Okay. So, Christina told us that we can go. Hello, everybody, and thank you to you for your participation in this webinar. May I ask Christina to show my first five presentation? That's fine. Thank you very much. And to the participant, I just, as a first, as a first, I wanted to introduce you to the panel of experts, to the presenter here for you, available for you for this webinar on learning space. Just starting from myself, my name is Elena Calderola from University of Pavia. At my right side here, Professor Marco Morandotti, Vice Rector for Real Estate at University of Pavia. And he's Marco. Okay. And hello to everybody. And see you in a few minutes. And on my left side, Professor Stefano Guavoni, Vice Rector at the University of Pavia, Professor in Pharmacology, and expert in Alzheimer's disease. Okay. Good afternoon to everybody. And I'm here, indeed, as a Delegate of the Rector for Teaching Activities in the University. And in the other camera, my colleagues, Mats Kulled from Uppsala University, Sweden. And thank you very much to Mats for his contribution and participation in this seminar about learning space. Mats, maybe you want to say just some words about yourself? Well, hello, everyone. Mats Kulled from Uppsala University, Sweden, right to the north of Stockholm, where I am employed as educational developer. And I've spent a large part of my professional life, at least the last few years in one experimental classroom of Uppsala University helping teachers developing their teaching there. Right over here. Okay. Thank you, Mats.  So we can start our webinar with the first presentation, short introduction, just to setting the scene. And the title of this webinar is New Learning Spaces to Support the EU 2020 Learning Intensive Society. Maybe you can think that it's quite complicated and a lot articulated the title. Maybe you are right. So it is my pleasure now just to start this presentation with some reflection and putting on the table some concept, some teams, some concept, in order just to start with an active learning participation. So just in some minutes, we will see some presentation about learning space. But as you can see from the title, there are a lot of very interesting terms and topics and concepts that are so articulated and so white. We are talking about learning that is education. We are talking about spaces and generally speaking environments in which education takes place. We are talking about society. And in this case, for society, I mean a project about this society, which society and which project of this society and the perspectives of society. And even if in the title is not mentioned, the concept of technology. Anyway, the concept of technologies, as you can understand, as you can imagine, underlines the spaces, underlines the learning, underlines the spaces, underlines the society in which we live. Why this? So go to the next slide. So just as a joke, you can see here represented a forest. And this is a forest of men groups. And I like to define this forest, the realm of men groups. Why this? Some months ago, I was in Udine, University of Udine in Italy, and I had the opportunity to listen to a very brilliant and interesting presentation from Professor Luciano Floridi, a distinguished philosopher at Oxford University. And he had a very interesting view of the society in which we live because he asked to the audience, in this moment, are you online or are you offline? It is hard to have the correct answer because nowadays it is not possible, it is no more possible to say if we are online or we are offline. Since we live in a society that is in a kind of on the middle, that is, according to this definition, we live in a sort of infosphere where the state of each of us is on life. So no more online, no more offline, but on life.  And like an image just to have a picture about this state, Luciano Floridi gave us this kind of image that is the man groups, where the man groups flourish. They flourish when where the river meets the sea. And so you have no more sweet water, no more salty water, but British water. So this is the real home of man groups.  So we live in a such kind of infosphere. And what is our human project for the digital age? Because at the present, the real challenge is no longer to think about digital innovation, this is a fact, but the governance of the digital. So for me, and for just to start and to begin and just to have a big picture or a framework of this webinar, this is the big picture. The big picture is the infosphere in which we are living. But having a joke another time, just to mix the words included in the title, may I represent you a famous sentence from John Yu, sorry, a distinguished pedagogist of the previous century. And a famous sentence is the conception of education as a social process and function has no defined meaning until we define the kind of society we have in mind. So look at the title of the webinar, we are talking about education, and we are talking about the society that John Yu is strictly related in this kind of links. So we have to think about education as a way to promote or not promote a special kind of society. So since we all live in higher education and we try to build learning spaces just to promote or to foster a kind of education, which kind of education for which kind of society and another time, which kind of society we have in mind for future generations. And again, thank you very much, Cristina. And again, Harry Lefebvre, one of the more distinguished sociologists about the conception and the production of space, another very interesting sentence. Space is not a scientific object removed from ideology or politics, it has always been political and strategic. Space, which seems homogeneous, which appears as a wall in its objectivity, in its pure form, such as we determine it, is a social product. That is, when and how a society uses the space, this define a kind of power of a ruling class in order to define how the society has to develop for the future. So in this case, we can focus on the relation between space and society. So another time you can look at the title and we are talking about which kind of society and which kind of space is to use in order to foster which kind of society. So another time we have links between concepts included in the title. And again, space and education, that is, in other words, the way