In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students' learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies.

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed.

In this paper we argue that sustainable learning spaces in higher education are inclusive, varied, flexible and innovative. Furthermore, to teach in these learning spaces, university teachers need to develop a “didactic spatial competence” (DiSCo). Based on a research overview (Leijon & Tieva, 2021) and a position paper (Leijon, Malvebo & Tieva, 2021), we will discuss what research tells us about how learning spaces in a postpandemic university could support student learning and teachers pedagogic design. 

The research overview focused on patterns in the research field of learning spaces in higher education between 2009-2021. The following themes emerged from the research literature: scientific ground and proven experience, learning, physical and virtual campus, collaboration, varied environments (flexible, innovative and hybrid), inclusion and didactic spatial competence. In the presentation we will discuss the consequences for the design of future learning spaces in higher education as well as the challenge of creating learning spaces that are sustainable, not so much from an environmental point of view, but for learning.  As a point of departure, we use the concept of sustainable learning as a process of continual renewal and professional development: It involves ongoing, purposeful, responsive and proactive learning; the learner effectively builds and rebuilds her or his knowledge and skills base as circumstances change (Hays & Rainders, 2020, p. 30). One way to contribute to university teachers design for sustainable learning processes in a variety of learning spaces is to support teachers to develop a “didactic spatial competence” (DiSCo). DiSCo is grounded in theoretical perspectives on didactics, spatiality and competence. We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and earning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space.  DiSCo concerns planning for teaching and learning in a variety of learning spaces that support pedagogical ideas. A teacher on the way to DiSCo critically reflects over and uses affordances and meaning potential in various learning spaces, and has both agency and competence to act and react during teaching and learning. A teacher with DiSCo can use a learning space in a meaning-making process together with students. 

Discussion & results

 In the presentation we will discuss how DiSCo as a model can be used at different levels to support professional teachers to design, reflect, and transform teaching for learning in a variation of learning spaces. DiSCo could also serve as a tool for a teacher to build arguments for the design of sustainable learning, not based only on a personal practice, but grounded in science and proven experience. On a macro level DiSCo highlights how teaching and learning spaces are crucial resources for teachers as professional change agents in the ongoing development of learning spaces in higher education.   

Over the past ten years, there has been an increasing focus on physical learning spaces in higher education. By now, what do we really know about the relation between space and student learning? What does the research landscape look like, and how has it developed? A systematic review of peer-reviewed 108 articles on the physical learning space for the period 2009-2019 was performed. A broad and fragmented field emerged that is to some extent under-researched and under-theorized. Few articles contain theory sections, and very few authors refer to each other's work in their articles. On the other hand, a diversity of themes, methods and perspectives can be seen. Overall, the review can contribute to an overview of what we know - and what we do not know - about the complex relationship between student learning and learning spaces.

Our study investigates how knowledge requirements are formulated in policy documents for a police education situated in an academic context. Through an explorative quantitative and qualitative content analysis, we seek to answerthe following questions: What knowledge requirements are presented in course syllabi for the first semester of fivedifferent police programmes in Sweden? What similarities and differences are there? The result implies that a highereducation policy frame dominates the design of curricula and program profiles. Lower-order cognitive skills are predominant in the knowledge requirements in the first semester of all police training programmes in Sweden, but witha balance of academic and professional practices, and of conceptual and contextual coherence in curricula. The universities differ mostly when it comes to knowledge requirements on a higher-order cognitive level, and here there isan imbalance in sequence and pace in curricula between different programmes. Both balance and variations are discussed with the aim of opening up for an innovative debate on knowledge requirements in police education.

I artikeln utforskas hur universitetslärares pedagogiska praktik har påverkats av den digitala omställningen under pandemin. Vi diskuterar särskilt kunskapsområden som digitala medier, design av fysisk och digital lärandemiljö, arbetsmiljö, riskbedömning, tillgänglighet och sociala relationer. Resultatet, som bygger på pilotstudien ”The Corona Crash Course” och aktuell forskning, visar att de kunskapsområden som tydliggjorts under den digitala omställningen främst handlar om genomförande av undervisning. Två nya kunskapsområden har identifierats: arbetsmiljö och riskbedömning. Nu behövs tid för reflektion och stöd så att universitetslärare kan utveckla en postpandemisk praktik som vilar på vetenskaplig grund.

In this position paper we present a theoretical model on how to support teachers to develop a “didactic spatial competence” (DiSCo). We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and learning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space. In the paper we argue that a Didactic Spatial Competence (DiSCo) can be used to frame the complex relationship between learning spaces and teaching. DiSCo concerns to plan for teaching and learning in a variety of learning spaces that support the pedagogical ideas; but it also entails implementing, that is to critically reflect over and use affordances and meaning potential in various learning spaces, to have agency and competence to act and react during teaching and learning in various learning spaces and maybe first and foremost; to use the space in a meaning-making process together with students – that is to create a place for learning. Furthermore, it includes a reflective and evaluative part. 

This article highlights interaction within physical and virtual spaces in a higher education HyFlex learning environment with live streamed lectures and seminars. What kinds of learning spaces do we shape when we connect physical and virtual spaces? How do we interact in these spaces, and how do they affect our interaction? The perspective of ‘designs for learning’ theoretically frames the study. The result show that several different spaces are shaped; physical space, representational space, interactional space, and a ‘liminal space’. The result also implies that a HyFlex model requires an increased didactic awareness of designing for learning.

To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces.

Virtuella direktsändningar blir allt vanligare i högre utbildning. Men hur är det egentligen att föreläsa utan direktkontakt med studenter eller publik? Vilka möjligheter finns? Vilka begränsningar står föreläsaren inför? I följande reflektion diskuterar jag tre utmaningar som handlar om respons, representation och spatialitet.

