Learning spaces in academic libraries: a review of the evolving trends

This paper presents a review of the professional discourse regarding the evolution of information and learning spaces in academic libraries, particularly in the first decade of the twenty-first century. It investigates the evolution of academic libraries and the development of learning spaces focusing on the use of the terms which have evolved from the information commons concept. The literature review is primarily guided by an effort to make clearly visible the connections and distinctions between different models for the use of space in academic libraries for delivering information and learning services, up to the very recent occurrence of "maker spaces". Attention is given to the language used to describe the different models and to changing historical factors, purposes, pedagogical influences, and attributes of each model for better recognition of shifts and emerging trends

Of cultural dissonance: the UK's adult literacy policies and the creation of democratic learning spaces

The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper identifies three block phases of adult literacy development: the seventies to mid-eighties, the mid-eighties to mid-nineties and the mid-nineties to the Moser Committees. The features of each of these phases are highlighted to map out convergences and divergences to the ethos of democratic learning spaces. The paper argues that, with the evolution of policy in adult literacy, the ethos of democratic learning space continuously diminished, such that as policy evolved year on year, the principle of democratic learning space found itself at counterpoint to policy. We draw on two theoretical frameworks, the NLS view of literacy and Bourdieu's capital framework to explain these divergences and conclude that the dominant perception of literacy and the prioritised capital in the context of policy appear to limit the vestiges of democratic learning spaces

The openness of new learning spaces in campus-based institutions

In this research presentation we present and explore open educational practices and resources in the context of learning spaces, broadly defined to include lecture theatres, classrooms, social areas, and online environments. Specifically, we examine the ways in which the use of space in campus-based institutions has been opened up through the evolution of learning theories and technologies (Brown & Long, 2006), and how the design and use of physical learning spaces has been remediated through the evolving use of blended and online learning in campus-based programmes. We have undertaken collaborative research comprising a literature review and desk study of existing institutional practices as the basis for planned fieldwork and further collaborative research in our respective institutions, Technological University Dublin (soon to become TU Dublin) in Ireland, and Purdue University in the US. Both institutions are engaged in the redesign of physical spaces, as well as the creation of entirely new buildings such as those on the Grangegorman campus in Dublin. These large scale projects have allowed us the opportunity to reconsider the purposes of physical learning spaces in the 21st century, and whether/how architecture has interacted with the rapid changes in educational technology and pedagogy. In our review of the literature, we have examined relevant research for the key insights and lessons that can inform campus development and reflect the potential and actual use of new technologies. We will draw out elements of this research linking with open practices as an important dimension of new physical and blended learning spaces. Some key themes for discussion are: Evidence that changes towards more open and shared educational spaces afford new opportunities to educators and students. Research has already pointed to the contribution of learning space design towards improving student learning, and enhancing shared practices amongst teachers and informed institutional planning (Alterator & Deed, 2013; Brooks, 2010; Cohen & Harvey, 2008). We consider whether new kinds of physical space in turn contribute to greater openness in teaching practices, and the use and reuse of open educational resources. Evidence for the development of confidence and enhanced practice amongst lecturers/faculty through providing active learning spaces (Fitzsimmons, Neubauer & Haston, 2018). As university educators develop and enhance their teaching practice overall, we can identify new opportunities for the design and redesign of physical spaces towards active learning and connection with students. Theorising on the potential for further change and development: building on the work of Rook, Choi and McDonald (2015) we consider how the evolution of learning theories and specifically open educational practices will influence the design of learning spaces in the future. The potential role of educational development teams in developing open practices in new kinds of learning space: we examine the roles of academic developers and educational technologists in supporting colleagues towards more effective use of new kinds of learning space as well as the adoption of open practices (Fisher & Newton, 2014; Jamieson, 2003). References Alterator, S. & Deed, C. (2013). Teacher adaptation to open learning spaces. Issues in Educational Research, 23(3), 315-330. Brooks, D.C. (2010). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719-726. Brown, M. & Long, P. (2006). Trends in Learning Space Design. In Oblinger, D. (Ed). Learning Spaces, pp. 9.1-9.11. EDUCAUSE e-book. Retrieved from https://www.educause.edu/ir/library/pdf/PUB7102.pdf Cohen, P. & Harvey, J. (2008). Next-generation learning spaces: built pedagogy in action. In Weaver, M. (Ed). Transformative learning support models in higher education: educating the whole student. London: Facet. Fisher, K. & Newton, C. (2014). Transforming the twenty-first century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces. Higher Education Research & Development, 33(5), 903-920. Fitzsimmons, J., Neubauer, K. & Haston, A. (2018). Space Matters, But It’s No Guarantee: Reconceptualizing Active Learning Classrooms. Conference Presentation, Purdue University. Jamieson, P. (2003). Designing more effective on-campus teaching and learning spaces: a role for academic developers. International Journal for Academic Development, 8(1-2), 119-133. Rook, M.M., Choi, K. & McDonald, S.P. (2015). Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table? Journal of Learning Spaces, 4(1), 1-29

