Om temaområdet

Med arealkonsepter menes her både arbeidsplasser for ansatte og studenter som er egnet for individuelt arbeid, og arealer som er egnet for kollektivt arbeid, både forskning og utvikling, undervisning og veiledning. Digital teknologi inngår både i individuelle og kollektive arbeidsformer og kan bidra til å styrke samarbeid på tvers, både innad i institusjonen og utenfor. Innenfor det enkelte fagmiljø vil det være behov for areal som ivaretar fagenes egenart (jf. laboratorium, simulatorer, VR, AR, maskiner, praksisplasser osv.) både på og utenfor campus. Det er dermed behov for arealer som er fleksible og tilpasset ulike grupper både når det gjelder størrelse og arbeidsform.

Målet er å bidra til utviklingen av institusjonelle kulturer som tilrettelegger for interaksjon mellom aktørene i og på tvers av fag og siloer, og slik utvikle sosial kapital som bidrar til måloppnåelse. Begrepet locational capital tar utgangspunkt i at all læring, også virtuelt, skjer i et fysisk rom, og kan her være nyttig. Begrepet refererer til funksjonelle områder som legger til rette for interaksjon av høy kvalitet blant studenter, undervisere og andre, som kan bidra til å forme utdanningskulturer preget av normer, tillit og deling. Det kan i neste omgang knyttes til begrepet situated learning, som handler om å se at læring er lokalisert både gjennom den aktiviteten som foregår og i den sosiale og fysiske konteksten. Spørsmålet er om og i så fall hvordan ulike måter å utforme og benytte arealer på kan bidra til tverrfaglighet, samarbeid og læring, både for studenter og ansatte. Her finnes allerede en del kunnskap, og både innenfor NTNU og andre steder drives det ulike former for forsøksvirksomhet.

Vi har også samlet relevante studentoppgaver fra NTNU og andre universiteter som tar for seg ulike aspekter ved campusutvikling.

Relevant litteratur

Gensler. (2012). What We’ve Learned about Focus in the Workplace [Workplace Survey].

https://www.gensler.com/uploads/document/306/file/Focus_in_the_Workplace_10_01_2012.pdf

In 2007, Gensler launched a large-scale survey looking at how people work in the knowledge workplace. We found that focus work occupied the most time in the work day and was the activity people considered most critical to doing their job. Since then, our WPI database has confirmed those findings and indicates that the criticality and time spent on focus have increased. These increases seem surprising given the emphasis on collaboration by many businesses, but when you look at work factors that have changed since 2007, less space, less privacy, more time at work and more distractions are making focus work more important and time-consuming.

 

Heerwagen, J. H., Kampschroer, K., Powell, K. M., & Loftness, V. (2004). Collaborative Knowledge Work Environments. Building Research & Information, 32(6), 510–528.

https://doi.org/10.1080/09613210412331313025

How can the physical design of the workplace enhance collaborations without compromising an individual's productivity? The body of research on the links between physical space and collaboration in knowledge work settings is reviewed. Collaboration is viewed as a system of behaviours that includes both social and solitary work. The social aspects of collaboration are discussed in terms of three dimensions: awareness, brief interaction and collaboration (working together). Current knowledge on the links between space and the social as well as individual aspects of collaborative work is reviewed. The central conflict of collaboration is considered: how to design effectively to provide a balance between the need to interact and the need to work effectively by oneself. The body of literature shows that features and attributes of space can be manipulated to increase awareness, interaction and collaboration. However, doing so frequently has negative impacts on individual work as a result of increases in noise distractions and interruptions to on-going work. The effects are most harmful for individual tasks requiring complex and focused mental work. The negative effects are compounded by a workplace that increasingly suffers from cognitive overload brought on by time stress, increased workload and multitasking.

