Designs for Deeper Learning

While rethinking the design of classrooms and libraries isn’t new, there is a growing interest in how to transition from traditional, factory-model schools to designing participatory learning spaces to serve today’s students best, as noted in an earlier post.

In his paper Campfires in Cyberspace, futurist and philosopher Dr. David Thornburg uses primordial metaphors and analogies to “clarify the role of various processes and environments” to consider when “creating an educational system geared for leaners and educators.”

He outlines how “learning takes place in four spaces, only a few of which are honored in most schools. [He] offers a new theory for educational systems based on four primordial learning spaces: campfires (information), watering holes (conversation), caves (concept), and life (context).”

It is appropriate to take these same four considerations for educational systems and apply them to “rethinking” the use of space and time in schools, eventually leading to an empowering curriculum, participatory pedagogy, and meaningful assessments.

In a Tweet [10:18 AM – 16 Jul 2014], Digital Strategist and Designer David Jakes noted the following:

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So, yes. There is a caution. As the use of space and time is redesigned, we must make certain that traditional, industrial systems of learning not, as David observed, ”tack on” approaches, such as a Makerspace, Genius Hour, and project-based learning, without deep and thoughtful changes in TWTHABD (The Way Things Have Always Been Done).

How has the use of space and time in your learning organization prompted deep change? How did you overcome TWTHABD? Does your learning organization support learning around campfires, watering holds, and caves? How has your learning organization overcome “tacking on” to the traditional?

Please share your story.

Running the Digital River of Learning with You,
Emily

 

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