Page 160 - Educational Technology A Primer for the 21st Century

152 9 Learning Space Design

Pedagogy

Extends
Space Technology
Embeds

Fig. 9.1 Pedagogy-Space-Technology (PST) framework. Adapted from Fisher (2005)

have desirable outcomes; that is to say, think of PST as a cradle-to-grave frame-
work. While only two life-cycle stages are represented in Table 9.1 (as the
columns—Conception and Design and Implementation and Operation), the
framework could be made more fine grained by splitting these into more than two
columns corresponding to more life-cycle stages and writing appropriate questions
for each stage. In addition, later stages could be added. Thus if a particular insti-
tution has a prescribed set of project stages with decision points (a.k.a., key
milestones), then the basic PST framework questions can be rewritten to suit the
declared delivery steps or key decision stages for the institution; PST can be tai-
lored to meet particular ways of doing work.

9.3 Principles for Learning Space Design

In this section, a number of principles to guide the effective design of learning
spaces are discussed. The first consideration, however, is to focus on the use of the
learning space, namely the activities to be supported in the space.

9.3.1 Linking Activities to a Learning Space

Multimodal learning settings can be collocated and clustered to allow in a space to
fit the learning activities targeting those technologies. Some technologies and
activities are useful in a wide variety of activities that make such clustering difficult.
See Table 9.2 for a partial elaboration.