Konferensens första keynote-föredrag hålls av filosofie doktor, universitetslektor Marie Leijon med rubriken Learning Spaces in Higher Education — It is Time for Space Pedagogy! Marie Leijon är universitetslektor i pedagogik vid Malmö högskola med inriktning mot lärande, kommunikation och medier. Hon verkar också vid Malmö högskolas Centrum för akademiskt lärarskap med att utveckla undervisningen. Hon arbetar för närvarande med två forskningsprojekt om lärandemiljöer, varav det ena undersöker hybridisering av lärandemiljöer genom kombination av den fysiska och den digitala lärandemiljön, medan det andra projektet fokuserar på kombination av formella och informella lärandemiljöer. Marie Leijon har publicerat ett flertal referentgranskade vetenskapliga artiklar, antologibidrag och konferensbidrag om lärandemiljöer, växelverkan och och lärande både i Sverige och internationellt.

This paper highlights interaction in physical and virtual spaces in a higher education HyFlex learning environment. The result implies that a HyFlex model requires an increased didactic awareness in designing for learning and in the paper we discuss the need for team teaching and co-design.

Vilka möjligheter till deltagande och handlingsutrymme har studenter och lärare i högre utbildning när det gäller den fysiska miljön på campus? Utifrån ett designteoretiskt perspektiv kommer jag i den här artikeln att resonera om vilken betydelse rum kan ha för både design för lärande och i lärande. I artikeln diskuteras hur rum utgör en del av lärares didaktiska design, som en inramning för lärande och får därmed konsekvenser för iscensättningen av en lärprocess. Rum är även något både studenter och lärare förhåller sig till och använder sig av som resurs under en lärprocess, design i lärande. Rum påverkar hur studenter och lärare interagerar och skapar mening i en lärprocess. Deltagarna förstår rummen på ett sätt vid iscensättningen, men måste förhålla sig till och ibland designa om rummen under processens gång. Särskilt intressant blir det därför att diskutera handlingsutrymme, både i relation till lärarens didaktiska design och förutsättningar för lärande, men framförallt i relation till studenters och lärares arbete med att tolka och omforma rummet som en del av den lärväg de designar.

In this article, the author seeks to investigate the interplay between space, interaction and learning sequences in higher education. She argues that space is an important part of designs for learning, where the building and the rooms are parts of the framing and the conditions for learning; furthermore, she discusses space as a resource in the meaning-making process, considering space as a significant part of designs in learning. The analysis builds on the concept that we can read space as three-dimensional text, using Halliday’s metafunctional theory to understand meaning potential in a space. The article also draws on a design-oriented perspective called ’Designs for Learning’ and demonstrates how we can understand space as being a part both of designs for learning and of designs in learning.

This poster presentation, represented as a saga, shares the results from a one year pilot project at a Swedish University. The aspiration for the ”Grounded Scholar” project was to create a space for teaching staff (adjuncts) without a PhD to enhance their scholarship capacity. The programme – a combination of workshops and mentoring – was based on a negotiated curriculum model and has so far resulted in six national and international conference presentations, two articles and one book chapter based on the adjuncts scholarly work, with special focus student diversity. The collaborative design of the program seems to be pivotal to the success. Furthermore, the adjuncts have developed their selfefficacy in terms of working in a scholarly way. The project has also opened a door to the international community of scholarship and teaching and learning. Still, the challenge of establishing a scholarly discourse at the university – a matter of both culture and structure – remains.

The aim with my presentation is to discuss space in higher education in relation to interaction, with a special focus on agency and re-design. I will discuss how we can understand campus space becoming a place for learning. How are students and teachers interacting using the resources afforded by a room? My presentation will also focus on physical and virtual spaces in higher education and I will present some results from an ongoing study on interaction in a hybrid and flexible learning environment.

In this presentation we will report and discuss experiences from the process of designing a sustainable organisation for a digital learning environment for Malmo University as a whole. With pedagogy as a starting point the aim has been to create an intentional community of practice with a focus on learning and digital media. Malmö University aims to be at the pedagogical forefront by using information technology and the possibilities afforded by new media, in order to create a more efficient learning process and a mutual exchange of knowledge. But how can this strategy be realized? New forms of teaching and learning in higher education require new spaces for teaching and learning. We also know that teachers in higher education need support, training, learning resources and infrastructure in order to create those new learning spaces and to develop their scholarship of teaching and learning with a focus on digital media (cf Allen et. al 2012 a,b; Bebell & O ́Dwyer, 2010; Holcomb, 2009). Our solution to this challenge is to create a multi- institutional research based hub for learning with digital media. The idea stems from the Lave & Wenger (1991; Wenger, 1998) concept “community of practice” with the addition of technology stewarding as a way to cultivate digital learning processes. At Malmo University this hub goes under the working title “the media workshop” and has both a physical and a virtual form.