in which a space is designed shapes the learning that takes place in that space. Between, in a space, first of all, you have relationship and kind of relationship and different kind of relationship between the stakeholder that that space are living together. And according to this other distinguished scholar, Professor Rudd, the idea is the question is no more what buildings do we want, but instead what sort of education do we want to see in the future and not how many classrooms do we need, but what sorts of learning relationship do we want to foster in that space for which kind of education? What competencies do we want learners to develop? What tools and what resources are available to us to support learning? So another time, I am joking, of course, I am trying to link to different concepts and terms, space and education. So you will remember that at the beginning of my presentation, the word technologies was in gray and nothing in black like the other one. But it is like an hidden guest, but it is so powerful at the present in our age. Technology, technology related to space. I think that is quite unusual to explain you the concept of cloud computing, but there is another space that we cannot define where is this space elsewhere in a lot of computers and database spread everywhere in the world. And from the other side, we have Internet of Things that is a sort of network of database and data coming from things that we have with us, accompanying us in each moment of our lives. I think that thinking in the concept of Internet of Things is very, very easy to recall the concept at the beginning of Luciano Floridi. That is, we are now online or we are offline. We don't know because in every moment of our life, there is something of our life appearing in a database elsewhere in the world through this concept of Internet of Things. And just to finish and arriving to the concept of learning space. So according to Wikipedia, learning space refers to a physical setting for a learning environment, a place in which teaching and learning are core and is okay. The term is commonly used as a more definitive alternative to classroom, but it may also refer to an indoor or outdoor location, either actual or virtual. So you can understand now what kind of mixing that we have in real spaces or virtual spaces creating a big learning spaces in which relation goes together. Learning spaces are highly diverse in use, in learning styles, configuration, location, education institution, and they support a variety of pedagogies, including normal study, passive or active learning. It depends from the relationship, it depends from the role of the teacher, kinesthetic or physical learning, vocational, experiential, and others. And just to come to the end of this very short introduction, learning spaces, we have to look at them as a way to embrace a different view of future learning. And as a consequence, a different view for the future society and a different view in order to conceive spaces in which social relations happen. So maybe a lot of concept, a lot of reflection, a lot of provoking maybe aspect point of view were presented in this short introduction. And for this reason now we come and let's explore the tangled realm of mangroves and I leave the floor to Stefano Govoni. Okay. Thank you Elena. And as I said before, I am the teaching, the delegate for teaching activities of the university. So we heard a lot of ideas and beautiful ideas, but I have to think how to put these in practice. And let me give you, provide you some numbers. Pavia has 23,000 students and 44 master degree, 43 bachelor degrees and classrooms from 20 to 300 students. So you have to imagine how to try to transform this concept in something that can be delivered to the students, involve the students and also the teachers. And let me start with the first slide, the elephant. Why the elephant? Indeed, this is the Pavia University Museum and there is an elephant that was donated by Napoleon in 1812. And he's there as a testimony or witnessing a certain period of the university thing when national history was one of the main topics and there are so many samples that a museum would build around and actually Marco built the museum. But for me, the elephant has also another meaning which is the elephant is the old-fashioned classroom and teaching relationship. Let me underscore it with some sentences. One master, many students, sometimes hundreds, we have classrooms of over 200 students, pre-digested information, no discussion, learn whatever is provided to you and exactly as it has been presented. You students are numbers among many equal to you and all of you must reach the same standard knowledge at the same times. No outliers alone, either the gifted one or the less able one, but no outliers, everyone at the same pace in time. This is the elephant sitting in our classroom, the old-fashioned way of thinking, teaching and learning. Next one. And as you may see from the slide, what we tried to reason about this problem was the attempt to think how our traditional organization can be modified, how can we remove the elephant from the classroom. Among this, we may change the space, but we have also to change the people either from the teaching side and from the student side in order to proceed with the true learning space. And I'm aware and Ellen already said that space can have an impact on learning. There is one initial problem and it will be, recall those in the furthest lies, numbers. It's difficult to think to a learning space for a couple of hundred of people, so we have to change the structure of our classroom. Space can bring people together, but also encourage exploration, collaboration and discussion. We need very much more discussion between teachers and students and within the students in our classrooms. Space may help to define the borders and the method that the teacher uses at the university. Later on, I will speak about also on the colleges. And I realized that, however, there were resistance in the next slide because to bring a change is difficult. This is taken from a 2014 document saying that the resistance to change is observed in higher education organizations as well as in other large organizations. Measure disrupted changes that leads to new business model, produce new definitions of value and quality, and most of the traditional organization, even