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CAMPUS TECHNOLOGY | April/May 2017
Three universities share how they have tailored their classrooms for immersive learning, collaboration, large classes, pedagogical research and more.
By David Raths
THE CONCEPT OF designing spaces for active learning has taken hold over the last decade, starting with projects such as North Carolina State’s Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) and MIT’s Technology Enabled Active Learning (TEAL) classrooms. These efforts focused on transforming classrooms from the lecture format to project-based work.
As active learning classrooms have spread to many other campuses, however, there has been a growing recognition that learning and study spaces can’t be uniform in design — and that it is preferable to tailor them to specific pedagogical and technological needs.4