Abstract Summary: This paper presents results from at post doctoral project with the ambition to contribute with knowledge on the interplay between space, interaction and learning in higher education. Stemming from a design oriented theoretical perspective the paper argues that space in a higher education campus setting can be important aspects both in designs for learning as well as in designs in learning. Abstract text: This paper presents results from at post doctoral project with the ambition to contribute with knowledge on the interplay between space, interaction and learning in higher education. Traditionally on-campus education often is associated with lecture theatres and tutorial rooms, and the physical room as such is often taken-as-given. Traditionally, on-campus education is often associated with lecture theatres and tutorial rooms, and the physical room is often taken as a given (cf. Jamieson et al, 2000). But what kind of campus space does higher education offer students? And how can we understand space becoming a place for learning? What kind of rooms do the students meet and how are they designed? How are students and teacher interacting using resources afforded by the room? Closely related to this study is a multimodal studies field that focuses on the interplay between human interaction, space and learning in schools (cf. Bourne & Jewitt, 2003; Kress et al. 2005; Flewitt, 2006). Jewitt (2008) argues that arranging furniture in a classroom can affect the ways a teacher orchestrates verbal interaction among pupils, and Kress & Sidiropoulou (2008) discuss how changing a physical layout affects social relations in a classroom. My own research (Leijon, 2010, 2012, 2013, 2014) connects to the field by discussing space and interaction in a higher education context, where the setting plays an important role. For theoretical anchoring, this paper draws upon a multimodal design oriented perspective called “Designs for Learning” (Selander & Kress, 2010; Leijon & Lindstrand, 2012). This perspective offers an approach to understand space in relation to the concept of design. Space, as a part of the setting and in the design for learning, constitutes an essential element in communication. In this paper I also discuss how space becomes a part of designs in learning. Here one could understand space as a resource in the meaning making process; as a learner designs his or her way, choosing apt resources to transform her understanding into new representations. My argument in this paper is that a room and its resources play an important part in these processes. The study combines video observation, as its main method, with interviews. Both observations and interviews were conducted in two higher education settings: teacher education and specialist nurse education. Both teachers and students participated. Mixing observations with interviews through a joint viewing of the observations offers a way to deepen the understanding of the interaction in the rooms. Video observation affords a multimodal perspective as it combines visual and auditory information and connects to the idea that humans use a variety of semiotic resources, including speech, gesture or text, in order to communicate (cf. Pink, 2007; Rose, 2001). The multimodal analysis is inspired by This article’s analysis is, as mentioned, inspired both by Stenglin (2004, 2008, 2009) and by Ravelli (2000, 2006, 2008), who employ the concept of metafunctions to interpret space as three-dimensional texts. The paper contributes to the field of scholarship in higher education by highlighting how space in a higher education campus setting can be understood as both an important aspect in designs for learning as well as in designs in learning. The concept designs for learning highlights how space can be a part of a teacher’s conscious didactic design. Space, as designed for learning, is something both teachers and students read, transform and re-design in action, designing their paths in learning in higher education. Acknowledgments This project was supported by generous grants from the Postdoctoral Programme for Quality Development in Higher Education at Malmö University, Sweden. Disclosure of Interest: None Declared Keywords: design, higher education, learning, space

Abstract Summary: A workshop aiming to share experiences made concerning the idea of the Flipped Classroom as well as ICT and Learning within higher education, and in relation to the Scholarship of Teaching and Learning. Participants will be given an insight to the authors’ experiences of facilitating student active learning in an introductory course to SOTL and the scholarly and didactic considerations behind it. Abstract text: Content We aim to share experiences made concerning the idea of the flipped classroom and ICT and learning as a valuable way of working within higher education and in relation to the scholarship of teaching and learning. Based on experiences made during the course "Akademiskt lärarskap", 5 credits, the authors aim to recreate a typical (one day) course session with a focus on student active learning, the idea of the "flipped classroom" and mediating learning. Scholarly basis A scholarly point of departure in our course and the workshop, draws on the idea of the “flipped classroom” where research indicates that podcasts used in the ”flipped classroom way” can be an effective way of personalising the learning experience in especially on-line courses (cf. Bolliger et al, 2010; Spies, 2011). The characteristics of podcasting increase the impression of permanent contact between students and teachers and allows for a diverse range of student skills and learning methods. Even if podcasting can be a powerful tool it should serve as a complement to the traditional resources on a course (Fernandez et al, 2009). To conclude, when podcasts are presented to students, they tend to use them as a means towards better understanding (Mc Garr, 2009) Another scholarly basis is the theoretical concept “Designs for learning” that highlights the material and temporal conditions for learning as in for example learning resources, buildings, classrooms and curriculum. However, there can also be a focus on designs in learning – highlighting the whole learning process of an individual, as a learner designs his or her way, choosing apt resources to transform her understanding into new representations. In this theoretical context communication and representation are seen as a social process of sign-making. The perspective also stresses participants’ creation and production (Selander & Kress, 2010). The design oriented perspective can be used as a tool for understanding learning, recognition of learning and the conditions for learning in higher education today (Leijon & Lindstrand, 2012). Closely connected to the design oriented perspective is the idea that working with media increases motivation, encouraging both activity and cooperation in a learning situation. Working with different media forms such as sound and moving images allow participants to avail themselves of a variety of types of texts, with different affordances, and to use them as resources in a learning process (cf. Leijon, 2010). Session outline Participants will be given an insight to the authors’ experiences of student active learning in the course “Akademiskt lärarskap” through a podcast presenting the course structure and the scholarly and didactic considerations behind it. The pod gives the group a common ground for a brain-storm aiming to a) produce further questions and b) gather experiences regarding the subject of student centered teaching and learning activities. By basis of interest the participants will be divided into smaller constellations which will then be given the task of mediating their questions and/or experiences through the production of analogue or digital posters. The posters will be presented within the workshop session and a brief discussion on the process and session topic will round off the workshop. - Pod/introduction - 10 minutes - Brain-storm - 20 - Group work - 20 - Mediating questions and/or experiences - 20 - Presentation - 10 - Final discussion - 10 Expected outcomes Participants partaking in the workshop will be expected to: • Reflect upon the benefits and consequences of student active teaching and learning activities. • Gain hands-on experience of a “Flipped classroom” process in a higher education setting. Discuss the podcast and the idea of mediating knowledge as resource for learning.

