Business Psychology Winter term 2010 Course Assignment Group Report: Learning Spaces Members: Kyoko Sumi Sammer

Talib

Words: 3015

Table of contents
1 Brief 2 Background 3 Utilisation of ADR 3.1 Tutorial rooms and classes 4 Learning Styles 5 Learning Spaces 5.1 Teaching and Learning 5.2 Simulated Environments 5.3 Immersive Environments 5.4 Colour and Dcor 5.5 Lighting 5.6 I.T. Room & the Foyer 5.7 External Spaces 6 Conclusions 7 Appendixes 8 References Page 3 Page 3 Page 3 Page 3 Page 4 Page 4 Page 4 & 5 Page 5 & 6 Page 6 Page 6 Page 7 Page 7 & 8 Page 8 Page 8 Page 9

1. Brief
Dr Jane Tapsell, the business psychology lecturer at Buckingham Business School requested that we prepare a report how the business school might utilise the ADR Building to enhance the learning space for both students and staff. We addressed this question by structuring our report into several sections using theoretical and applied perspectives to suggest methods, techniques and materials that should be implemented or purchased in order to enhance the learning spaces for students and staff. We also used insights from lectures in week five and six and a book called Learning Spaces, Editor: Diane G. Oblinger (2006) as well as numerous internet websites for relevant information, structure and references for this particular assignment.

2. Background
The Anthony de Rothschild (ADR) Building is home to the Buckingham Business School, Economics & International Studies and Student Support. It overlooks the Great Ouse River and is located on Hunter Street which is relatively close to the city centre. Officially opened by her Majesty the Queen on the 26th July1996, the building was donated to the university from the Rothschild family and can be considered to be a relatively new building. Despite it 14 years existence, there has been much change in terms of the learning spaces environment and this has made the ADR rather outdated within this category. This report will attempt to update the ADR to reflect these changes.

3. Utilisation of ADR
This report examines the rooms in the ADR building on both floors and describes the changes and techniques that can be taken to improve and enhance the learning spaces for both students and faculty thus creating a better learning experience for both parties. The utilisation changes will include tutorial rooms, classrooms, the computer room, facilities and the foyer where students meet, study, conduct group meetings and loaf. 3.1 Tutorial rooms and classes Tutorial rooms and classes in the ADR come in different sizes and design and their selection depends on the amount of students attending a class. There are basically three types of rooms, a small on, a medium one and a large one. Originally the learning spaces concept was planned to reflect the traditional teaching methods with an emphasis on the lecturer. It was more of a one-way communication channel and all of the leaning process was only done in classes. Sadly these assumptions are still used today by some learning institutes which do not take into account of the differences between the students of today (the present) and students of yesterday (the past).

4. Learning Styles
Alternate methods must replace traditional teaching models and reflect the changing educational requirements (demand for more creative, flexible and qualified students) and settings (learning paradigm) as well as the learning styles of todays students. Classes now must be design to echo the learning styles of students and lecturers in order to maximise the learning process. Three types of learning styles have been identified by the National Academy of Science which consists of learning through reflection, learning by doing and learning through conversation (AMA, 2006). The ADR can utilise the learning style of reflection by allowing some of the classes to be accessible 24/7 where students can take time to reflect what they have learned, to use the room to replicate the learning process learned earlier or even just somewhere to go just to be alone to assess their own learning styles and processes (cognitive science). Reflection is mostly a solo activity but sometimes also done as a group activity therefore the business school could set up a reservation system for students who would want to use these classrooms for their own educational purpose privately. The second style originates from works of Piaget focuses on the learning by doing concept which can be implemented by adapting the tutorial rooms in the ADR to provide students a chance to be more participative and engaging in their activities by doing practical tasks, physical or computer-based simulations and even real-life environments (AMA, 2006). Rooms here can be altered to reflect real-life situations such as board meetings, negotiations layout, presentations, business simulations and more. Students then will learn by participating in these activities by gaining professional skills such as the ability to think critically and solve complex problems and to acquire knowledge of real-life work experiences. The third style plays a pivotal role in the social constructivism theory, here classes can be designed to encouraged student and lecturers to partake in discussion, conversations, debates and dialogue. This is effective and efficient way of learning as a two-way communication channel is created and feedback is provided.

