Future Learning Spaces

Stefan Sonvilla-Weiss & Owen Kelly (eds.) future learning spaces DESIGNS ON ELEARNING CONFERENCE PROCEEDINGS 2011 Stefan Sonvilla Weiss & Owen Kelly (eds) FUTURE LEARNING SPACES papers and presentations from DESIGNS ON E-LEARNING 2011 hosted by The School of Art, Design and Architecture, Aalto University Helsinki Aalto University publications series ART+DESIGN+ARCHTECTURE 2/2012 ISSN 1799-4861 ISBN 978-952-60-4517-7 (pdf) © Authors (see below), and Aalto University School of Arts, Design and Architecture Department of Art 2012 E-book cover illustration and design: Stefan Sonvilla-Weiss Interior design and layout: Owen Kelly Conference front of house: Jennifer Ramirez Saldarriaga Conference streaming and technical co-ordination: Jari Manninen Conference catering: Milla Richt at Soupster Aalto University School of Art and Design P.O. Box 31000 FI-00076 AALTO FINLAND arts.aalto.fi The essays and presentations collected here are all licensed under the Creative Commons Attribu- tion-NonCommercial-NoDerivs 3.0 Unported License, except where explicitly stated. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. Contents Introduction 6 Stefan Sonvilla-Weiss PART ONE: KEYNOTE SPEAKERS Quality Assurance and the Phenomenological Space Design 10 Mauri Ylä-Kotola The place of peer production in the next long wave: 16 opportunities for Romania Michel Bauwens PART TWO: INSTITUTIONAL SPACES Digital Spaces for Learning and Assessment 43 in Art and Design Ian Pirie, Stewart Cordiner and Jenny Triggs Balancing Learning in Organizations 68 Antti Katajainen Engaging Art and Design students 72 using institutional online learning spaces Tony Reeves Learning Space under construction: concepts for 83 the change of media and communication in academic education Christina Schwalbe and Torsten Meyer Digital Multi-User Interactive Systems 99 to enrich socialization and the learning process: E-Learning Centers U. Porto Pedro Neto, Andrea Vieira, Bruno Moreira, Joäo Sarabando, Ligio Ribeiro Using 360 virtual tours to create inspiring learning spaces 131 Sandra Franklin PART THREE: NETWORKED SPACES Extending the virtual and physical learning environments 135 Illka Kukkonen Web 2.0: enabling students’ critical thinking skills 142 through deferred e-learning systems Nandish V. Patel Exploring reuse of educational resource in art and design 156 practice based learning and teaching Chris Follows An art school’s website as an upskilling and match-making platform? 163 Peter Purg Closer to the edge? 174 Lucy Renton PART FOUR: EXPERIMENTAL SPACES Open Spaces for arts education - the ALTO ecosystem model 186 John Casey, Wolfgang Greller, Hywel Davies, Chris Follows, Nancy Turner, Ed Webb-Ingall Good guys are handsome and bad guys are ugly in entertainment: 205 could there be a serious application in education? Juha Keinänen Medienbildungsraum: media - art - space 213 Torsten Meyer, Timo Meisel and Kontanze Schütze Located lexicon: a project that explores how 219 user generated content describes space by Peter Rogers & Juliet Sprake Virtual Teaching: the photography experience 235 in a Spanish fine arts faculty Yolanda Remacha Menendez PART FIVE: SOCIAL SPACES The breaking of the circle: playing with, through, 240 against the boundaries of the medial circle Wey-Hay Tan Online social networking sites in education: 251 a case study of NTIC-edusocial group Eva Durall Memory Palaces in Pocket Worlds 274 Owen Kelly The aspects of collaborative creation: a new approach 282 for networked learning Eeva Meltio The making of a maker-space for open innovation, 293 knowledge sharing and peer-to-peer learning Elizabet M Nilsson New immersive (panoramic) mass media 299 Ina Arendt PART SIX: INTERACTIVE PERFORMANCE SPACES Connective environmental education: augmented-reality 312 enhanced landscapes as ditributed learning ecosystems Salvatore Iaconesi, Luca Simeone, Cary Hendrikson, Oriana Persico The sky is falling ( a day in the life...) 322 Michael Demers APPENDICES About the Authors 327 About the Creative Commons Licence 330 DoEL 2011: introduction Stefan Sonvilla-Weiss The notion of space regains fresh momentum every time anew we interact with the world around us. As mobile devices weave into the fabric of everyday life, one is no longer confined to a specific location, time and place in accessing and interacting with communication technologies. Thereby the interfaces become more adaptable and fluid according to the user’s needs for switching seamlessly between augmented, real and virtual information and communication techniques and practices. In educational contexts, however, we are still entangled in the three-dimensional space of Eucledian geometry with which we commonly associate the institutional place