les watson presentation on Glasgow caledonian Learnin Centre

3. There is, as yet, no paradigm for the 21st century University

4. Who will weather the financial storm? Guardian Education 19th February 2008 “ The national student survey - which asks students to rate their university and then publishes the results - has created a certain pressure . This is now a very competitive environment ”

5. Who will weather the financial storm? Guardian Education 19th February 2008 “ And some, despite being millions of pounds in the red , still plan to spend millions more on buildings and refurbishments. This at a time when recession is thought to be around the corner, and borrowing money is getting more expensive .”

6. Who will weather the financial storm? Guardian Education 19th February 2008 “ It just doesn’t do to have grotty student halls, peeling lecture theatre walls , or unsightly leisure areas . Students are paying fees and can choose to go elsewhere.”

7. All buildings are predictions. Stewart Brand How Buildings Learn What happens to them after they’re built All predictions are wrong ….. But we can design buildings so that it doesn’t matter if they are wrong.

8. Society Automation (Technology) Asia (Globalisation) Affluence 18th Century 19th Century 20th Century 21st Century Agricultural Age (farmers) Information Age ( knowledge workers ) Industrial Age (factory workers) Conceptual Age (creators, empathisers) Daniel Pink A Whole New Mind P.49

9. Strategy The Creative World View ..the reference point is the future, not the past. We don’t need to fall back on the past for our decisions. Choices are based on alignment with our purpose and our vision for a different world. George Land & Beth Jarman Breakpoint and Beyond p.166

11. It’s not what we know The Black Swan Nassim Nicholas Taleb

12. Strategy People Structure, skills , abilities Technology Application and pervasiveness Environment Design and configuration

14. Can we use buildings to change the education system?

20. What matters?

25. See youtube for video: “ A vision for students”

26. What’s changed? • 10,000 hours using video games • Dealt with 200,000 emails • 20,000 hours watching TV • 10,000 hours using a mobile phone Prensky, 2003 By the age of 21, the average person will have spent • Under 5,000 hours reading

27. Acocrdnig to rseerach at Cmabirdge Uinvrestiy it dsoen’t mtater waht oredr the letetrs are in a wrod. Olny the fisrt and the lsat mtater the rset can be a toatl mses. Tihs is bceasue the huamn mnid deos not raed evrey letetr - olny the frist and the lsat. Amzaing relaly.

29. What’s changed? James Sullivan Digital Arts Finds More Than Joy in Joysticks San Francisco Chronicle 22/01/2004 Video games are woven into this generation’s lives as television was to those of their predecessors . For example, according to several surveys, the percentage of American College students who say they’ve played video games is 100

30. What’s changed? Physicians who spent at least three hours a week playing video games made about 37 per cent fewer mistakes in laparoscopic surgery and performed the task 27 per cent faster than their counterparts who did not play. Study: Gamers Make Good Surgeons CBSNews.com 07/04/2004

31. What’s changing? “ Play will be to the 21st century what work was to the last 300 years of industrial society - our dominant way of knowing , doing and creating value” Pat Kane - The Play Ethic

34. What’s Changed? Today’s students are no longer the people our educational system was designed to teach. Prensky 2001

35. What’s not Changed? We are trying to use nineteenth-century institutions to prepare young people for life in the twenty-first century. Yoram Harpaz The Branco Weiss Institute for the Development of Thinking

41. The Experience Economy Progression of Economic value Differentiated Undifferentiated Pricing Standard Premium Relevant to Irrelevant to Customer Need Extract Commodities Make Goods Deliver Services Stage Experiences

43. Informal/Social Learning • The largest discretionary block of time for students is outside the classroom • Informal learning is self-directed, internally motivated and unconstrained by time, place or formal structures • Learners construct their own courses of learning, often facilitated by technology • “ The full range of students’ learning styles is not covered when interaction is limited to classroom settings.” ― Sheppard , 2000; Dede 2004

48. What are we trying to do? … .. to move learners from dependence to independence enabling their lifelong learning

49. Primary Schools Engagement is more important than any content that we can give them. Marc Prensky Without motivation… there is no learning James Paul Gee extrinsic intrinsic engagement motivation passive active Community Learning Secondary Schools Universities & Colleges Entrepreneurs Researchers Lifelong Learners

50. Skills Challenges Low High High FLOW Boredom Apathy Worry Relaxation Anxiety Control Arousal

52. The Value of Good Building Design in Higher Education CABE March 2005 “ the way people feel and behave while studying or working within buildings is linked to their overall satisfaction rates and level of happiness” Spaces can make us happier..

59. Multiple Intelligence? … designing a learning environment that plays to difference

60. Multiple Intelligence?

66. C lickcaster

67. Technology and buildings Hybrid technology - wired/wireless and fixed/portable Hybrid information - exponential growth of digital with legacy of paper

69. Geoffrey T. Freeman Changes in Learning Patterns, Technology and Use In Library as Place: Rethinking Roles, Rethinking Space, CLIR As an extension of the classroom, library space needs to embody new pedagogies , including collaborative and interactive modalities. Significantly, the library must serve as the principal building on campus where one can truly experience and benefit from the centrality of an institution’s intellectual community . And the Library….

70. Scott Bennett Righting the Balance In Library as Place: Rethinking Roles, Rethinking Space, CLIR The knowledge base that guides library space planning is poorly balanced , tilted heavily toward library operations and away from systematic knowledge of how students learn. And the Library….

73. Old Process New Process 70% Copyright 2001 Darlene Burnett 70% 20% 10% Online Help Generalist Online Transaction Specialist

76. It’s a fantastic highly designed 21st century building …… and it feels like home

77. It’s great ………… is it the Students’ Union?

78. What makes a good building is not just the architecture …. It’s the ideas in the building

79. Creating Places From space to Place

83. Why is it important? What we build today ……. • Provides a context for our current activity • Determines our pedagogy • Creates our communities • Defines the future of our institutions

85. We create the future Imagination is more important than knowledge Albert Einstein (1879 - 1955) Everything you can imagine is real Pablo Picasso (1881 - 1973) There is only one admirable form of the imagination: the imagination that is so Intense that it creates a new reality, that it makes things happen. Sean O’Faolain (1900 - 1991)