Active Learning Post-Occupancy Evaluation

UNIVERSITY OF LISBON- INSTITUTE OF EDUCATION

Tool and studyThe Active Learning Post-Occupancy Evaluation (AL-POE) research tool was developed by Steelcase Education (SE) researchers in an effort to measure the effect of our solutions on student engagement in the classroom.

The following is a presentation of the tool and results of its administration from 21st of February to 24th of March 2017, at University of Lisbon- Institute of Education, Portugal.

Table of contents

1

2

3

Participants

Overview of Post-Occupancy Evaluation Results

Results in context and consideration

1. Participants

1.1 Students

Demographics from Students

Type of environment Participants n=13*

*usable data

23.08%

38.46%

30.77%

23.08%

7.69%

15.38% n/a

Standard (as indicated in question above)

node Chairs

LearnLab ("X" table layout)

media:scape (technology enabled tables)

Verb

media:scape LearnLab ("X" table layout with technology-enabled tables)

Demographics from Students

Instruction effectiveness

*usable data

6.67%

20.00%

73.33%

Very Ineffective

Ineffective

Somewhat Ineffective

Neither Effective nor Ineffective

Somewhat Effective

Effective

Very Effective

Participants n=15*

Demographics from Students POE

Type of instruction

*usable data

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0 0

0.7857

0.2143

0

Only lecture Only lecture > student-to-student workEven mix of lecture and student-to-student work Only lecture < student-to-student workonly student-to-student work

Participants n=14*

Demographics from Students POE

Overall view of engagement

*usable data

7.14%

78.57%

14.29%

Not at all

Slightly

Moderately

Very engaged

Extremely

Participants n=14*

1.2 Instructors

Demographics from Instructors

Type of environment

*usable data

13.33%

40.00%

40.00%

6.67%

33.33%

6.67% n/a

Standard (as indicated in question above)

node Chairs

LearnLab ("X" table layout)

media:scape (technology enabled tables)

Verb

media:scape LearnLab ("X" table layout with technology-enabled tables)

Participants n=15*

Demographics from InstructorsHad Professional Development?

*usable data

Participants n=16*

Effectiveness of Professional Development

56.25%43.75% YES

NO

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

0.00% 0.00% 0.00%

Very Ineffective Ineffective Somewhat Ineffective

Neither Effective nor Ineffective Somewhat Effective Effective

Very Effective

Demographics from Instructors

Type of instruction

*usable data

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

0.00%

Only lecture

Only lecture > student-to-student work

Even mix of lecture and student-to-student work

Only lecture < student-to-student work

only student-to-student work

Participants n=16*

Demographics from Instructors

*usable data

Overall view of engagement on student level

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

0.00%

6.25%

31.25%

50.00%

12.50%

Not at All engaged

Slightly engaged

Moderately engaged

Very engaged

Extremely engaged

Participants n=16*

2. Overview POE Results

Overview Student-Instructor Practices

Student, n=13

Traditional ALCCollaboration

FocusActive involvement

Opportunity to engageMultiple means

In-class feedbackReal-life scenarios

Ways of learning bestPhysical movement

StimulationComfortable to participate

Enriching experience

Traditional ALC

Instructor, n=15

Overview Student-Instructor Solutions POE

CollaborationFocus

Active involvementOpportunity to engage

Multiple meansIn-class feedbackReal-life scenarios

Ways of learning bestPhysical movement

StimulationComfortable to participate

Enriching experience

Traditional ALC Traditional ALC

Instructor, n=15Student, n=12|11

Overview Post-Occupancy Evaluation ResultsThe results from this AL-POE study in 2017 at the Institute of Education- University of Lisbon illustrate that the ALC has positive impacts on all factors solicited within the evaluation.

Students appeared to be grading factors in a more extreme way than instructors.Students are less tolerant than instructors on practices and solutions for traditional classroom.

Instructors and students aggregate grading converged concerning the ALC, meaning that students and instructors indicated ALC as having positive impacts AND quantified these impacts with high uniformity.

Average rating for Practices• Students: 2,52→ 4,02• Instructors 3,09 → 4,04

Average rating for Solutions• Students: 2,19 → 4,06• Instructors 3,05 → 4,11

[in a 5 points scale]

The two graphs below illustrate the evolution on how Students allocated their grading points to Traditional classrooms and ALC.Switching from Traditional classroom to ALC empowered students with higher learning experiences.

SolutionsPractices

Traditional ALC0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Traditional ALC0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Overview POE Results

Practices Solutions

The two graphs below illustrate the evolution on how Instructors allocated their grading points for Traditional and ALC.ALC enabled instructors to defined new and more adequate approaches to learning.Both Students and Instructors were positively impacted by ALC.

Traditional ALC0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Traditional ALC0%

10%

20%

30%

40%

50%

60%

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80%

90%

100%

Overview POE Results

Student, n= 11 Instructor, n= 15

The two graphs below contrast the believes of Students and Instructors that the ALC contributed to increase or achieve…

As mentioned before, student are more extreme in their grading. Both, instructors and students believed that ALC had the least effect on achieving higher grade.

Engagement Higher grade Motivation Creative 0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Engagement Higher grade Motivation Creative 0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Overview POE Results

Overall conclusion

1. The ALC has positive impacts on all factors solicited within the evaluation (slide 16-17).

2. Students are more extreme on their way of grading. Instructors are more diverse (slide 18).

3. The Traditional classroom aggregate grading shows the most disparity (slide 19-20).4. Students and Instructors’ average rating for the ALC are convergent (slide 18-20).5. Comparison of the students and instructors’ believes reveal common trends (slide

21). Both believe the ALC impacts best the Engagement while the least is Higher Grade (slide 21).

3. Results in context

In contextIt is important to consider the eco-system when placing the results of this study incontext. The design of the space cannot be designed or evaluated in isolation fromthe rest of the variables that will help its success. Space and technologyare tools that support the teaching and learning experience.

These new active environments and solutions are designed to support an active wayof teaching and learning, which for many is a complete shift from what they havedone in the past. The list below highlights three important considerations whenmoving forward with a successful active learning.

SHIFT to NEW WAY OF LEARNING

DENSITY

TRAINING AND PROFESSIONALDEVELOPMENT FOR TEACHERS

NEW CLASSROOM MANAGEMENT ISSUES

In contextActive Learning Journey

Both teachers and students need to understand the new pedagogies that are being put in placeand why they are being implemented. This is a shift, with space being just one piece of the puzzle.Time for adjustment and refinement must be given.

IdealAn easy, fast and straight shift

RealityA complex shift involving multiple

variables

In contextDensity

How does densityaffect activelearning?

In contextDensity

How does densityaffect activelearning?

In contextTraining and professional development

How does trainingand professionaldevelopmentaffect activelearning?

In contextClassroom issues

How do classroomissues affectactive learning?

ToolsAvailability of tools like markers/ erasers let the students take advantage of other learning tools and entire space.

Managementmovement can be distracting,new protocols and consideration

Study developed by: Theo Daoudi

For further information:http://www.steelcase.com/http://ftelab.ie.ulisboa.pt/