I was delighted to have the opportunity to visit NUI Galway last week for the annual CELT Symposium. It was the first time I’d been to Galway, but it reminded me a lot of a (much!) bigger version of my home town of Stornoway in the Western Isles so it felt a bit like home away from home.
The theme of this years symposium was Design for Learning: Teaching and Learning Spaces for Higher Education and, as always, it was a really thought provoking and engaging event. Although I’ve never been to CELT before I always follow the conference hashtag on twitter so it was great to be invited to participate in person this year. I’m not going to attempt to summarise the entire symposium, but I do want to briefly mention a few highlights.
Alastair Blyth, Senior Lecturer in the Department of Architecture at the University of Westminster, opened the conference with a keynote on Re-imagining Learning Spaces in Higher Education. Alastair noted that conversations about space are never just about space, they’re conversations about pedagogy, curriculum, technology, time and most importantly people. Learning is a social process, so learning spaces need to be learner centred and inclusive, and they need to enable collaboration between both students and teachers. Alastair also highlighted the important civic function of universities, which blurs the boundary of public and private space. This is a function that has always been central to the University of Edinburgh and indeed the university’s civic mission is written into the institution’s vision for open eduction.
Anthropologist Donna Lanclos also gave a really inspiring keynote on supporting active learning pedagogies through creative physical spaces. Creating the space is just the starting point, staff need time to develop a curriculum that maximises the effectiveness of active learning spaces. Experimenting with teaching in this way can be unsettling for students, as it’s a different model of authority. Teachers that are comfortable in active learning spaces, are comfortable with the realisation that they are not the main point of the learning experience. Research shows that active pedagogies and active teaching and learning strategies break down inequalities in student success. If we choose not to adopt these approaches, then it becomes a social justice issue. Donna cautioned against asking students what they want from libraries and learning spaces; instead, ask them what they do, where they go, ask them about their own learning spaces. We need institutional spaces that facilitate collaborative learning, we can’t just send our students to Starbucks. Donna also introduced us to the wonderfully icky concept of Sticky Campuses – campuses that students want to come back to.
Another session that really captivated me was Catriona Carlin‘s lovely talk about designing biodiverse spaces to feel joy and inspire learning. Catriona reminded us that the outdoors isn’t just for ecologists, the outdoors enables people to think outside the frameworks that constrain them, allowing them to notice, observe and think. A timely reminder for us all!
Given the Symposium’s focus on physical teaching and learning spaces, I was a little worried that my closing keynote, The Soul of Liberty, on digital open learning spaces, might be a little off the mark, so I was really encouraged by all the positive feedback I got from participants on twitter both during my talk and after I posted the transcript here on my blog. It’s particularly gratifying to see such a positive response to our Open Content Curation Student Interns and the Wikimedia in the Classroom initiatives led by our wonderful Wikimedian in Residence Ewan McAndrew. I’d also like to give a little shout out to Alice White, WiR at the Wellcome Library, and my colleague Anne-Marie Scott, whose gorgeous photographs of the Processions collaborative art work I used in my slides.
@LornaMCampbell doing a great job of improving our understanding of open education #CELT18 pic.twitter.com/9ADB4l68gJ
— John Cox (@johncoxnuig) June 15, 2018
What I was referring to as "active learning" pedagogies can also be characterized as open educational practices says @LornaMCampbell #CELT18
— Dr. Donna Lanclos (@DonnaLanclos) June 15, 2018
#collaboration and #empowerment are the essence of #open educational practice @LornaMCampbell #celt18
— Su-Ming Khoo (@sumingkhoo) June 15, 2018
.@LornaMCampbell speaking to the power structures, inequalities and social justice issues with the open movement. Open does not automatically equal accessible #celt18
— Alan Carbery (@acarbery) June 15, 2018
#celt18 yes! terrific questions being asked by @LornaMCampbell – critical approaches to openness, and critical advocacy, are required. https://t.co/LXwimkgEOb
— Dr. Catherine Cronin (@catherinecronin) June 15, 2018
Lots to think about from @LornaMCampbell regarding 'openness' in learning. 'Open' does not always mean accessible. What's our own interpretation of open practice? #celt18
— Aine Carey (@Aine_Carey) June 15, 2018
Love the idea of open content creation interns to develop OER content, while fostering student co-creation, and building students’ digital literacy skills and capabilities to enchanted employability @LornaMCampbell #CELT18
— Alan Carbery (@acarbery) June 15, 2018
Listening to @LornaMCampbell describing so many open educational resource initiatives @EdinburghUni at #celt18 makes me think we have limited our engagement with the open agenda by focusing on open access to research outputs pic.twitter.com/bLrhxCy2va
— John Cox (@johncoxnuig) June 15, 2018
"#Equality is the soul of liberty; there is, in fact, no liberty without it." (Frances Wright) We need to design our open #learningspaces equal to all. Lorna Campbell (@LornaMCampbell) from @EdinburghUni final keynote at #celt18 #Feminism #feminist #EqualityForAll #Education pic.twitter.com/zzEEkDMoTP
— Bianca Pereira (@bianca_oli_per) June 15, 2018
Fantastic and inspirational afternoon key note by @LornaMCampbell – no questions but so many ideas! #celt18 pic.twitter.com/umegAHr3cQ
— Dr Briony Supple (@dr_briony) June 15, 2018
I had a similar thought – @LornaMCampbell really opened my eyes to the wider 'open access' agenda. I might have been thinking about the same issues but not seeing them in that context – really thought-provoking.
— Aine Carey (@Aine_Carey) June 15, 2018
Wish I had been at @LornaMCampbell ‘s keynote. I have learned so much from Lorna over the years. Was the presentation live-streamed? #celt18
— Allison Littlejohn (@allisonl) June 15, 2018
"…what openness is really about, the removal of systemic barriers and structural inequalities to provide opportunities to enable everyone to participate equitably, and on their own terms" Yes! Thanks @LornaMCampbell https://t.co/9NEMOkMPyP
— Laura Czerniewicz (@Czernie) June 18, 2018
brilliant Lorna! thanks for all you do in the service of open – such an inspiration pic.twitter.com/3ELohliWjB
— Teresa MacKinnon (@WarwickLanguage) June 18, 2018
Yes brilliant blog post Lorna. I am going to add it to the core reading for my new course on open practice starting in October at @CityUniLEaD and I hope to see you in Edinburgh in a few weeks?
— Dr Jane Secker (@jsecker) June 18, 2018
Thank you! I was just reading the post. Will check in for the recording, it always add to the written bit 🙂
— ✿Caroline Kuhn H✿ (@carolak) June 19, 2018
I’d just like to finish by thanking Catherine Cronin and Ian McLaren for inviting me to the Symposium and to all at NUI Galway who worked so hard to make it such a welcoming and engaging event. Tapadh leibh a huille duinne!