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  • 1.
    Gruffman Cruse, Ewa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Wiklund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ett hum om lärande och rum2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 27-29Conference paper (Other academic)
  • 2.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gruffman-Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Catching sight of students´ learning: a matter of space?2018In: Core meets E-LAW: Innovation in Higher Education, Heidelberg, 2018Conference paper (Other academic)
    Abstract [en]

    Based on a two-year study of a development project aiming to enhance students ́ learning in a natural science course by making their understanding more visible to themselves and their teachers, this paper analyzes the role of physical space in this context. Data were collected through systematic observations, photo and film documentation, student surveys, interviews with students and teachers, and also from students ́ examination results over an extended period. Previously, the course used traditional teaching methods and spaces. The students found the contents difficult, and the average examination results were poor. The teachers developed more student-active working methods, challenging students to make their understanding visible. However, the course literature and type of examination tasks remained unchanged, allowing for comparisons over time. The instruction took place in a large, innovative "flex-room", equipped with touchscreens, whiteboards, highly accessible technology and flexible furniture, allowing for increased student communication and feedback. The teachers could interact with student groups in the same room, spot and quickly correct misunderstandings in student presentations. The students ́ examination results improved considerably. They argued that the work methods contributed to deeper understanding and improved retention of the course contents. Finally, few observed space-related time-losses occurred. We conclude that well-designed spaces were crucial preconditions to enable these positive results.

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  • 3.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gruffman-Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 16-32Article in journal (Refereed)
    Abstract [en]

    The design of formal learning spaces in higher education has almost been a non-issue until recently, when the interest has increased considerably, both in Sweden and internationally. Hitherto, the close connection between space and time has been rather unnoticed in this context. The article aims at deepening the knowledge on the relationship between space, time, teaching and learning in higher education. Especially it highlights teachers´ possibilities, or lack thereof, to promote students´ understanding of curricular content under varying spatial and temporal conditions. The article describes and analyses two empirical studies, including five undergraduate courses framed by different combinations of time-space conditions. The analysis rested on extensive data: systematic observations, student surveys, interviews of students and teachers, and in one of the studies, examination results for a longer timeperiod. We found that multi-functional learning spaces where both students and teachers could engage in presentations, communication and use of digital resources enabled teaching for student active learning, thus promoting understanding and improved examination results. This however presupposed that teachers initially got educational support and additional time for planning. Good spatial preconditions also reduced space-related time-losses and disruptions of teaching and learning considerably, which is particularly important when the teacher-led time is sparse.

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