Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (EN)
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Developing concepts for an improved use of furniture and digital technologies in schools, universities, and further education

Video of the project

Type of project:

Research project; collaboration with Steelcase

Duration:

2006 - 2009

Involved staff members:

Description:

Research on technology-enhanced learning attributes strong potential benefits to so-called „new learning spaces“ (Mäkitalo-Siegl, Zottmann, Kaplan & Fischer, 2010) to increase the quality of both learning processes and outcomes. Although typically digital technologies are associated with new learning spaces (Lui & Slotta, 2014), new learning spaces may also include innovations with respect to architecture and physical objects such as chairs or desks (Sutherland & Sutherland, 2010). For example, new learning spaces are supposed to include furniture that can quickly be re-assembled to afford the realization of and effortless transitions between different modes of instruction and different social learning modes. However, to really make learning in new learning spaces effective, it is indispensable that teachers and students recognize their potential benefits and use the given affordances accordingly. Yet, since teachers and students typically lack prior experiences with new learning spaces and instead have spent thousands of hours in “traditional” learning environments, it is not surprising that the affordances of new learning spaces are very often not realized (Kollar et al., 2014). Instead, teachers and students typically rely on familiar learning scenarios (such as direct instruction), which they have perceived as functional. Nevertheless, in an empirical study we were able to show that crucial learning indicators such as the quality of collaboration and the quality of group outcomes can be increased when students are provided with explicit instruction on how to use the affordances of new learning spaces. On the motivational-affective side, however, this comes at the cost of lower levels of emotional well-being. Possibly, such negative effects might however be reduced the more time students spent within such new learning spaces.

Goal:

This project aims to answer the question how teachers and students use so-called „new learning spaces“ (Mäkitalo-Siegl, Zottmann, Kaplan & Fischer, 2010) and what barriers exist that hinder an effective use of the potential benefits that are associated with new learning spaces. Also, we investigate how teachers and students can be supported in the use of new learning spaces, possibly resulting in increased knowledge and skill acquisition as well as motivational and affective benefits.

Results:

Several of our empirical studies showed that teachers and students often have severe difficulties in realizing the potential benefits of new learning spaces. Reasons for this seem to be absence of prior experiences with new learning spaces as well as an incompatibility with existing internal teaching-and-learning-related scripts. In further studies we found that students can be supported in their use of new learning spaces in a way that would increase the quality of certain learning processes and outcomes. However, as a downside this seems to go along with motivational-affective problems such as decreased emotional well-being when being forced to learn in an unfamiliar environment.

Cooperation partner:

Steelcase

Important publications:

  • Kollar, I., Pilz, F. & Fischer, F. (2014). Why it is hard to make use of new learning spaces: a script perspective. Journal of Technology, Pedagogy and Education, 23(1), 7-18.
  • Pilz, F., Kollar, I., Fischer, F. & Remke, B. (2009, January). Certainty and uncertainty in the use of mobile furniture during collaborative learning and decision making. Paper presented at the Stellar Alpine Rendezvous Meeting on Technology-Enhanced Learning. Garmisch-Partenkirchen, Germany.
  • Slotta, J., Tissenbaum, M., Lui, M., Alagha, I., Burd, E., Higgins, S., Mercier, E., Fischer, F., Pilz, F., Kollar, I., Moher, T., Gnoli, A., Jaeger, A., Wiley, J., Lopez Silva, B., Evans, M., Motto, A., Brunger, A., Crider, J., & Wilkins, J. (2011). Embedding CSCL in Classrooms: Conceptual and Methodological Challenges of Research on New Learning Spaces. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings, Volume 3 - Keynotes, Symposia, Practitioner-Oriented Events, Pre-Conference and Post-Conference (pp. 1081-1088). International Society of the Learning Sciences.