"There are more things in heaven and earth..."

This quotation from Hamlet demonstrates how one approach to the world can never adequately define it.  In this way, the factory model of education that we have inherited does not allow for the 'more things in heaven and earth.'

"Hamlet" by Iosmininos is licensed under CC BY 2.0

The very space where we conduct our courses influences how students behave and engage with content.   There are lots of schools that have changed the design of their schools to support better learning and curriculum.  Schools need to create spaces that allow for technology to take center stage in classrooms.  A New Design for Education demonstrates how technology has made the world smaller and allowed students to access content 24/7.  Technology also allows teachers the freedom to work individually with students to provide customized learning.

So, what are some steps to take to make a space more friendly to learning?  Flexible Learning Spaces demonstrates how soft rugs, comfortable furniture, and room to play have increased student engagement at an elementary school.  Flexible Learning Environments shows how even seating can help increase collaboration.  Seats on easy to move balls allow for students to move easily around the room.  Glass walls and a project based curriculum have helped engage students at High Tech High.  While other have found success in glass walls,  other schools such as the one featured in Architecture in Support of Learning have found success with other designs.  Walls that can easily be moved allow for collaboration while small tucked away nooks allow for reading and small group instruction. So, no single architecture is required - just a commitment to creating spaces that serve student needs.

Some schools such as Woorana Park Primary School have integrated the design of classrooms into their curriculum.  Students have built an almost life size spaceship and pirate ship.  As part of their interdisciplinary curriculum, they learn how to navigate ships and sea life.  Other times, they have even built time machines. Even library spaces are changing in response to this revolution in technology and design.

"Flexible Classroom" by Marco Antonio Torres is licensed under CC BY 2.0

Dr. Brueck's video demonstrates how GAFE can play a role in the way classrooms and curriculum are designed.  Testing is moving to online platforms.  This allows for questions to be geared to an individual student's level.  Additionally, it allows for easy grading for teachers and the ability to do analysis of assessments with ease.  The ability to connect across the globe allows for education to move beyond traditional classrooms into hybrid environments with both brick and mortar as well as online components.  It also frees curriculum to be in a constant state of beta testing.  Curriculum can constantly be experimental and improved.

As teachers and administrators, we need to keep certain principles in mind as we design spaces for the future.  This article demonstrates how learning environments are changing in three different ways. (1) They are becoming more virtual with a spike in the number of fully online and online support courses available to students in the P-12 setting.  (2) Curriculum is becoming more theme based by leveraging student interest in particular areas.  This can range from science and engineering to media studies.  Often, these specialized schools can take advantage of local resources including businesses and museums.  (3) These environments are becoming deconstructed.  Students, parents, and educators are experimenting with programs that promote self-directed learning in response to constant testing and assessments.

While this piece provides an excellent introduction for what teachers and administrators should consider when designing a space to support 21st century learning.  To start, the space needs to be designed in a way that encourages collaboration not only between students but between teacher and students.  Students also need to be able to work across classrooms.  In an age of electronics, there also need to be ample outlets as well as technology for teachers that allow them to lead through technology.  Something not as obvious would be lighting that can be easily controlled and dim to maximize viewing of electronic resources.

Beyond the classroom itself, teachers need to think about how they are building their online classrooms and presence as well.  This post provides some useful strategies.  First, teachers must think about audience and purpose.

"Group projects" by Olaf Gradin is licensed under CC BY 2.0

Like any institution, the University of Akron has some spaces that demonstrate these ideals and principles well and some spaces that could be improved.  Room 154 in the library is a great space that embraces the hybrid environment.  There are lots of electrical outlets for students to plug in and movable furniture to allow for collaboration.  The projectors allow for the sharing of screens and whiteboards make for easy brainstorming.

However, other spaces, such as the one our 575 class meets in could use some improvement.  There are not enough outlets in the room to allow all of us to charge at once.  Additionally, the availability of outlets do not correspond to where seating is usually located.  The tables are often hard to move (not nearly as movable as those in the library.)

My biggest critique of technology and space at the University of Akron would be related to course delivery.  There are courses that meet face to face that I think would be better served in an online environment.  Similarly, some of my fully online courses might be better served by some face to face instruction.  I enjoyed the content that we discussed in Cultural Foundations, but feel that we could have engaged better in a face to face environment.  Discussion boards did not seem sufficient to tease out complicated issues such as racism and bias.  Similarly, I wish we could have some more face to face support for the assessment course I am currently taking.  Some of the more complicated concepts are harder to decipher in a fully online environment.  I would encourage those who decide how courses are delivered to consider these suggestions.