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Aligning learning spaces with the curriculum: does it matter? Jonas Nordquist, PhD Karolinska Institutet, Sweden

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Page 1: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Aligning learning spaces with the curriculum: does it matter?

Jonas Nordquist, PhDKarolinska Institutet, Sweden

Page 2: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Karolinska Institutet

Page 3: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Geographical spread

Page 4: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

INTERPROFESSIONAL

LEARNING

STUDENT ACTIVATING

METHODS

PEER-TO-PEER

LEARNING

COLLABORATIVE

LEARNING

TEAM-BASED

LEARNING

CASE BASED

LEARNING

PROBLEM BASED

LEARNING

Page 5: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

SOFTWARE HARDWARE

Healthcare needs of the 21st Century

Buildings and spaces from the Mid-1900’s

CURRICULUM VALUES

PHYSICAL LEARNING

SPACES

Page 6: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

The Traditional Classroom

Page 7: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
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Mental images / underlying assumptions

Page 11: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
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The Educational Fundament

• Dialogue

• Visualization

• Peer-to-Peer Learning

Page 14: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Learning landscape: different scales

City

Campus

Building

Classroom

Page 15: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Re-development

Page 16: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Formal Learning Spaces

Page 17: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
Page 18: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
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Page 24: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
Page 25: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Clinical Learning Spaces

Page 26: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
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Informal Learning Spaces

Page 29: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

No Identity, No Relation, No History

Augé M. 1995. Non-places: An introduction to supermodernity. Verso Books, London.

Page 30: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University
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“Signature spaces”

Spaces with a “twist”

Functional spaces

Page 46: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Sticky Spaces

Page 47: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Redevelopment New Production

+150 Classrooms BiomedicumLaboratory, 3rd Floor

+ 15 Informal learning spaces

Neo Laboratory, 5th

Floor

New KarolinskaUniversity Hospital, all formal learning spaces, clinical and non-clinical

Page 48: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

SOFTWARE HARDWARE

Healthcare needs of the 21st Century

Buildings and spaces from the Mid-1900’s

CURRICULUM VALUES

PHYSICAL LEARNING

SPACES

Page 49: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

Conclusion

Page 50: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

References

• Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University Buildings. RIBA Publishing, London.

• Nordquist J, Sundberg K & Laing A. Aligning Physical Learning Spaces with the Curriculum. AMEE Guide 107 in Medical Education Management Series.Published in Medical Teacher 2016;38:8.

• Nordquist J. Alignment Achieved? The Learning Landscape and Curricula in Health Professions Education. Medical Education 2016;50(1).

• Nordquist J, Laing A. Designing Spaces for the Networked Learning Landscape: Design of Learning Spaces. Medical Teacher 2015;37:337-343.

• Kitto S, Nordquist J, Peller J, Grant R, Reeves S. The disconnections between space, place and learning in interprofessional education: an overview of key issues. J Interprofessional Care. 2013;27. Suppl 2:5-8.

• Nordenström J, Kiessling A, Nordquist J. Building for change: university hospital design for future clinical learning. J Interprofessional Care. 2013;27. Suppl 2:72-76

• Nordquist J, Sundberg K. An educational leadership responsibility in primary care: ensuring the physical space for learning aligns with the educational mission. Educ Primary Care. 2013;24(1):45-49.

• Nordquist J, Laing A. Spaces for learning – A neglected area in curriculum change and strategic educational leadership. Medical Teacher2014;36(7):555-556.

• Nordquist J et al. Focusing on future learning environments: exploring the role of space and place for interprofessional education. J Interprofessional Care. 2011;25(6):391-393.

• Nordquist J, Kitto S, Reeves S. “Living museums”: is it time to reconsider the learning landscape for professional and interprofessional education? J Interprofessional Care. 2013;27. Suppl 2:2-4.

Page 51: Aligning learning spaces with the curriculum: does it matter? · • Nordquist J. 2016. Introduction to Learning Spaces. In Taylor, I. (ed). Future Campus: Design Qualities of University

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