Learning Resources

Abstract: Planners are being asked to define programs earlier to facilitate the public-private partnership (P3) selection process for increasingly complex build types. This session will focus on how University of California Merced defined an academic and research science program for an unknown group of scientists to allow for a selection process, the resultant design dilemma faced by the architects, and how the team took on the challenge of modifying the generic laboratories.

Abstract: Through cross-disciplinary collaboration, Pennovation Works at the University of Pennsylvania has become a successful place for entrepreneurship in the 21st century. The Philadelphia campus unites research and private venture in a central innovation incubator and generates a diverse community, new economy, and enhanced visibility for its institution. We will reveal our methodology for how institutions can generate new economies, define an innovation campus identity, and utilize brownfields. Come learn how integrated design of collaborative space can inform a non-traditional innovation campus.

Abstract: The demand for graduates and technicians in the academic fields of science, technology, engineering, and mathematics (STEM) is influencing the design of specialized educational facilities in community colleges. Community colleges are increasingly aligning their academic programs to the specific economic development priorities and projected demand for skilled labor in the geographic regions they serve. It is expected that partnerships with local industry will increasingly shape curriculum development and facilities design. This trend is rapidly developing in California, where community colleges are incorporating sophisticated simulation laboratories, makerspaces, and innovation centers outfitted with advanced infrastructure and equipment, along with spaces that support the full spectrum of competencies required for graduates to succeed in the STEM labor market.

Abstract: This article discusses furthering research on distance education and technological advancements across institutions through the launching of a national research center. Specifically, the authors discuss developing an institutional capacity to conduct research, harnessing resources to support research, leading research initiatives and collaborations, and mapping the future of data collection and analysis.

Abstract: This report was produced by the research team awarded the M. Perry Chapman Prize for 2013–2014.

As the recipients of the 2012–2013 Perry Chapman Prize show in their report, Research on Learning Design: Present State, Future Directions, the study of learning spaces in tertiary education is an emerging field in which the key issues are to “establish a body of knowledge that will guide the design, remodel, and use of new and existing learning spaces” and “evaluate these learning spaces by developing research to determine whether and how they fulfill their purposes.”

This report aims to produce complementary work by addressing the larger context of the university campus and students’ perceptions and experiences of their learning at the tertiary level more generally. Rather than starting from environmental psychology or behaviorist models, it explores the value of applying contemporary approaches from the social sciences to learning space design, an approach increasingly being developed. This, however, is not just a matter of applying a different research method; it also concerns the underlying problem of how we conceptualize relationships between material space and its occupation both generally and specifically in relationship to learning. In fact, over the last few years, theorists across many disciplines that deal with material space—such as geography, anthropology, and science and technology studies—have been critically examining precisely this issue of rethinking how to conceptualize the interrelationships between space, people, artifacts, and activities.

Abstract: This article proposes a framework that can help institutions break down and analyze the costs of online learning so they can make decisions about how to improve the cost-efficiencies of online education. The framework involves looking at costs across elements (which include the two stages of development and delivery plus administration of the enterprise) and seven factors: students, faculty, other staff, course design, content, infrastructure, and policy. The elements and factors may combine and interact, thereby improving (or not improving) cost-efficiencies. Where possible, current research results are included and areas where research is needed are identified.

Abstract: Today’s college students believe that learning technologies are necessary tools that should be integrated into their course work. However, faculty have not yet responded to these expectations. This qualitative study engaged approximately 100 faculty and undergraduate students at the University of Washington in focus groups to explore this discrepancy between students’ desires to utilize technology and actual faculty integration of technology. Universities and colleges can resolve this digital disconnect by assisting in planning curricula to meet student and teacher needs, aligning support and services to technology adoption to overcome present barriers, and informing the design and development of educational technology.

Abstract: This book describes the order of magnitude of change that will be necessary to compete in the knowledge economy. Included are descriptions of current and upcoming technological advances that directly effect educators and learners. Several short stories or vignettes are used to help the reader understand what “e-Knowledge” is and how it will directly effect their life. The book closes with 10 ways to achieve success in the emerging e-Knowledge future.