Page 7 - Campus Technology, October/November 2018

LEARNING SPACES
fellows chose the type of classroom in which they most often teach). The participants’ self-sorting created multi- disciplinary “design teams” that included fellows from dif- ferent IU campuses. Providing this opportunity for cross- discipline as well as cross-campus collaboration was a major goal of the symposium.
On the day of the symposium, each design group received inspiration images of the classroom of their assigned type. Then, each group was asked to create their own classroom with a design prompt that encouraged participants to “think differently and think big” about their classroom design. Over the course of 90 minutes, the groups were asked to brainstorm and then both sketch their ideas on glass boards and capture their ideas in a shared Google doc. In that way, their work could be shared with multiple stakeholders.
After lunch, the groups each presented their own designs and engaged in conversation about their ideas. Members of the Learning Spaces team were on hand to listen to the fac- ulty discussions about the future of spaces at IU. As Larry Darling, principal learning spaces engineer, noted, “This event presented a unique opportunity to observe the design process, as end users planned their ideal teaching environ- ments. This type of access challenged my paradigm of what defines a successful learning space. As I move forward, I will be able to share this refinement with other members on my team as we implement future classrooms.”4
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CAMPUS TECHNOLOGY | October/November 2018
Fellows sharing their final classroom designs with another design group