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État de publication: Publiée (2015 )
Titre des actes: Proceedings of EdMedia: World Conference on Educational Media and Technology
Éditeur: Association for the Advancement of Computing in Education (AACE)
Intervalle de pages: 847-856
ISBN: 978-1-939797-16-2
URL: http://www.learntechlib.org/p/151337/
Résumé: Most universities are currently developing new learning spaces to adapt to their changing student population and to take advantage of recent technological tools, however they tend to deploy design and decision-making processes that are fragmented and produce mixed results (Jamieson, 2003). This paper introduces the formative change laboratory intervention (Engeström, 2011; Virkkunen & Newnham, 2013) as a conceptual and practical model for learning design emphasizing collective activity systems and their inherent contradictions as sources of change, and characterized by a more structured inclusion of participants into the process. We apply the change lab to the collaborative design of innovative learning spaces at McGill University.
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