of action, yet overlooking at the same the temporal dimension in it. Fragmentation, acceleration, accumulation, synchronicity, ubiquity of information storable and retrievable at different locations at the same time finds its equivalent in mobile and flexible living-, learning- and working arrangements. The conference topics of investigation delves into these temporal intertwined modes of action between individuals, groups and institutions so as to uncover hitherto unex- plored and unarticulated concepts and experiences which would help us to co-develop the creative spaces of the future. The scope of investigation and participation is conceived as an interdisciplinary dialogue and discussion among students, academics, researchers, decision and policy makers, entrepreneurs and practitioners from various fields. Specific emphasis is laid on cross-disciplinary dialogue between architects, designers, media artists, educators and entrepreneurs who are passionate about challenging novel media and means of interaction. The main conference topics deal with the technological, social, cultural and aesthetic dimensions of creative learning spaces and will be discussed in four panels with the fol- lowing themes: 1. Open experimental space 2. Institutional space 3. Social learning space 4. Networked space 6 Stefan Sonvilla-Weiss · Introduction How strongly do social software tools impact on current practices in e-learning in general, and second, what are the implications for the student’s mode of interaction (social factor), aesthetics (interface culture) and techniques (interoperability)? Some of my findings derive from actual research on learning ecology and multiple reality con- structions, which reciprocally both affect and are affected by multiple facets in socio- economic and culturally encoded concepts of living. One of these aspects relates to competitiveness in a global job market, which is in fact the driving force behind the concept of lifelong learning and the prevailing motivation of our students to continuously qualify. Interestingly, yet not surprisingly, connectivity has expanded into fluid forms of networking on the basis of immaterial value exchange. Shared spaces where people can communicate, exchange and aggregate information, co- author and co-create areas of common interest, need flexible and adjustable arrangements. Some of the key problems include the limitations of interactions with structured tools; another confinement relates to interface design, communication and learning tools. As an alternative to conventional tools we want to explore how modular tools can expand functionality; to what extent social tools encourage individual expression and connect learners and content; how synchronous tools can be integrated; and how learner- centered tools encourage learning ecology. The types of tools suggested include Blogs, Wikis, Virtual Worlds, social tools, networking tools, collaborative spaces, and connec- tion-making protocols. But how do these alternatives provide the learner with control of the type of content explored, and how do they explore to effectively meet their learning goals? In the Open experimental space discussion we want to look at the lessons that can be learned from the creative use of architectural space, and the modes of interaction that can arise within it. We will reflect upon innovative & interactive collaborative learning techniques. How do social media, augmented spaces and networking tools constitute new forms of blended learning? In the Social learning space panel we will explore connectivism & strategies for learning in mobile spaces. Can we expect to see smooth technology working in sustainable ways? In the Networked space discussion we want to discover how is learning affected by the metaverse, ubiquitous computing & the reconceptualisation of cities as dynamic learning spaces? How does institutional space extend into informal networked space and what would be the role of the university if many of its current services were disaggregated to specialist providers on the web? At the core of the Institutional spaces discussion is the question what would happen if we share resources across the institutional boundaries and to work together in a spirit 7 Stefan Sonvilla-Weiss · Introduction of collaborative research and teaching? Digital network culture has not only been changing the modes of media production and distribution: it coevally conveys emerging models of cooperation, communication and interaction by accumulating various ideas, talents and capabilities. Hence, the tasks of tomorrow’s artists is that of an intermediary, a catalyst between diverse fields of knowledge, ways of thinking,

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