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Information Spaces for Creative Conversations

Bob Fields Tamara Al-sheikh Andy Bardill Sara Jones Meirion Williams Learning and Teaching Practice Experts Group 13 July 2010. Information Spaces for Creative Conversations. Middlesex University City University http:// idc.mdx.ac.uk/iscc. Observations and premises.

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Information Spaces for Creative Conversations

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  1. Bob Fields Tamara Al-sheikh Andy Bardill Sara Jones Meirion Williams Learning and Teaching Practice Experts Group 13 July 2010 InformationSpaces forCreativeConversations Middlesex University City University http://idc.mdx.ac.uk/iscc

  2. Observations and premises • Design is done and learned conversationally • Through conversation ideas exchanged, design concepts modified, alternatives explored • However, learners often disengage, playing no part in conversation • Technology often part of the problem! • Distracting gadgets; learners and tutors in ‘Presentation mode’; difficulty of taking notes and taking part simultaneously

  3. Conversational Spaces • Allow learners to: • Bring digital and physical materials to the table • Engage peers and tutors in discussion • Critique the work of others • Connect with earlier work and prior decisions • Reflect, review, comment later • Key technology elements • Display and projection onto table or whiteboard • Writeable table surfaces • Video recording conversation and design critique sessions • Delivery using video podcasting and blogs

  4. Case studies and trials • Studies at City and Middlesex covered • Levels 2, 3, 4 • Disciplines: computing, design • Variations in contact duration and pattern • Learning activities • Cohort size • Face-to-face, in class sessions Photos Other media Reflections

  5. Technology setup • Packaged ‘Pods’ containing computer, camera, networking, audio capture, etc • Apple Podcast Producer • Blogging / Moodle for delivery to students • Explored Wii-remote based interaction, interactive tables & whiteboards

  6. Beyond the case studies Lessons learned The Future… Technology selection and setup What works? What really adds value? What else is possible? Preparation and readiness Of staff and students? Longer-term sustainability Wider uptake and embedding • Importance of packaging • Reliability matters • Readiness to engage • Putting learners in control • Conversation happens all over the place – not necessarily where we expect it • How can we support it?

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