Modern Learning SpacesOffering students the best options to carry out their learning processes, that include coping their needs and interests, involves ‘creating’ and ‘designing’ proper spaces with all the facilities possible, according to the context, institutions’ vision and mission, and a deep sense of team collaboration.
Nowadays, learners are the owners and ‘managers’ of their goals. They are exposed to an ongoing transformation that demands quick moves, adaptability, cooperation, teamwork skills, and most importantly, enough criteria for self-assessment and decision-making. These learners do need even more learning spaces than the physical ones.
However, this task could not be carried out without support from very well-trained staff, who can be their own partners, tutors, consultants, and other people with critical perspectives, deeply committed with the effective use the great amount of technological resources, for the benefit of the global community.
Providing such ‘learning spaces,’ either formal or informal, would make a big difference. If we really want students to be engaged and challenged in our classes, at schools, universities, etc., the investment to be made, both economical and motivational, will not be a waste of time and money. These learning spaces will provide more opportunities for knowledge, culture, global cooperation, and for different skills’ development (self- assessment, teamwork, critical thinking, problem-solving, decision-making) to arise… In only one concept, or better, in only one learning theory, designing appropriate modern learning spaces and environments will surely develop ‘active learning.’
The Role of Community
Based on the readings, and taking into account my personal experience throughout the Masters Course, I believe that in order to form a solid community there must be…
• A real commitment to get involved and to actively participate in its collaborative construction.
• Capacity of listening and communicating assertively, showing interest and abilities for team working, as well as for trusting in the community members.
• Understand others’ ideas with respect and tolerance helped by a well-directed guidance, in charge of an instructor who manages both social and cognitive skills.
I think that definitely NLE is based on collaborative work. By means of the forums, WIZIQ sessions, wiki, collaborative glossary, mindmapping, etc., we are actually building a community. We interact to share points of view and doubts, achieve agreements, which allow us to clarify concepts, and expand what we now. In NLE we are reaching long-life learning, due to its socio-affective and cognitive components. As Shaffer and Amundsen(1993) state “creating a community is a mutually empowering act.” The NLE tutor is enabling us to grow our knowledge and think of the necessary changes we have to go through in order to improve our teaching practices, and updating ourselves with the global technological advances and tools. Besides, being reflective and flexible concerning students’ schedules and tasks have also been positive attitudes the NLE tutor has shown. This is the balance an online class should offer and promote.
One of the strengths gained in NLE is the development of “social presence” we are able to show now, after having being through some other virtual classes before, during the Masters Course, as I said above. I remember, for example, the concept of ‘Netiquette’ which was one of the first things we learned in the second semester. These guidelines were fundamental for making communication flow in a respectful and effective way.
Finally, I think that NLE is a learner-centered designed course, that promotes autonomy at all times. Besides, it also serves to deepen our sense of belonging to a group of committed teachers who share more than knowledge: we also share values and as a consequence, I would say, an identity as a group already characterizes us.
References
Brown, M. (2005). Learning Spaces. In Educating the Net Generation, Chapter 12. Educause. Retrieved on March 2nd, 2010 from www.educause.edu/educatingthenet gen/
Reynard, R. (2009). Designing Learning Spaces for Instruction, not control. Campus Technology. Retrieved from http://www.campustechnology.com/Article/2009/04/29/Designing-Learning-Spaces-for-Instruction-not-Control.aspx