 

Lillejord, S., Børte, K., Nesje, K., & Ruud, E. (2017). Campusutforming for undervisning, forskning, samarbeid og læring—En systematisk kunnskapsoversikt. Kunnskapssenter for utdanning.

https://www.regjeringen.no/no/dokumenter/campusrapport/id2583753/

Kunnskapsdepartementet bestilte i august 2017 en systematisk kunnskapsoversikt om campusutforming, undervisning, læring, samarbeid og forskning i høyere utdanning. Rapporten ble levert til KD 1. desember 2017, og det er Kunnskapssenter for utdanning (KSU) som står bak. Rapporten gir oversikt over forskning om hvordan utforming av campus spiller inn på læring, trivsel og samarbeid. Rapporten peker på behov for rom og arealer som legger til rette for samarbeid, diskusjon, deltakelse og tilgang til teknologiske verktøy. Rapporten fremhever også at en campus skal samle og forene hele universitetsfellesskapet og gi arkitektonisk uttrykk for universitetets oppdrag i bygd form. Da er det viktig at utviklingen av campus involverer dette fellesskapet.

 

Mørtsell, T. & Fyhn, H. (2022). EMERGE 2022. Emerging Education – Emerging Technology: Exploring the Emerging University. NTNU.

https://www.ntnu.edu/documents/140187/1280940734/EMERGE+report+June+01th+.pdf/92c185cd-7ccf-b5aa-375d-e291ed2f7a2f?t=1654783531260

EMERGE - Centre for Student-Active Learning and Emerging Technologies er et senter som ble opprettet i 2021 av forelesere fra flere institutter på Fakultet for samfunns- og utdanningsvitenskap. Det består av forelesere fra instituttene for sosialantropologi, geografi, psykologi, pedagogikk og livslang læring, og lærerutdanning. Dette nettverket av akademiske ansatte tester og implementerer innovative undervisningsmetoder i universitetsfag. Nye teknologier og pedagogikk blir utforsket gjennom en åpen og tverrfaglig tilnærming. Studenter er med på å teste ut de nye teknologiene for læring.  EMERGE vil øke sjansene for at innovative undervisningsinitiativ blir suksessfulle, ved å etablere en praksis for kontinuerlig og systematisk utvikling av praksis for undervisning, og ved å dele erfaringer på tvers av disipliner. 

De har i løpet av høsten 2021 utført eksperimenter på nye læringsformer, og dette har resultert i ny innsikt om hva slags fysiske omgivelser og nye teknologier som trengs. Rapporten viser at bruk av teknologi i undervisningsaktiviteter gjør studenter mer motivert, øker engasjementet for læring, samt øker læringen deres alt-i-alt. Foreleserne opplevde at bruken av undervisningsteknologi gir undervisningen et høyere nivå, fordi studentene får oppleve- og løse ekte og jobbrelevante situasjoner, noe som ofte mangler i undervisning i samfunnsvitenskapen. Gjennom bruk av teknologier som VR, StoryMaps, podcaster, og flere digitale samarbeidsplattformer i undervisningen, ble studentene involverte og aktive i sin egen læringsprosess. Ved å introdusere slike teknologer kan studentene gå fra å være passive lyttere, til aktive partnere i å utforske og produsere kunnskap. Det jobbes også blant annet med å etablere en læringslab; i tillegg til å inkludere nettbrett og interaktive whiteboards, vil det være et fleksibelt oppsett av klasserommet, som lar en drive forskjellige læringsstrategier. Rommet vil ha fysiske soner som raskt kan bli rekonfigureret for å legge til rette for arbeid i grupper, par, eller individuelt. Det å innføre nye oppsett og teknologier i klasserommet kan løse et av problemene med tradisjonelle klasserom, nemlig å få alle studentene aktivt involvert.

Den nylig publiserte rapporten beskriver eksperimenter som ble utført høsten 2021, og de etterfølgende refleksjonene rundt disse i 2022. Disse eksperimentene vil være grunnlaget for nye eksperimenter som vil utføres høsten 2022. Etter å ha utforsket og testet nye undervisningsmetoder blir effektene evaluert, og resultatene brukes for å forbedre fag kommende semester. 
 

