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ERIC Number: EJ901494
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1528-5324
Interdependent Catalysts for Transforming Learning Environments ... and the Faculty Who Teach in Them
Solheim, Catherine; Longo, Bernadette; Cohen, Bradley A.; Dikkers, Amy Garrett
EDUCAUSE Quarterly, v33 n3 2010
Designers of new, technology-rich, interactive learning environments need to consider the interdependent factors of physical and virtual spaces, faculty, students, and institutional infrastructure to create an effective setting for teaching and learning in higher education settings. At the University of Minnesota, a small group of faculty, staff, and administrative partners engaged in a transformation process to meet the potential offered by emerging learning environments. The Faculty Fellows Program (FFP) at the University of Minnesota, Twin Cities, supported five faculty in a transformation process that explored the possibilities and affordances of emerging learning technologies and active learning classrooms. Drawing on the faculty participants' reflections over the 18 months of the program, this article provides an account of key catalysts involved in creating transformative learning environments. The authors offer: (1) a brief context and details of the FFP; (2) a discussion of the importance of institutional support; (3) an exploration of the emerging physical and virtual spaces at the university; (4) consideration of how student expectations impact learning spaces; (5) insights gained from participating faculty that document the opportunities for and obstacles to transformation in a complex institutional environment; and (6) recommendations for facilitating faculty, student, and institutional transformation. (Contains 9 endnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota