Collaborative learning in space and time: bridging the gap with the ALINA project

An increasing number of studies indicate that the learning outcome of traditional lectures is lower than anticipated [1]. Innovative pedagogical practices such as interactive-engagement methods have been studied and applied as alternatives. Research shows that these active and collaborative methods lead to better and deeper learning and improved study results [2]. Concurrently, next generation classrooms (NGC) have been appearing worldwide, where teachers and students get the opportunity to interact with each other in a flexible way [3]. However, a bigger framework is often missing, linking innovative teaching methods and learning spaces. Next to that, a vast amount of teaching staff are not aware of the didactic and organizational possibilities of NGC to support, enrich and empower the learning process. Within the Flemish higher education institutions, a vicious cycle was detected. The traditional design involved in new buildings and refurbishments, incorporating almost uniquely classical lecture halls, forces teaching staff to use traditional instructional methods. The lack of use of innovative teaching practices reduces the demand for new and flexible rooms, which reinforces the traditional habits of teachers. The Flanders wide project ALINA aims to stop this vicious cycle by bridging the gap between didactic methods and learning space. Hereby ALINA wants to inspire and change the management and teaching staff of the University of Leuven and the associated university colleges. This presentation will show provisional project results, such as the outcome of a Flanders wide survey of teaching staff which proves the tremendous demand of NGC that is not met by the current educational facilities. [1] L. Deslauriers, E. Schelew en C. Wieman, Science 332, 862 (2011). [2] M. Prince, J. Engr. Education 93(3), 223 (2004). [3] D.G. Oblinger, “Learning spaces”, Educause (2006).status: publishe