Marie Leijon Fil.dr i pedagogik, Malmö Högskola Rum på campus i högre utbildning: design, handlingsutrymme och rumsdidaktik. Nyckelord: rum, högre utbildning, design för lärande Presentationen handlar om ett avslutat postdoktorprojektet vars syfte har varit att undersöka relationer mellan rum, interaktion och lärande i högre utbildning, med särskilt fokus på campus. Projektets idé presenterades vid NU-konferensen 2012 och syftet med detta paper är att presentera projektets huvudresultat. Följande forskningsfrågor är i fokus för presentationen: Vilken typ av rum möter studenter och lärare i en campusutbildning och hur är de utformade? Hur agerar deltagarna utifrån de resurser som rummet erbjuder? För att undersöka detta har jag följt två grupper lärare och studenter inom lärarutbildning och specialistsjuksköterskeutbildning. Empirin består av videoinspelningar och fotografier från både de tomma rum som deltagarna möter och interaktion i rummen under seminarier och föreläsningar vid sammanlagt åtta tillfällen. Videobservationer kombineras med intervjuer med sju studenter och fem lärare. Med inspiration från "stimulated recall" har jag mött deltagare efter videoinspelningarna för att diskutera interaktion i rummen. Studien ramas in av designteoretiskt perspektiv "Design för lärande" (Selander, 2009; Selander & Kress, 2010) där meningsskapande och lärande förstås som teckenskapande processer. Perspektivet erbjuder möjligheter att analysera aktiviteterna i högskolerummet i relation till den didaktiska design som formar innehållet, men även till den design som omger aktiviteten (Leijon, 2010; Leijon & Lindstrand, 2012). Särskilt fokus ligger på deltagarna som aktörer i sociala och kommunikativa situationer där rummet både inramar situationen och används som resurs i kommunikationen. Resultatet visar hur rum kan förstås som betydelsefullt både i design för lärande och i lärande. Rum utgör en del av lärares didaktiska design, som en inramning för lärande. Rummets utformning på campus får konsekvenser för iscensättningen av en lärprocess. Rum är även något både studenter och lärare förhåller sig till och använder sig av som resurs under en lärprocess, design i lärande. Rum påverkar hur studenter och lärare interagerar och skapar mening i en lärandeprocess. Deltagarna förstår rummen på ett sätt vid iscensättningen, men måste förhålla sig till och ibland designa om rummen under processens gång. Särskilt intressant blir att diskutera handlingsutrymme, både i relation till lärarens didaktiska design och förutsättningar för lärande, men framförallt i relation till studenters och lärares arbete med att tolka och omforma rummet som en del av den lärväg de designar. I presentationen diskuteras även begreppet rumsdidaktik (Leijon, 2012abc, 2013ab, in progress). Referenser Leijon, M., & Lindstrand, F. (2012). Socialsemiotik och design för lärande: Två multimodala teorier om lärande, representation och teckenskapande. Pedagogisk forskning i Sverige, 17(3-4), 171-192. Leijon, M. 2010: Att spåra tecken på lärande. Mediereception som pedagogisk form och multimodalt meningsskapande över tid. (Malmö Studies in Educational Sciences: 52) Malmö: Malmö Högskola. Leijon, Marie (2012a). The room in higher education - a space for learning? Paper presented at Designs for Learning 2012: 3rd International Conference Exploring Learning Environments, 25-27 April 2012, Copenhagen, Denmark: Conference Proceedings. s. 104-105 Leijon, M. 2012b: Campus space – a place for learning? Paper presented at the 6th International Conference on Multimodality. 22nd – 24th of August, 2012, University of London, United Kingdom. Leijon, Marie (2012c). Rummet i högre utbildning en plats för lärande. Gränslöst lärande, NU 2012. Göteborg, 17-19 oktober 2012, Konferenskatalog. s. 24-25. Leijon, M. (2013a): Rummet som resurs för lärande och i lärande. I L. Amhag, F. Kupferberg & M. Leijon (red.): Medierat lärande och pedagogisk mångfald. Lund: Studentlitteratur. Leijon, Marie (2013b). Campus space in higher education as a place for learning. Keynote. 7th Creating Knowledge CKVII conference, 14-16 augusti, Lunds Universitet. http://learning.lub.lu.se/flow/creating-knowledge-vii.aspx?FlowCategoryID=266 Leijon, M (in progress). Space as designs for and in learning: Investigating the interplay between space, interaction and learning sequences in higher education. Visual communication (under review). Selander, S. 2009: Didaktisk design. I S. Selander & E. Svärdemo-Åberg (red.): Didaktisk design i digital miljö – nya möjligheter för lärande. Stockholm: Liber. Selander, S. & Kress, G. (2010). Design for lärande. Ett multimodalt perspektiv. Stockholm: Norstedts.

