS STAFF ADAPTABILITY, CUSTOMISATION AND CO- DESIGN OF INTERACTIONS AND RELATIONSHIPS ( AND SPACES)

RECOGNISE LEARNING AS UNDERPINNED BY IMPLICIT AND UNSPOKEN INTERACTIONS ACROSS INTELLECTUAL, AFFECTIVE AND PERFORMATIVE DIMENSIONS.

RECOGNISE LEARNING AS UNDERPINNED BY IMPLICIT AND UNSPOKEN INTERACTIONS ACROSS INTELLECTUAL, AFFECTIVE AND PERFORMATIVE DIMENSIONS. MAKE RULES OF THE GAME EXPLICIT PROVIDE SAFE BASE FROM WHICH TO EXPERIMENT TAKE RISKS AND INNOVATE SUPPORT ANYTIME ACCESS TO A MULTIPLICITY OF RESOURCES AND SPACES; AND MULTIPLE ROUTES THROUGH LEARNING EXPERIENCE

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