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DESCRIPTION:Speaker Information:Dr. Mike TissenbaumWhile emerging technolog
 ies are transforming the ways we work\, live\, and relate to the world aro
 und us\, traditional classroom settings have failed to follow suit. In fac
 t\, the classroom is one of the few environments that have remained largel
 y unchanged. What has changed generally does not support students in the k
 inds of complex collaboration\, idea sharing\, and inquiry that characteri
 ze best practices in education.\nMost uses of technology in the classroom 
 tend to confine learning affordances to a particular device and fail to le
 verage the potential of the class’ distributed knowledge. These designs al
 so lack connections to the role the physical space itself plays in mediati
 ng student learning. To this end\, there is an increasing need to rethink 
 the design of learning spaces towards smart\, dynamic\, and responsive env
 ironments that support inquiry.&nbsp\;\nIn response to these issues\, Dr. 
 Tissenbaum will focus on answering two questions:&nbsp\;\n1) How can combi
 ning tangible\, embodied\, and immersive technologies help develop interac
 tive learning spaces to support radically new ways for learners to collabo
 rate with peers\, investigate rich and engaging phenomena\, and generate k
 nowledge?&nbsp\;\n2) What role can data-mining and analytics-driven softwa
 re agents play in adding a layer of “intelligence” to such spaces\, afford
 ing real-time orchestration of learners’ movement and groupings\, distribu
 ting materials and activities\, and providing timely and context sensitive
  insight to learners and teachers?Cost:Free and open to the publicContact:
 Emma Mercier224-4320mercier@illinois.eduSponsor:Digital Environments for L
 earning\, Teaching and Agency
DTEND:20151215T190000Z
DTSTAMP:20260719T220148Z
DTSTART:20151215T180000Z
LOCATION:IL\,USA\,Champaign
SEQUENCE:0
SUMMARY:Rethinking physical spaces for learning and collaboration: Immersiv
 e\, interactive and distributed learning environments
UID:RFCALITEM639200773089781293
X-ALT-DESC;FMTTYPE=text/html:<table><tbody><tr><td><p>Speaker Information:<
 /p></td><td><p>Dr. Mike Tissenbaum</p></td></tr></tbody></table><p>While e
 merging technologies are transforming the ways we work\, live\, and relate
  to the world around us\, traditional classroom settings have failed to fo
 llow suit. In fact\, the classroom is one of the few environments that hav
 e remained largely unchanged. What has changed generally does not support 
 students in the kinds of complex collaboration\, idea sharing\, and inquir
 y that characterize best practices in education.</p>\n<p>Most uses of tech
 nology in the classroom tend to confine learning affordances to a particul
 ar device and fail to leverage the potential of the class’ distributed kno
 wledge. These designs also lack connections to the role the physical space
  itself plays in mediating student learning. To this end\, there is an inc
 reasing need to rethink the design of learning spaces towards smart\, dyna
 mic\, and responsive environments that support inquiry.&nbsp\;</p>\n<p>In 
 response to these issues\, Dr. Tissenbaum will focus on answering two ques
 tions:&nbsp\;</p>\n<p>1) How can combining tangible\, embodied\, and immer
 sive technologies help develop interactive learning spaces to support radi
 cally new ways for learners to collaborate with peers\, investigate rich a
 nd engaging phenomena\, and generate knowledge?&nbsp\;</p>\n<p>2) What rol
 e can data-mining and analytics-driven software agents play in adding a la
 yer of “intelligence” to such spaces\, affording real-time orchestration o
 f learners’ movement and groupings\, distributing materials and activities
 \, and providing timely and context sensitive insight to learners and teac
 hers?</p><table><tbody><tr><td><p>Cost:</p></td><td><p>Free and open to th
 e public</p></td></tr><tr><td><p>Contact:</p></td><td><p>Emma Mercier</p><
 p>224-4320</p><p><a href="mailto:mercier@illinois.edu">mercier@illinois.ed
 u</a></p></td></tr><tr><td><p>Sponsor:</p></td><td><p>Digital Environments
  for Learning\, Teaching and Agency</p></td></tr></tbody></table>
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