Journal of Learning Spaces
University of North Carolina at Greensboro
This chapter addresses the confluence of theory and practice in developing and using “flexible” classrooms for student learning. A large classroom building renovation will be described, in terms of how collaboration and co-creation of value led to early success of the renovated space. Co-creation of value for staff and faculty can help overcome initial resistance to change, bridge understanding, and drive a successful change from lecture-based teaching to growing use of active learning pedagogies. At the University of Tennessee, Knoxville, co-creation was central to planning, conducting, and sustaining a renovation of space into flexible, technology-enhanced classrooms and changing classroom pedagogy.
Olsen, T., & Guffey, S. (2016). Intentional Process for Intentional Space. Journal of Learning Spaces, 5(1). Retrieved from http://libjournal.uncg.edu/jls/article/view/912