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SUMMARY:Rethinking university learning spaces: students as generators of k
 nowledge - Matthew Riddle
DTSTART:20090122T130000Z
DTEND:20090122T140000Z
UID:TALK13910@talks.cam.ac.uk
CONTACT:Bjoern Hassler
DESCRIPTION:The design of spaces to support the generation of knowledge by
  students themselves is an important and neglected field. Kornberger and C
 legg (2003) argue that space is a hidden precondition for the processes of
  organisation\, and that spaces could be designed in three different realm
 s\, borrowing Foucault’s (1970) idea of a ‘heterotopia’. Firstly\, s
 paces for experimentation can “create new graveyards for old ideas and m
 aternity ward for the new\; generate playfully possible realities and real
  possibilities”.  Secondly\, spaces for new languages can allow new disc
 ourses “where one can hear voices that are not normally heard”.  The t
 hird realm is a space for new identities\, “in which we can play differe
 nt roles” (Kornberger and Clegg\, 2003: pp. 86-87).\nAlthough the obviou
 s purpose of higher education is the development of independent thinking s
 kills and domain knowledge by and for students\, the design\, control and 
 organisation of learning environments is primarily the responsibility of a
 dministrators and teaching staff. With large group lectures and seminars s
 till predominant in higher education\, the organisation of space and time 
 configures students as receivers of knowledge until the point of graduatio
 n\, at which time they are expected to produce knowledge of their own. The
  "Spaces for Knowledge Generation Project":http://www.skgproject.com/ exam
 ines models for making this student experience more coherent.
LOCATION:CARET\, 16 Mill Lane\, 1st floor
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