5. Learning Spaces
This report discusses and categorizes learning spaces into seven areas that should be accounted for when redesigning the tutorial rooms which are teaching and learning, replicated environments, immersive environments, colour and dcor, lighting, I.T. room & the foyer and external spaces. 5.1 Teaching and Learning Classrooms in the ADR from tutorials to the larger ones can implement designs that incorporate a two-way communication dialogue where the learning styles mention above can be accommodated for (Lomas, 2006). Student seats can be arranged to be placed closer to the lecturer to maximise the learning process and steps should be taken to ensure that the both student and the lecturers view of each other are not obstructed.

The seating arrangement in a classroom must be taken into account to maximise the learning process. In order to get the correct optimum arrangement, factors such as comfort, the lecturers teaching style, the students learning curve and the size of the room must be analysed (Pitner, 2009). The furniture within these classrooms could also be made to be mobile/moveable to create the option of using multiple formats (circular, horseshoe shape seating, group seating, L shape, and others) to incorporate different learning styles and increase flexibility (Chism,2006). This also allows parallel learning activities to take place in these classes and gives the lecturers the option to use their own distinctive methods of teaching. Aside from being mobile and stackable, furniture in these classes must also be comfortable because discomfort can interrupt the learning process. Sizes of different student from various cultures must be taken into account when selecting furniture (Chism, 2006). This can be solved by acquiring comfortable and ergonomically designed furniture, despite its hefty price tag, these type of furniture are usually sustainable over a long period of time due to its high quality. Wireless communication should be available in these rooms to allow students easy and fast access to the internet for obtaining instantaneous information. The rooms should able to support the requirements of using multiple laptops (power sockets and broadband speed) at once to create a high-tech learning environment. Each room can be fitted with a fixed computer (lecturers use) connected with a built-in projector to facilitate the learning process. Installation of high tech equipment to certain rooms (especially the larger ones) such as plasma TVs and video cameras permits students and lecturers to listen to speeches or talks by lecturers from other educational institutes in the UK through video conferencing and vice versa thus creating real-time transmissions ( Lippincott, 2006). Another benefit is the recording of students presentations, workings or activities thus enabling the lecturer to replay the video to the student and providing feedback to them which in turn motivates the students (Goal-Setting theory). 5.2 Simulated environments Simulated environments fulfil the leaning by doing style needs by replicating real world environments as mentioned above within the business school hence giving student the necessary skills than employers want today. Here tutorial rooms or large classrooms can be used transformed in terms of design and layout using moveable furniture to duplicate work settings in the workplace. Here students will get a feel and understand the synergy of the modern workplace which in turn enhances their learning (AMA, 2006). Rooms in the ADR must be equipped with the right types of technology and I.T. systems such as computers, software, wireless broadband, projectors, video cameras and a storage area to keep the required equipment and props in order to create various simulated environments (AMA, 2006). Furniture here has to be easily moveable to change the layout of these rooms. In may be essential different types of furniture of the same type. This means there may be a need for different types of chairs and tables in order to make the simulations more

realistic. The bulkiness of the furniture must be taken into account when purchasing them because heavy chairs and tables can be bothersome to shift within the room (AMA, 2006). 5.3 Immersive Environments Some of the rooms in the ADR can double as workstations where students can be engrossed in the activities of the learning process. An example of this is that a room could be set up as cinema to show educational programmes such as documentaries, training videos and real life events or where classroom can be designed to be a multimedia classroom where students get firsthand experience in using equipment associated with visual, graphic, digital media and more (Marshall, 2006). With the correct facilities, this room could also be used to facilitate virtual environment learning where students can interact virtually with the movie or programme (interactive virtual class) shown as the lecturer leads the lesson. A technician may need to be present to operate the complex equipment necessary for this type of learning (AMA, 2006). 5.4 Colour and Decor According to Dunn and Dunn, there are colours that can inspire creativity, soothe peoples moods, excites brain activity and even agitate people. Colours such as green (creativity) can be used in creative thinking classes or blue (soothing) can be utilize in rooms where math and accounting is practiced. Hallways can be coloured yellow or almond due to its affect to not irritate people whereby orange should be avoided because of its effect to increase tension (Pytel, 2006). The rooms within the ADR can be painted with colours and decor that promote an atmosphere suitable for the learning process. There has been much research about how colours can affect peoples moods and what kind of atmosphere it generates till the point there are many different theories about which colour should be used or avoided in interior design. Thought and caution must be mulled over when using colours for decorations within universities because students in this modern world now consists of many different cultures where a colour can have different meaning or impact to each individual culture. As stated previously by purchasing mobile furniture, the dcor of a classroom can be flexible and adaptable to the lecturers teaching style or/and the students learning styles. So if a lecturer wanted his or her students to participate in team-work activities, furniture can grouped together to encourage group discussion or other student activities and if a lecturer want all his or her students to focus their attention to him/her, the furniture could be arranged to form a u- shaped or a circular seating. Posters of educational values and messages could be used to decorate the classrooms however these posters must be chosen due to its specific content and should send the correct type of messages to students. Not limited to posters only, any displays (bulletin boards, paintings, etc.) used in classrooms should inspire students and promote learning as well (Wagaman, 2008).