Nenonen, S., van Wezel, R., & Niemi, O. (2019). Developing Smart Services to Smart Campus. In I. Lill & E. Witt (Eds.), 10th Nordic Conference on Construction Economics and Organization. (pp. 289–295). Emerald Publishing Limited.

https://www.emerald.com/insight/content/doi/10.1108/S2516-285320190000002006/full/html

This paper aims to explore smart facilities services in the context of university campus by aiming to understand how the service development processes can be classified. The qualitative study is based on literature review about smart facilities services and a case study about developing visualisation, data and smart service in one building in Finnish campus. The case study data were gathered by diverse methods and analysed by content analysis. Three smart facilities service processes were identified: experience processes for users, databased service processes and technology processes. All the processes require more than only technocratic approach. The process classification can help different stakeholders to identify their role and tasks in smart facilities service development. The research aims to understand how to develop smart services in addition to more investigated topic what the services include.

Nykvist, S. S., De Caro-Barek, V., Støckert, R., & Lysne, D. A. (2021). Key Factors Needed for Developing a Higher Education Cross-Campus Learning Environment in a Nordic Context. Frontiers in Education, 6, 763761. 

https://doi.org/10.3389/feduc.2021.763761

The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches. This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context. The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?” A pedagogy, space and technology (PST) framework underpins the development of this program and forms the basis for its development. The findings from our research identify three themes that need to be considered when attempting to design and implement high quality learning opportunities for students studying a largely synchronous hybrid music, communications and technology program. These themes were flexibility, trust and the human element, and ownership. The findings also highlight the need for a renewed focus on pedagogical approaches that can be adapted and continually revised to meet the changing needs of students in a synchronous hybrid learning space.

Wollscheid, S., Stensaker, B., & Bugge, M. M. (2019). Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design. European Education, 51(4), 270–290.

https://doi.org/10.1080/10564934.2019.1619465

Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations’ roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy–science logic.

Bearman, M., Ajjawi, R. & O'Donnell, M. (2022). Life-on-campus or my-time-and-screen: identity and agency in online postgraduate courses. Teaching in Higher Educatioin.

https://doi.org/10.1080/13562517.2022.2109014

Numbers of online postgraduate coursework students are increasing within higher education and this raises questions of identity – what being a student means to this more mature cohort. This in-depth qualitative investigation explores postgraduate student identities within online learning. We conducted interviews (14) and collected completed longitudinal audio diaries from students (3) enrolled in a range of postgraduate programs. We interpreted two social imaginaries or ‘figured worlds’ that describe participants’ sense of who they ought to be. The life-on-campus figured world projected a ‘traditional’ student who read textbooks, inhabits classrooms and talks with lecturers. Alternatively, my-time-and-screen figured world projected a technologically-enabled student whose world is mediated by software, devices, their own spaces and a sense of self-sufficiency. These insights afford new ways of thinking about the diversity of the student cohort and how course designs might accommodate the multiplicity of ways online postgraduate students view themselves and their studies.

Nordbäck, E., Hakonen, M., & Tienari, J. (2022). Academic identities and sense of place: A collaborative autoethnography in the neoliberal university. Management Learning, 53(2), 331–349.

https://doi.org/10.1177/13505076211006543

Neoliberalism, precarious jobs, and control of work have multiple effects on academic identities as our allegiances to valued social groups and our connections to meaningful locations are challenged. While identities in neoliberal universities have received increasing research attention, sense of place has passed unnoticed in the literature. We engage with collaborative autoethnography and contribute to the literature in two ways. First, we show that while academic identities are put into motion by the neoliberal regime, they are constructed through mundane constellations of places and social entities. Second, we elucidate how academic identities today are characterized by restlessness and how academics use place and time to find meaning for themselves and their work. We propose a form of criticism to neoliberal universities that is sensitive to positionalities and places and offer ideas on how to build shared understandings that help us survive in the face of neoliberal standards of academic “excellence.”