ABSTRACT

Institutions are increasingly redesigning academic learning spaces with the aim of enhancing learning outcomes. Existing research into this phenomenon has shown promise regarding how these new spaces are being designed and used; however, there has been much less effort towards developing a language for analysing the emergent learning activity within these spaces. In other words, it has been under-theorised. This paper responds to this gap by proposing three analytical framings and grounding each in vignettes illustrative of how they might be applied: (1) space-time-feedback as an assemblage for emergent interest-driven student activity; (2) embodiment-material as an assemblage for emergent public sensemaking; and (3) proximity-material-time as an assemblage for emergent collaborative benchmarking through group awareness and ambient feedback. Although not an exhaustive list, the three analytical framings serve as a starting point for investigations of emergent activity within future learning spaces from a sociomaterial perspective.

摘要

机构越来越多地重新设计学术学习空间，以提高学习成果。对这种现象的现有研究表明，这些新空间的设计和使用方式很有前途；然而，开发一种语言来分析这些空间内的紧急学习活动的努力要少得多。换句话说，它的理论化不足。本文针对这一差距提出了三个分析框架，并将每个框架都放在了说明它们如何应用的小插图中：（1）时空反馈作为紧急兴趣驱动的学生活动的组合；(2) 体现材料作为紧急公众意义建构的组合；(3) 接近-材料-时间作为通过群体意识和环境反馈进行紧急协作基准测试的组合。