University of Sussex and University of Brighton:
InQbate: the Centre for Excellence in Teaching and Learning in Creativity
| Contact Details: | Tom Hamilton, Sussex University, t.hamilton@sussex.ac.uk Richard Morris, Brighton University http://www.inqbate.co.uk/ |
| Type of Project: | Refurbishment project: a total of £3.75 million, structured as initial capital funding, then recurrent funding over 5 years, to develop innovative teaching and learning in creativity within both student populations, and to then disseminate those findings out to the wider HE community. The reason it was a refurbishment is because it was stipulated in the funding programme. There are two sites: one at the University of Sussex and another equivalent site at the University of Brighton. This is a joint initiative with Sussex as the lead. Although the overall design aims are aligned, each has taken a slightly different approach in their interpretation. |
| Start/End Date: | The project money was awarded in March 2005 University of Sussex: April 2006 - March 2007 The first year was primarily focussed on design. Actual building commenced in April 2006 and will be concluded in March 2007. University of Brighton: July 2005 - March 2007 Work was able to start almost immediately in July 2005 as the HEFCE funding was combined with existing internal funding to enlarge the project scope. Work is also due to be completed in March 2007. |
Technology
There are 16 projectors, 12 plasma screens, 360 individually controlled LED lights, whose colour can be individually controlled. There are 8 CCTV cameras, 8 fixed webcams and 8 hand held video cameras that can plug into the system. There is an 18:18 DVI matrix and a 32:32 PAL matrix.
These are all integrated in to a single control system from any of the 8 wall-mounted touchscreens around the room, allowing us to switch video content around the room to suit whatever's needed by the learner or the tutor. We've got wireless access, induction loops... we've got wirelessly enabled laptops... surround sound, localised sound... and will be including sensor technology - this will enable us to extend the interactive potential of the space, for example, you might have something where you squeeze on a foam block and the strength with which you squeeze is reflected in the brightness of the lights in the ceiling. This might be used to give feedback on the learner's opinion of another student's presentation.
Adding Value
It's difficult to say as we've only just finished and are just going into the operation and evaluation stages, however we anticipate the technology will principally add value by helping stimulate the learner engagement - secondly, by helping to contextualise the learning within the wider subject area.
We believe the technology will enable us to support more collaborative working - not only within the classroom environment but also with external participants. We think we can use the technology to support increased reflection, both as individuals and as a group.
We're also hoping to use the technology to support increased creativity within the generation of new ideas. We are looking to explore how, by working with artists and performers, we can develop new ways of using the space and technology, and then to demonstrate these to tutors to see whether these can be incorporated in to their teaching and learning.
The final way to support teaching and learning is around the peer review and feedback throughout the learning process. We hope to use the technology to help the students articulate their learning through a range of potential forms of external representation and to encourage feedback from their peers.
We are very much focused on student-centred learning. We're committed to devolving ownership, where possible, from ourselves to the tutors - and then in supporting them to devolve it onwards to the learner. A key part of modelling this is to facilitate them taking control of the space and the contained technology. Within the space the InQbate team works closely with the tutor during the design of the learning experience, working with them to enable them to take ownership of the space and design the right learning environment for the students to engage in exploration, collaboration and learning. In this way, the tutors act almost as 'learning directors', setting the scene for the desired learning experience that the learners then inhabit.
