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Which space? Whose space? An experience in involving students and teachers in space design

Casanova, D; Di Napoli, R; Lejon, M (2017) Which space? Whose space? An experience in involving students and teachers in space design. TEACHING IN HIGHER EDUCATION, 23 (4). pp. 488-503. ISSN 1356-2517 https://doi.org/10.1080/13562517.2017.1414785
SGUL Authors: Di Napoli, Roberto

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Abstract

To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching In Higher Education on 12/12/2017, available online: http://www.tandfonline.com/10.1080/13562517.2017.1414785
Keywords: 1303 Specialist Studies In Education, Education
SGUL Research Institute / Research Centre: Academic Structure > Institute of Medical & Biomedical Education (IMBE)
Academic Structure > Institute of Medical & Biomedical Education (IMBE) > Centre for Innovation & Development in Education (INMEID)
Journal or Publication Title: TEACHING IN HIGHER EDUCATION
ISSN: 1356-2517
Dates:
DateEvent
12 December 2017Published Online
25 November 2017Accepted
Publisher License: Publisher's own licence
URI: https://openaccess.sgul.ac.uk/id/eprint/110368
Publisher's version: https://doi.org/10.1080/13562517.2017.1414785

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