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Effects of Learning Space Design on CALL Pedagogy
Angelika Kraemer & Scott Schopieray
Michigan State University
CALICO, Amherst, June 10, 2010
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Overview
Learning space design researchResearch studyLearning space design revisited Implications and recommendations
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Learning Space Design Research
“use of the physical environment is perhaps the least understood and the
most neglected”
- Banning and Canard (1986)
21st Century Learning Spaces
Demand flexibility
Have a social component
Have embedded technology
Are inspirational
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Walls, Schopieray, Devoss, 2009
Issues with Classroom Space
Our classrooms are often stuck in industrial revolution era designs
After elementary school we often give the physical environment very little thought when considering student development
Our spaces often communicate: What happens in a classroom is, and should be, abstracted from what is happening outside its walls
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Themes from Literature
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Static Design
Un-Wired
Teacher Centered
Individual Work
Flexible Design
Wired
Learner Centered
Collaborative Work
“Learning/Information Commons”
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CALL Learning Spaces
Redesigned learning studios coincide with:
Reformed curriculum Changes in pedagogy
and They seem to empower students to
collaborate and communicate in ways they had not previously done.
Tom et al. (2008)
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Poll
Look at the following pictures. >
Which classroom setup do you like and why?
Which classroom setup do you think students like and why?
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Research Study
Use of instructional spaceInstructor and student perceptionsSuggestions for redesigned spaces
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Context
Michigan State University No university-wide language requirement 2-year requirement in Arts & Letters Students are required to own a computer Over 30 languages offered Move toward hybrid language instruction 2 Mac language labs, 27 computer labs 84% of classrooms are technology-enhanced
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Participants: Instructors (N = 8)
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Participants: Students (N = 48)
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Instruments
Online surveysLikert-scale questionsShort-answer questionsDemographic information
Open-ended interviews with studentsProbes based on surveysComments on pictures
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Quantitative Results
Classroom setupsOverall impressionComfort of roomEase of teaching/learning in roomTechnology providedFurnitureEffects of setup on teaching/learning
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Classroom Setups - General
All (N=167) Lg courses (N=96)
Seats in rows 46 43
Seats in semi-circles 39 32
Tables in rows 30 9
Labs in rows 18 4
Pods 17 5
Labs in pods 11 1
Auditoriums 5 0
Large table 2 2
Angelika Kraemer:
Is this slide necessary?
Angelika Kraemer:
Is this slide necessary?
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Classroom Setups - Study
OHP 3
Tech Podium 6
Smart Board 1
Lab in rows 1
9 rooms have individual seats in rows, easy to modify
1 room has large tables with chairs, easy to modify
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Classroom Setups - Inst Favorite
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Classroom Setups - Ss Favorite
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Quantitative Results
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Effects of Setup on Teaching/Learning
Instructors Yes: 100%
Access to and interaction with Ss
View of teacher Movability Natural light Technology
Students Yes: 87%
Positive: 53% Negative: 25% Neutral: 22%
No: 7% Maybe: 6%
Comfort Semi-circle Size
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Qualitative Results
Effects of setup on teaching/learningPositive and negative aspects about
roomsSuggested changesComments on pictures (interviews)Additional comments
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Effects of Setup on Teaching/Learning
I think the way a classroom is structured affects the methods I can use when teaching. For instance, if I'm not able to easily move furniture I can be stuck teaching in only one style. The ease of technology use is also a factor, the technology can't be something that I have to spend a lot of time setting up. (T8)
It's hard to have more than a notebook open on the surface of the desk/chair, and it's grating. Many times during class my concentration is broken by having to juggle stuff around so that I can write comfortably, or someone else has dropped their books, pens, pencils, etc. all over the floor. (S13)
It should harbor co-operative, student centered learning, providing a multitude of opportunities for the instructor to easily give over control of the class to the students by have there not be a front of the room, always occupied by the instructor. (S38)
Positive Aspects about the Rooms
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Positive Aspects about the Rooms
Instructors Room Setup – space
to move, boards, windows
Ability to move Furniture
Technology
Students Windows/Natural
Light Writing Spaces –
Blackboards/Whiteboards
Ability to move furniture around
Technology
Negative Aspects about the Rooms
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Negative Aspects about the Rooms
Instructors Temperature Noise Classroom Setup Technology – not
working
Students Furniture – size,
style, blocked vision Way space is kept –
dirty, small, unorganized
Technology – not working
Temperature
Suggested Changes
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Suggested Changes
Instructors Room Setup Furniture Temperature
Students Furniture Room Setup Technology Temperature
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Comments on Pictures
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Additional Comments
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Learning Space Design Revisited
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Implications and Recommendations
Instructors ABC Students do not seem to have a
preference for a specific spaceStudents are concerned with the
teaching
=> Room design should impact pedagogy positively instead of trying to influence students
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Limitations
Small sample sizeLacking diversity of classroomsLacking diversity of language courses
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Future Directions
Continuation of study includingMore instructors and studentsStudents of different subjects
Examining changes in perceptions over time
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Thank you
Scott Schopieray
Director for Educational Technology
College of Arts and Letters
Michigan State University
Angelika Kraemer
Co-Curricular and Outreach Coordinator
Center for Language Teaching Advancement
Michigan State University
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