Category: Completed research study Title: Space and place in higher education: agency, design and re- design Author: Marie Leijon, Ph. D, Senior Lecturer at Faculty of Education and Society at Malmö University, Sweden. Keywords: Space, higher education, design, re-design, agency This paper presents selected results from at recently completed two year post doctoral project with the ambition to contribute with knowledge on the interplay between space, interaction and learning in higher education. How can we understand campus space becoming a place for learning? Thus, the aim for this article is to discuss space in higher education in relation to interaction, with a special focus on agency and re-design. How are students and teachers interacting using the resources afforded by the room? And how do the participants use space as a resource designing and re-designing their way in a meaning making process? Stemming from a design oriented theoretical perspective ”Designs for learning” (Selander & Kress, 2010) the paper argues that space in a higher education campus setting can be understood as both an important aspect in designs for learning as well as in designs in learning. With the notion designs in learning, one could understand space as a resource in the meaning-making process; as a learner designs his/her way, he/she chooses apt resources to transform his/her understanding into new representations (Selander & Kress, 2010). One could discuss space and place as conveyors of meaning and interaction as dependent on the affordances of a room. The design in a room clearly communicates what is possible and allowed to do. Space shapes interaction, but interaction also shapes space; thus, it is essential to consider space in relation to negotiation and transformation (cf. Leijon, 2010, 2012abc, 2013). As a consequence, this paper focus on how space is designed and re-designed by teachers and students in an on going transformation process. The study combines video observation, as its main method, with interviews. Observations and interviews were conducted in two higher education settings: teacher education and specialist nurse education. Two groups were followed in seminars, presentations, and lectures. These occasions could be lasting from one and half hour to a whole day and resulted in 31 hour filmed material. Five teachers and seven students were interviewed. Mixing observations with interviews through a joint viewing of the filmed observations offered a way to deepen the understanding of the interaction in the rooms. In an effort to reduce the researcher monopoly of interpretation, the interview was designed as a joint discussion of the filmed material. During the interviews, excerpts from the video observations were watched and discussed, focusing on the interaction in the rooms. The paper will present results from the study and focus on instances of participant interaction in the different higher education campus spaces in order to discuss teacher and student agency. When it comes to designs for learning, the teachers are in charge for the didactic design; some of them are considering space as a resource, others don ́t. But when it comes to designs in learning the result clearly indicates that space, as designed for learning, is something both teachers and students read, transform and re-design in action, designing their paths in learning in higher education. Acknowledgments This project was supported by generous grants from the Postdoctoral Programme for Quality Development in Higher Education at Malmö University, Sweden. References: Leijon, M. (2010). Att spåra tecken på lärande. Mediereception som pedagogisk form och multimodalt meningsskapande över tid. Malmö Studies in Educational Sciences; 52. Malmö University. Leijon, M. (2012a) The room in higher education – a space for learning? Paper presented at the 3d International Conference Exploring Learning Environments, 25th – 27th of April, 2012, Aalborg Universitet, Denmark. Leijon, M. (2012b) Campus space – a place for learning? Paper presented at the 6th International Conference on Multimodality, 22nd – 24th of August, 2012, University of London, United Kingdom. Leijon, M. (2012c) Rummet i högre utbildning en plats för lärande. Paper presented at the NU Conference: Gränslöst lärande, 17th – 19th of October, 2012, Göteborg, Sweden. Leijon, M. (2013) Rummet som resurs för lärande och i lärande, in Amhag, L., Kupferberg, F. and Leijon, M. (eds) Medierat lärande och pedagogisk mångfald, pp.53–72. Lund: Studentlitteratur.

Marie Leijon Fil.dr i pedagogik, Malmö Högskola Space in higher education – design and agency This presentation focus on how space in higher education is designed and re-designed by teachers and students in an on going transformation process. The aim is to discuss space in higher education in relation to interaction, with a special focus on agency and re-design. Results from at recently completed two year post doctoral project with the ambition to contribute with knowledge on the interplay between space, interaction and learning in higher education will be presented. How can we understand campus space becoming a place for learning? How are students and teachers interacting using the resources afforded by the room? And how do the participants use space as a resource designing and re-designing their way in a meaning making process? Stemming from a design oriented theoretical perspective ”Designs for learning” (Selander & Kress, 2010) the presentation argues that space in a higher education campus setting can be understood as both an important aspect in designs for learning as well as in designs in learning. The design in a room (for learning) clearly communicates what is possible and allowed to do. Space shapes interaction, but interaction also shapes space; thus, it is essential to consider space in relation to negotiation and transformation (in learning).

Traditionally on-campus education often is associated with lecture thea- tres and tutorial rooms, and the physical room as such is often taken- as-given. But what kind of campus space does higher education offer students? And how can we understand space becoming a place for learning? What kind of rooms do the students meet and how are they designed? How are students and teacher interacting using resources afforded by the room? In my research I am interested in the interplay between space, interaction and learning, and the presentation will relate those aspects to a design oriented perspective called Designs for Learning; a perspective that offers an approach to understand space in relation to the concept of design. Thus – in relation to space – designs for learning helps us to understand how space, as a part of the setting, constitutes an essential element in communication. For example, spatial arrangements in a room, like furniture and lightning, could be resources in meaning-making processes. In this presentation I also discuss how space becomes a part of designs in learning. With the notion designs in learning one could understand space as a resource in the meaning ma- king process; as a learner designs his or her way, choosing apt resources to transform her understanding into new representations. My argument here is that a room and its resources plays an important part in these processes.

Rum i högre utbildning som resurs för och i lärande. Presentationen handlar om ett postdoktorprojektet vars syfte har varit att undersöka relationer mellan rum, interaktion och lärande i högre utbildning, med särskilt fokus på campus. Vilken typ av rum möter studenterna och hur är de utformade? Hur agerar deltagarna utifrån de resurser som rummet erbjuder? Vilka resurser för deltagarna in i rummen och hur används dessa? För att undersöka detta har jag följt två grupper lärare och studenter inom lärarutbildning och specialistsjuksköterskeutbildning. Empirin består av videoinspelningar och fotografier från både de tomma rum som deltagarna möter och interaktion i rummen under seminarier och föreläsningar vid sammanlagt åtta tillfällen. Videobservationerna kombineras med intervjuer med sju studenter och fem lärare. Med inspiration från ”stimulated recall” har jag mött deltagare efter videoinspelningarna för att diskutera interaktion i rummen. Studien ramas in av designteoretiskt perspektiv ”Design för lärande” kompletterat med socialsemiotiskt multimodalt perspektiv. Det sistnämnda belyser komplexitet i kommunikativa processer när deltagarna skapar mening. I designteoretiskt perspektiv förstås meningsskapande och lärande som teckenskapande processer. Perspektivet erbjuder möjligheter att analysera aktiviteterna i högskolerummet i relation till den didaktiska design som formar innehållet, men även till den design som omger aktiviteten. Resultatet visar hur rum kan förstås som betydelsefullt både i design för lärande och i lärande. Rum utgör en del av lärares didaktiska design, som en inramning för lärande. Rum är även något både studenter och lärare förhåller sig till och använder sig av som resurs under en lärprocess, design i lärande.