From Hub to Beacon: Evolution and Evaluation of Spaces in the Learning Commons

Learning spaces in academic libraries have changed over the last 15-20 years, emerging initially as spaces labelled as ‘information commons’ and transforming into a variety of spaces described as learning spaces, student hubs, and so on. The financial investment in the development of learning spaces in libraries has been significant. As these spaces have evolved, the evaluation of their impact and success has also emerged as an important issue, from the perspectives of judicious use of financial resources as well as contribution to the student experience and student learning outcomes. The need to undertake formal evaluation of such investments in facilities and service developments has become increasingly important in an environment of limited resources and Return on Investment (ROI) sought by university financial directors. This paper will track the evolution of the Learning Commons in the University of New England (UNE), Australia since its first implementation as an Information Commons in 2006 to the most recent developments completed in early 2014 which respond to identified needs for facilities and services to enhance the experience of first year students. The current configuration of services provided in the UNE library (library support, IT support, learning support, student academic support, and security services) is an example of the emergence of the university library building as a central hub for the delivery of services for students and staff. The concept design of the recent refurbishment strengthens the perception of the library environment as a beacon on campus in the provision of services to enhance the student experience. The requirement to move from informal feedback mechanisms to more structured, evidence-based evaluative data on learning spaces and the provision of related services in libraries will be demonstrated in the changing evaluation methodologies used at UNE

Calibration of semi-analytic models of galaxy formation using Particle Swarm Optimization

We present a fast and accurate method to select an optimal set of parameters in semi-analytic models of galaxy formation and evolution (SAMs). Our approach compares the results of a model against a set of observables applying a stochastic technique called Particle Swarm Optimization (PSO), a self-learning algorithm for localizing regions of maximum likelihood in multidimensional spaces that outperforms traditional sampling methods in terms of computational cost. We apply the PSO technique to the SAG semi-analytic model combined with merger trees extracted from a standard $\Lambda$CDM N-body simulation. The calibration is performed using a combination of observed galaxy properties as constraints, including the local stellar mass function and the black hole to bulge mass relation. We test the ability of the PSO algorithm to find the best set of free parameters of the model by comparing the results with those obtained using a MCMC exploration. Both methods find the same maximum likelihood region, however the PSO method requires one order of magnitude less evaluations. This new approach allows a fast estimation of the best-fitting parameter set in multidimensional spaces, providing a practical tool to test the consequences of including other astrophysical processes in SAMs.Comment: 11 pages, 4 figures, 1 table. Accepted for publication in ApJ. Comments are welcom

From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries

Over the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has become increasingly digital and interactive, commons and classroom environments in academic libraries promote experimentation with new technology and accommodate millennial learning behaviors. The library, a centrally located and academically neutral campus space, provides an ideal place for classrooms and encourages interdisciplinary scholarship unbounded by specific academic departments