5.5 Lighting In 2006, Winterbottom and Wilkins examined 90 classrooms from a number of schools in the UK and stated that lighting can be harmful to students in terms of vision, mental performance and concentration (discomfort glare). Another problem also uncovered was wastage of power which can lead to higher electricity bills. Lighting within all the ADR rooms must at the correct levels in order to ensure that the students mental capacity is not affected. Lighting in different areas in a room (uneven lighting), flickering of lights (especially fluorescent lights), excess or inadequate luminance and glares (off projector screen or whiteboards) must be eliminated or controlled to a level that is acceptable and not harmful to students. This can be done by altering policy decisions, using more fine-tuned light control measures and the servicing of blinds. Any costs incurred by using these solutions will be offset by its benefits such as waste reduction, increase in efficiency and the well-being of students and staff. (BPS Research Digest, 2009). 5.6 I.T Room and the Foyer This section focuses on informal learning places for social learning that happens within the ADR. This tends to happens mostly in unoccupied classrooms, the computer room or the foyer on the ground floor where students relax, meet and loiter. This report has already discussed the changes that ought to be made to the classrooms within the ADR and now will concentrate on the computer room and the loft. Students these days have high expectations of technology as well as experience with it thus the business school must take this consideration. The computer room must be equipped with computers that are up-to-date, with all the required software installed in them and able to perform all the functions that students rely on in terms of educational purposes and entertainment needs. The room must also be stocked with the essential I.T. devices such as printers (colour and non-colour), fax machine, projectors, scanners and other high-tech gadgets to help the students to get all of their work done in one area. A well stock I.T room enables the collaboration of activities of formal and informal learning to happen all in one place (Marshall Ruth, 2006). The layout should mimic the modern cyber-cafes in order to encourage students to visit this room frequently. Colours in this room should be bright and composed to have a creative feeling to its environment (AMA, 2006). Furniture in this room should reflect the creative and innovative mood by utilising modern and hip types of fashion and design as well as comfortable and mobile. The design and equipment of this room can create an environment where multiple activities either in groups or independently. In order to achieve this goal, the design should incorporate principles such as collaboration (equipment to support collaborative work), transparency (a cyber-caf design allows all activities to be visible), choice (a cyber-caf seating allow freedom to choose where to seat) and flexibility in terms of mobile and comfortable furniture. (Dugdale & Kainz, 2006).

This report breaks the foyer into 2 separate divisions in order to create 2 distinct environments. The first area is a general place for students to conduct group activities thus the area must be equipped with the tools (mobile writing boards, numerous computers, flexible furniture, Wi-Fi) to encourage group conversation and meetings (Oblinger G.,2006). Design must incorporate values of what students treasure and love thus aspects of comfort (lounge chairs, bean bags), layout (where things are placed), colour (bright, innovative & creative) and others must be thought out well. Design of this area must be unique taking into account of the strength and weaknesses of the space and facilities of the ADR (Cattier R., 2006). The second area is a place where both individual and individual learning can take place, the difference here is silence. Students these days prefer to study in an environment populated with sound (music, chit-chat, etc) while others prefer silence depending on the individuals particular tastes therefore the ADR should accommodate for these differences (Price, 2010). Though these two areas are close to each other, measures must be taken to ensure one area is secured and separated from the other to promote an atmosphere for students to study, reflect and contemplate matters in silence. The ADR could set up fish bowl designed rooms in the foyer such as the University of Emory has done (Cattier R., 2006), these rooms can be a place of solace for students who value studying in silence. 5.7 External Spaces External space in this context refers to the spaces between buildings, the lawns and gardens situated near the ADR. The idea of studying outside in the open with plenty of greenery and fresh air is an attractive one especially to Buckingham University students! However the weather in England is fairly unpredictable and makes studying outdoors almost impossible. The university could solve this dilemma by setting up external amphitheatres, sheltered courtyards and gardens such as done by MIT in Cambridge, Massachusetts (AMA, 2006). This would give students the chance to learn in an entirely different environment and a chance to connect with nature which can stimulate students (Gee, 2006).