This paper presents an ongoing postdoctoral research project with the ambition to contribute with knowledge on the interplay between space, interaction and learning in higher education. What kind of rooms do students meet in formal campus activities and how are they designed? How are students and teacher interacting using resources afforded by the room? These are some of the questions that the project aims to examine. Space, place and room are familiar words, denoting common experiences. Space is sometimes used to discuss room and interplay between interaction and learning. In Swedish the words “rum” and “plats” could refer to a physical organization of the environment and the social aspects of the same, that is, we are located in spaces but acting in places. But this paper connects to the idea that both place and space are social products with different systems of practices. Traditionally on-campus education is associated with lecture theatres and tutorial rooms and the physical room as such is often taken-as-given. Thus the room in higher education as a place for learning is open to question. Space, interaction and learning in higher education are under-researched topics compared to similar research with focus on schools. There is, however, a field in social semiotic studies focusing on the interplay between human interaction, space and learning in schools. This approach also highlights how physical environment, as part of the setting, constitute an essential element in communication. Social semiotics also affords a way to understand and explore space as three-dimensional texts. For theoretical anchoring, the research draws upon a design theoretical perspective called “Designs for Learning” (Selander & Kress, 2010) to understand the activities in the room and space as a part of a setting, all in relation to the concept of design. But this paper also discusses how space in higher education can be organized as semiotic resources. It connects to Halliday´s metafunctional theory (1978) investigating space as three-dimensional texts using Halliday´s notion of three communicative functions. The research is illustrated with examples from on campus teacher education using video observations to analyse two kinds of classrooms and interaction of a group of teacher students and their teacher in the same formal spaces.

This article discusses how “reception” in media courses can be understood as “designs for learning”. Teacher students, working with digital media production, meet in “receptions” where their works are presented, interpreted, and discussed. The analysis highlights presentation as an activity with its own setting that could be understood as an activity of interpretation and sign-making. The main argument is that a “presentation” can be understood as a learning sequence in itself.

Rummet i högre utbildning – en plats för lärande? Marie Leijon Senast ändrad: 2012-05-14 Abstract Fokus i postdoktorprojektet är rum i högre utbildning som plats för lärande. Campusutbildning förknippas ofta med föreläsningssalar och grupprum (Jamieson m fl, 2000). Vilken betydelse har högskolerummet för utbildningens aktiviteter? Det engelska begreppet space kan referera till fysiskt miljö och place till sociala aspekter – vi finns i space men agerar i place (se ex Dourish, 2004). Här är dock tanken att både space och place skapas socialt (se de Certau, 1984; Dourish, 2006). Rum och plats kan på motsvarande sätt förstås som relationellt formade. Rum erbjuder möjligheter för interaktion och plats betydelser för individen (Antonsen, 2001). Studier om rum och plats i högre utbildning tenderar fokusera arkitektur eller design av lärandemiljöer i exempelvis distansutbildning (Temple, 2008). Det finns multimodala studier som undersöker relationer mellan människor, rum och lärande, men med fokus på skola (Flewitt, 2006; Jewitt, 2008). Min avhandling (Leijon, 2010) diskuterar interaktion i en lärarutbildningskontext, där rum spelar en väsentlig roll. Utgångspunkten är således hur högskolerummet som plats skapas. Vilken typ av rum möter studenterna och hur är de utformade? Hur agerar deltagarna utifrån de resurser som rummet erbjuder? Vilka resurser för deltagarna in i rummen och hur används dessa? Studien ramas in av designteoretiskt perspektiv ”Design för lärande” (Selander & Kress, 2010) kompletterat med socialsemiotiskt multimodalt perspektiv. Det sistnämnda belyser komplexitet i kommunikativa processer när deltagarna skapar mening (se ex. Kress & van Leeuwen, 2001). I designteoretiskt perspektiv förstås meningsskapande och lärande som teckenskapande processer (Selander & Kress, 2010). Perspektivet erbjuder möjligheter att analysera aktiviteterna i högskolerummet i relation till den didaktiska design som formar innehållet, men även till den design som omger aktiviteten. Projektet kombinerar videoobservationer med intervjuer. Videobservation erbjuder möjligheter att kombinera visuell- och auditiv information i samma material och inbjuder till multimodal analys av semiotiska resurser som tal, gester, kroppsposition och så vidare. Med inspiration från ”stimulated recall” möter jag deltagare efter videoinspelningarna för att diskutera interaktion i rummen. Projektets inledning fokuserar fyra aktiviteter i campusförlagd lärarutbildning. Jag har dokumenterat de tomma rummen och spelat in deltagarnas interaktioner under åtta timmar. Vid två tillfällen har enskilda intervjuer genomförts med tre lärarstudenter och två lärare. Projektet är pågående och exempel från videobservationerna samt intervjuer presenteras. Studiens preliminära resultat visar hur deltagarna inledningsvis accepterar den design som finns av högskolerummets layout. Deltagare använder även rummets begränsade resurser för att signalera aktivitet samt för att interagera. Rum formar oss, men formas också av oss som agerar i rummen. Referenser Referenser Antonsen, K.M.(2001). Sted. En teoretisk tillnaerming til stedsbegrepet i nyere geografisk litteratur. Menneske – sted. Nr. 2/2001. Regional utveckling. Norges forskningsråd. de Certeau, Michel (1984). The Practice of Everyday Life. Berkeley, CA: University of California Press. MIT Press. Dourish, Paul (2004). Where the action is: the foundations of embodied interaction. Cambridge: The MIT Press. Dourish, Paul (2006). Re-Space-ing Place: Place and Space Ten Years On. Proc. ACM Conf. Computer-Supported Cooperative Work CSCW 2006 (Banff, Alberta), s. 299-308. Flewitt, Rosie (2006). Using video to investigate preschool classroom interaction. Education research assumptions and methodological practices. VisualCommunication, 5(1), s. 25-51. Jamieson, Peter., Fisher, Kenn., Gilding, Tony., Tayloor, Peter G., & Trevitt, Chris (2000). Place and Space in the Design of New Learning Environment. Higher Education Research and Development, 19(2), s. 221-237. Jewitt, Carey (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32, s. 241-267. Kress, Gunther & Leeuwen, Theo van (2001). Multimodal discourse – the modes and media of contemporary Communication. London: Arnold. Leijon, Marie (2010). Att spåra tecken på lärande. Mediereception som pedagogisk form och multimodalt meningsskapande över tid. (Malmö Studies in Educational Sciences No. 52). Malmö: Malmö Högskola. Selander, Staffan & Kress, Gunther (2010). Design för lärande – ett multimodalt perspektiv. Stockholm: Nordstedts. Temple, Paul (2008). Learning spaces in education: an under-researched topic.London Review of Education, 6(3), s. 229-241.

