Priorities in the Classroom: Pedagogies for High Performance Learning Spaces

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Author(s): Robert Emery Smith (Stanford University, USA), Helen L. Chen (Stanford University, USA), Menko Johnson (Stanford University, USA), Alyssa J. O’Brien (Stanford University, USA)and Cammy Huang-DeVoss (Stanford University, USA)
Copyright: 2012
Pages: 22
Source title: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching
Source Author(s)/Editor(s): Anders D. Olofsson (Umeå University, Sweden)and J. Ola Lindberg (Mid Sweden University, Sweden)
DOI: 10.4018/978-1-61350-080-4.ch024

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

Innovative and informed design for higher education must begin with attention to teaching, not with shopping lists for digital media tools or blueprints for high performance spaces. The outcomes of the action research program embodied in Wallenberg Hall, a “socio-technical system” at Stanford University created to explore the futures of classroom learning, demonstrate the merit of this perspective. Framed in terms of an evolved implementation of the Technology, Pedagogy and Content Knowledge (TPACK) model of course design and presenting a three level categorization of teaching innovation, this chapter discusses a collection of course case studies to argue that the most innovative and informed design happens by keeping well-supported pedagogy at the forefront of higher education.

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