Learning Landscapes project

  • 2.0 Pragmatics of Place
    • 2.1 Case Study 1: enhanced measurement and communication of space-time utilisation
    • 2.2 Case study 2: extracting actionable estates intelligence from the National Student Survey
    • 2.3 Case study 3: Activity-based measurement of space performance and cost
  • 3.0 Talking our future into being
    • 3.1 The power of discourse
    • 3.2 Who is the client?
    • 3.3 Making the journey
    • 3.4 Managing expectations
    • 3.5 Involving everyone
    • 3.6 Getting the brief right
    • 3.7 Determining value for money
    • 3.8 Understanding return on investment
    • 3.9 Developing the brief in layers
    • 3.10 The future is now
  • 4.0 Campus Profiles
    • Campus Profile Matrix
    • Lincoln Campus Profile
  • 5.0 Teaching With Space in Mind
    • 5.1 Teaching with space in mind. Introduction
    • 5.2 Student as producer: Collaborative and engaged teaching- supporting a paradigm shift
    • 5.3 Critical Pedagogy: Diversity, Difference and Dissensus – space as social science
    • 5.4 Reward and Recognition: Student Feedback and Assessment- encouraging intellectual engagement
    • 5.5 Solidarity: Student Leadership – students supporting and servicing teaching and learning
    • 5.6 Academic Commons: Technology and the classroom – open networked and connected
    • 5.7 Learning from each other: the scholarship of teaching and learning – evaluation plus research
  • Case Studies
    • Edinburgh Napier University: The Screen Academy
    • Library: Great Central Warehouse – University of Lincoln LLRC
    • Oxford Brookes University: The Reinvention Centre
    • Queen Mary University of London: The HIVE
    • University of Glasgow: Post Graduate Centre
    • University of Loughborough: engCETL building
    • University of Newcastle – The Culture Lab
    • University of Reading: S@IL
    • University of Warwick: The Teaching Grid
    • University of York: Law School
    • Glyndwr University: Creative Industries
    • University of Wolverhampton: New Technology Centre
  • Conference
  • Home
  • Introduction
  • Key findings
  • Learning Landscapes Conference 2010, Queen Mary University of London
  • Links and Resources
  • Log In
  • Log Out
  • Lost Password
  • Media
    • University of Lincoln Learning Landscapes Conference 2007
    • University of Lincoln Learning Landscapes Conference 2008
    • Workshop with Andrew Harrison
    • Workshop with Mike Neary
  • Members
  • Register
  • Reset Password
  • Tools
    • 1.0 The Idea of the University – Reimagining Higher Education
      • 1.1 Beyond vision & missions
      • 1.2 Open spaces: How the exercise works
      • 1.3 "Ideal Types"
      • 1.4 The medieval university: The birth of an idea
      • 1.5 Liberal university – Research & teaching
      • 1.6 Industrial University: Big science – really useful knowledge
      • 1.7 Post modern University: radical & democratised
      • 1.8 Entrepreneurial university
      • 1.9 Where are we now
  • University of Lincoln Learning Landscapes Conference 2009
  • 2.0 Pragmatics of Place
    • 2.1 Case Study 1: enhanced measurement and communication of space-time utilisation
    • 2.2 Case study 2: extracting actionable estates intelligence from the National Student Survey
    • 2.3 Case study 3: Activity-based measurement of space performance and cost
  • 3.0 Talking our future into being
    • 3.1 The power of discourse
    • 3.2 Who is the client?
    • 3.3 Making the journey
    • 3.4 Managing expectations
    • 3.5 Involving everyone
    • 3.6 Getting the brief right
    • 3.7 Determining value for money
    • 3.8 Understanding return on investment
    • 3.9 Developing the brief in layers
    • 3.10 The future is now
  • 4.0 Campus Profiles
    • Campus Profile Matrix
    • Lincoln Campus Profile
  • 5.0 Teaching With Space in Mind
    • 5.1 Teaching with space in mind. Introduction
    • 5.2 Student as producer: Collaborative and engaged teaching- supporting a paradigm shift
    • 5.3 Critical Pedagogy: Diversity, Difference and Dissensus – space as social science
    • 5.4 Reward and Recognition: Student Feedback and Assessment- encouraging intellectual engagement
    • 5.5 Solidarity: Student Leadership – students supporting and servicing teaching and learning
    • 5.6 Academic Commons: Technology and the classroom – open networked and connected
    • 5.7 Learning from each other: the scholarship of teaching and learning – evaluation plus research
  • Case Studies
    • Edinburgh Napier University: The Screen Academy
    • Library: Great Central Warehouse – University of Lincoln LLRC
    • Oxford Brookes University: The Reinvention Centre
    • Queen Mary University of London: The HIVE
    • University of Glasgow: Post Graduate Centre
    • University of Loughborough: engCETL building
    • University of Newcastle – The Culture Lab
    • University of Reading: S@IL
    • University of Warwick: The Teaching Grid
    • University of York: Law School
    • Glyndwr University: Creative Industries
    • University of Wolverhampton: New Technology Centre
  • Conference
  • Home
  • Introduction
  • Key findings
  • Learning Landscapes Conference 2010, Queen Mary University of London
  • Links and Resources
  • Log In
  • Log Out
  • Lost Password
  • Media
    • University of Lincoln Learning Landscapes Conference 2007
    • University of Lincoln Learning Landscapes Conference 2008
    • Workshop with Andrew Harrison
    • Workshop with Mike Neary
  • Members
  • Register
  • Reset Password
  • Tools
    • 1.0 The Idea of the University – Reimagining Higher Education
      • 1.1 Beyond vision & missions
      • 1.2 Open spaces: How the exercise works
      • 1.3 "Ideal Types"
      • 1.4 The medieval university: The birth of an idea
      • 1.5 Liberal university – Research & teaching
      • 1.6 Industrial University: Big science – really useful knowledge
      • 1.7 Post modern University: radical & democratised
      • 1.8 Entrepreneurial university
      • 1.9 Where are we now
  • University of Lincoln Learning Landscapes Conference 2009

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