I artikeln presenteras två teorier om lärande och meningsskapan- de: socialsemiotik och design för lärande. Det socialsemiotiska multimodala perspektivet hjälper oss att förstå hur kommunikation och lärande formas multimodalt i teckenskapande processer. Design för lärande hjälper oss att förstå lärande i relation till ett sammanhang och till de förutsättningar som skapas för lärande i olika miljöer och situationer. Fokus i båda perspektiven riktas mot hur människor, utifrån val av teckensystem och medieformer, formerar sin kunskap. Artikeln relateras till högre utbildning och perspektiven diskuteras i förhållande till tre aktuella frågor: lärandets komplexitet, målstyrning och erkännandekulturer i utbildning. Avslutningsvis följer en diskussion som särskilt fokuserar hur ett designorienterat perspektiv kan användas för att förstå lärande och lärandets förutsättningar i högre utbildning.

Fokus i mitt postdoktorprojekt är seminarierummet för att undersöka länkar mellan rum, handling och lärande. Rummet som pedagogisk plats i högre utbildning är relativt outforskat Det finns forskningsfält inom multimodala studier som undersöker relationer mellan människor, rum och lärande, men med fokus på skola. Mitt postdoktorprojekt kan genom fokus på rum och lärande i högre utbildning bidra till fältets utveckling. Syfte och frågeställningar: Det fysiska rummets förutsättningar och människors agerande i skapandet av sociala rum är intressant här. Hur används seminarierummets resurser? En vanligt förekommande resurs är bildspel. Jag utforskar även resurser, i första hand olika medieformer, som studenterna väljer att föra in i seminarierummet. Syftet med studien blir att undersöka seminarierummets betydelse som pedagogiskt rum för studenter och lärare vid två professionsutbildningar vid Malmö Högskola. Följande frågor ställs: Hur är de aktuella seminarierummen utformade vid respektive utbildning? Hur agerar deltagarna utifrån de resurser som rummet erbjuder? Hur används olika medieformer och medietexter, med särskilt fokus på bildspel, under seminarierna? Vilka resurser för meningsskapande, med särskilt fokus på olika medieformer, tillför deltagarna? Vilka tecken på lärande kan spåras över tid? Metod och teoretiska utgångspunkter: Postdoktorprojektet placeras vid Fakulteten för Lärande och samhälle för att utveckla kunskap om relationer mellan rum och lärande för blivande lärare. Eftersom rum och lärande är intressant för all högskoleutbildning förläggs en del vid Fakulteten för Hälsa och samhälle. I projektet kombineras flera metoder. Observationer filmas och analyseras multimodalt, med fokus på tal, gester, rummets resurser och så vidare. Jag inspireras även av ”stimulated recall”, där deltagarna en kort tid efter inspelningen diskuterar det inspelade materialet med fokus på sitt agerande i relation till rummets resurser. Därutöver görs multimodal textanalys av förekommande bildspel. Teoretiskt inramas studien preliminärt av socialsemiotiskt multimodalt perspektiv, designteori och Goffmans resonemang om interaktion.