6. Conclusion
This report has recommended various ways to enhance the learning spaces of the ADR building, though a lot of material and areas where covered, the full scope of examining and making effective changes to every aspect of the learning spaces within the ADR is too high in volume and detailed for this report however all points and suggestions listed may or may not help to bring change to the ADR it should be sufficient enough to show reasonable change and if not, at least a starting point of positive change. These changes are all hypothetical to the ADR yet have the potential to benefit all those who users it. As time marches forward, new becomes old and in order to adjust to this phenomenon, changes must be made. The ADR will have to undergo changes to keep up with all the new theories of changes relating to the spaces within it yet keeping the learning process true to itself. As Jimmy Carter once said We must adjust to changing times and still hold to unchanging principles.

References
Alan R. Cattier, Navigating Toward the Next-Generation Computer Lab, Learning Spaces, EDUCASE, Lexington, USA, 2006 Alexi Marmot Associates, Spaces for Learning, 2005 URL: http://www.jiscinfonet.ac.uk/Resources/external-resources/sfc-spaces-forlearning Viewed on: 25th February 2010 Barbara Pytel, 2006, Color and Learning, Suite101.com URL: http://educationalissues.suite101.com/article.cfm/color_and_learning Viewed on: 27th February 2010 BPS Research Digest, 2008, Classroom lighting could be harming pupils performance, Research Digest Blog URL: http://bps-research-digest.blogspot.com/2009/04/classroom-lighting-could-beharming.html Viewed on: 2nd March 2010 Cyprien Lomas, Student Practices and Their Impact on Learning Spaces, Learning Spaces, EDUCASE, Lexington, USA, 2006 Jennifer Wagaman, 2008, Inspiring students with Classroom Layout, Suite101.com URL: http://classroomorganization.suite101.com/article.cfm/inspiring_students_with_classroom_layout Viewed on: 28th February 2010 Joan K. Lippincott, Linking the Information Commons to Learning, Learning Spaces, EDUCASE, Lexington, USA, 2006 Lori Gee, Human-Centered Design Guidelines, Learning Spaces, EDUCASE, Lexington, USA, 2006 Nancy Van Note Chism, Challenging Traditional Assumptions and Rethinking Learning Spaces, Learning Spaces, EDUCASE, Lexington, USA, 2006 Ruth Marshall, Collaboration and Multimedia Classrooms, Learning Spaces, EDUCASE, Lexington, USA, 2006 Samuel Price, 2010, Silence vs. sound: Is one better while studying? The Stylus URL: http://media.www.thestylus.net/media/storage/paper1380/news/2010/02/03/Lifestyles/ Silence.Vs.Sound.Is.One.Better.While.Studying-3862538.shtml Viewed on: 12 February 2010 Shirley Dugdale and Chad Kainz, The USITE/Crerar Computing Cluster and Cybercaf, Learning Spaces, EDUCASE, Lexington, USA, 2006

Suzanne Pitner, 2009, How to Plan a Classroom Seating Arrangement, Suite101.com URL: http://classroomorganization.suite101.com/article.cfm/how_to_plan_a_classroom_seating_arrangeme nt Viewed on: 27th February 2010

Appendixes
Group Workings Originally we started with members however due to unforeseen events, our group number was reduces to two members. Kyoko Sumi and I (Sammer Talib) divided our work equally in terms of research and writing. We also discussed theories and debated on which ones to use in this report. We also interviewed staff and students in order to get their views and opinions on what changes should be made to be ADR building for the purpose of enhancing the learning spaces within it. We worked really well together in completing this report with good coordination, teamwork and synergy. Personal Views The section takes into account of the opinions, suggestions and recommendations of faculty and students concerning the potential alterations that should me used to the ADR building. The first concerns the I.T. room. The I.T room ought to be a comfortable place to study and relax thus ventilation within this room must be efficient. If the room is stuffy or too warm, students will feel discomforted and distracted which makes the learning process less efficient. Windows should be not locked and bars (as in prison bars) should be put in to prevent theft. A huge sign stating Buckingham Business School, Economics and Social Studies should be place on top of the ADR or where it is possible to be seen by many. A teachers lounge should be set in so that lecturers and staff can go and relax, eat, drink, watch TV, read, or even to chit-chat. A flat screen high definition plasma TV should be situated in the foyer, showcasing educational TV programmes relating to business and news. An independent (outside contractor) cyber-caf could be set up within or nearby the ADR building where drinks, food and high speed internet access is served.