Denna studie handlar om mediereception som pedagogisk form och meningsskapande över tid. Jag är intresserad av att förstå komplexitet i meningsskapande processer som utgår från medieproduktioner. Syftet med avhandlingen är att undersöka vad mötet mellan en grupp lärarstudenter och deras texter kan erbjuda för möjligheter och begränsningar för meningsskapande över tid i en lärarutbildningskontext. Följande frågor ställs: Hur designas mötet mellan deltagarna och texterna i en receptionsform? Hur agerar deltagarna utifrån de resurser som erbjuds dem i receptionerna? Vilka teckensystem och semiotiska resurser används och hur används de? Hur förändras meningsskapandet över tid? Den teoretiska utgångspunkten för studien är ett designteoretiskt perspektiv där en performativ sida av lärande lyfts fram. Ett designteoretiskt bidrar med fokus på inramade teckenskapande meningsskapande aktiviteter och betonar deltagarnas skapande och produktion. Det knyter an till digitala mediers erbjudanden för lärandesituationer – aktuellt i studien med tanke på receptionen av deltagarnas ljud- och filmtexter. För att förstå komplexiteten i en meningsskapande situation och för att följa meningsskapande över tid, berikas det designteoretiska perspektivet med sociokulturella perspektiv, Bakhtins fokus på dialog och Goffmans dramaturgiska perspektiv. Utifrån ambitionen att studera meningsskapande över tid valdes videoobservation som metod. Deltagarnas interaktion analyserades multimodalt. Genom att studera meningsskapande över tid kan flera tecken på lärande spåras. Avhandlingen visar hur meningsskapande över tid är en komplex process som designas multimodalt. Studien bidrar även till att synliggöra hur meningsskapande kan ske och hur pedagogiska former som receptionerna kan förstås som lärsekvenser i sig. Att det i en formell utbildningssituation pågår samtidiga parallella lärprocesser där endast ett fåtal uppmärksammas, är betydelsefull kunskap för både studenter och lärare, särskilt vid en lärarutbildning. Avhandlingens resultat visar även att receptionen som pedagogisk form är betydelsefull för den mening som skapas. Att se sig själv och sitt resultat med andras ögon, att inta ett aktivt responderande förhållningssätt och att möta olika rösters perspektiv bidrar till skapande av mening. Att skapa ett verk som möter en publik, att i detta möte ha en design att återgå till och att under mötet forma en ny text visar sig vara kraftfulla aspekter av meningsskapande. Studien bidrar även till kunskap om ett mindre utforskat område – medieproduktion och mediereception vid lärarutbildningar. Att arbeta med medieformer som ljud och rörlig bild innebär att deltagarna har flera olika typer av texter med skilda erbjudanden att tillgå som resurser i sitt meningsskapande arbete. Deltagarna omskapar tecken inom samma teckensystem men rör sig också mellan olika teckensystem. Denna rörelse bidrar till att utveckla det meningsskapande arbetet. Min studie visar dessutom att deltagarna utnyttjar de olika medieformerna och flerstämmigheten för att utveckla kunskap i sitt ämne. Att arbeta med medier i lärprocesser berikar alltså meningsskapandet. I studien bjuds även in till ett omskapat användande av det designteoretiska perspektivets modell över en formell lärprocess. Sammanfattningsvis – studien har synliggjort meningsskapande över tid där olika former av lärande spåras, pekat på behovet av en vidgad blick och ökat lyssnande till tecken på lärande, tydliggjort receptioners betydelse för meningsskapande, förstått receptionerna som en lärprocess i sig och så slutligen lyft fram medieformernas berikande för meningsskapande.

This paper focuses on teacher student experience of digital media production in initial teacher education. In a pre-study 25 teacher students participated in a digital media production. Research questions are concerned with what notions of learning and media the teacher students have in their initial teacher studies and how do they reflect on their work with digital media production. These questions are analysed from sociocultural and multimodal perspectives. The pre-study shows that media has the students use a hierarchical classification when they discuss media and the written word dominates. They emphasise the need of critical reflection with the teacher as an important agent. While working with a media production their perspective broadens. The multimodality of resources used to create meaning allows the students to reflect upon how to use these resources in formal schooling contexts. They describe their learning process as a dialectic relationship between doing and analysing. The students stress the reception of the media productions. In the paper we argue that the digital media production created a high learning potential for the participants.

There has been a dramatic effort with huge economic resources spent on developing the use of ICT in Swedish education during the years around the turn of the millennium. In higher education the progress has been a bit slower and there has been criticism of the way Swedish teacher students are prepared in these issues. At the same time the teacher education curriculum is explicit, even if not in so many words: we have to offer the students possibilities to learn and to use ICT and to prepare for a life in a society where media has a great influence. To face the criticism there has been an intense development in the area in different ways. At Malmö University the students work with digital production in several ways. In the pre-study 25 teacher students participated in digital media production using digital video and sound devices. The productions then were presented, analysed and reflected on within the group. A few words about the presentation form: When the students show their productions a certain form has been used, called "reception". Its origin is semiotic theory. In communication the sign is the starting point and the recipient is an important co-creator and the interpretation of the sign is stressed. The students analyses levels of meaning. They talk about their understanding of the text, called denotation, and then they discuss the interpretation of the text, called connotation. Finally the production group reflects on its production and the reactions from the audience together with the whole group.

Syftet är att studera skilda sätt att erfara IT i gymnasieskolan. Följande frågor ställs: Hur kan variationen i de skilda sätten att erfara IT förstås? Hur kan empirin ytterligare förstås genom en kontextualisering? Utifrån en fenomenografisk ansats intervjuas elever, lärare och skolledare vid tre gymnasieprogram. Resulta-tet presenteras genom tre kategorier. I kategorin IT, individ och samhälle erfars IT som teknik med kraft att påverka på individ- och samhällsnivå. Lärande och IT relaterar till IT, men har fokus på lärande. Sista kategorin, Ramar och IT, fokuserar faktorer som tid och tillgång i relation till IT. Resultatet avslutas med en kontextualisering i spåret Skillnader, här resoneras om IT ur ett likvärdighetsperspektiv. Studien tar teorietisk utgångspunkt i förståelsen av IT som del av en konvergerande mediekultur samt i resonemang om hur senmodern tid präglar livet i skolan. Sammanfattningsvis visar studien variation genom att fokus skiftar från IT som fenomen till Lärande och Ramar. Ett teknikdeterministiskt synsätt dominerar. Tid och tillgång erfars vara styrande och lärandet blir portabelt. Med IT synliggörs också skillnader. Studien kan ses som en spegling av senmodernt liv där IT blir ett måste. I gymnasieskolan blir IT inte ett medium för alla, men ett medium alla måste förhålla sig till.