if successful or because they were successful or are successful, are unwilling to embrace a change. Indeed, the customer really do manifest an increasing demand for the new way, new value offering. And as is shown in the next one, bringing a change needs a lot of work. And with top-down, bottom-up, double arrow, I do mean that this work may start with a top-down decision as it was in Pavia, starting with the first new learning spaces built up in our university, but it needs participation and it needs the feedback or the information from the people using these spaces. You need to prepare the change to explain, to reduce uncertainty, to create consensus. And I can tell you that is a really demanding job. You need leaders. You need to find people that in each department will lead the change if that department will host a new learning space. You need to involve both teachers and students. You have to find a way to create a reward and in this way to drive the change. Next one, please. There are also external difficulties and these are the accreditation constraints and rules that are everywhere, and I would say particularly in Italy. We need a new set of rules. What are the teaching hours? How do we calculate the teaching hours for the new learning spaces and methods? What are the class timings? What are the class dimension which we should work in order to have an efficacious learning space? And in the next one, please. Next one also. And the challenges that we had to face here in Italy are those that I just mentioned, plus whatever our ministry of university asks the university to respect. For example, in here we have a division for each discipline, a number of hours of credit that are pre-established by government rules. They're all rules that make very difficult to build up a free or a more free program, but we have to complain otherwise our courses will not receive credit. And backwards one, what we did in Pavia was to start with some low cost or relatively low cost, I would say within 100,000 euros initiatives and set a more long-standing and strong commitment for the future with a sustainable investment plan for disseminating the initial experience throughout the university. Technology aided teaching, but it's not just a matter of technology. There are problems that you have to solve with both teachers and students. Teacher side, as shown in the slide, for example, familiarity with the user, the new communication technologies, but also and with the help of the modified learning space transition from a masterful to an influential in coaching teaching. I'm not the boss of the classroom and you just obey. I'm not the master, the commander, but we have to work together and I have to be convincing influential. I have to be the coach of the learning team that includes myself and the students. And this can be taught. We are now a program for instructing the teachers to both new technologies and new ways of teaching. We'll start in December this year. The student side, the lack of familiarity with the new teaching learning methods and goals, because also the student come to the university with an old-fashioned hierarchical understanding of the approach to the teacher. They are not accustomed to discuss the teacher's statements. I'm teaching pharmacology to a class of 80 people and I have difficulties in having questions, open questions. And as soon as I finish the lesson, there are many people coming and asking that professor, what do you think about? Can you and all interesting wonderful question that they are afraid to put it in front of all the class. So also the students have to change their mind. Next one. Obviously, there are a series of challenges including also the financial challenges that you have to program. You need money, but not money just for the new technology, but also to have instruction and teaching classes for the teachers, but also money to have more tutor, more activity of tutoring. You need money to have more teacher to diminish the class dimension and this is very difficult in Italy or you have to multiply the turn. I can teach 30 students but I have 300 so I must repeat 10 times whatever I'm teaching. Next one. I'm going near to finish. So my central thinking is that learning, not learning, but learning space is not just a new class room. It is either a real or virtual space but that should facilitate the development of personalized learning. The development of individual intellectual identities, the development of personal skills, but at the same time it should teach to the person how to reach a consensus in a solution. So you must develop yourself individually as a person, but become ready to integrate within the group and to contribute to a common solution over which there is the consensus among the group. Next one and this is the last one. This is particular for Pavia. We have a college system with 2500 residents in the colleges and my idea is that colleges should be learning spaces. Indeed they already are in power learning spaces but we may be improved this vocation of the colleges to be learning spaces. We have to enlarge the idea and you may be a college member if you don't reside in that college but you have an idea brand identity that will help you to share knowledge in an environment like the one of the colleges in which many disciplines are represented. Thank you very much Stefano for your presentation and above all for having presented problems and perspective not only from Italy's situation but in a wider perspective. I can see from your presentation that of course sometimes come up in order to if I want to highlight what kind of skills and what kind of society and what kind of education that we want to foster together higher education institution teacher and student in order to provide a better result and the better product from our university and our institutions. So I really think that your contribution is very important in order to fix this situation. Also the idea that not everyone has the same timing of learning. Absolutely, absolutely. And there is a question from Monica Hermanesco Tinsuara and she said, how the accreditation constrains the problem or the minimum criteria for accreditation? We need clear standards also for e-learning in way countries. Flexibility must not negatively influence the personal skills of the student provided by the provoked by diploma. I don't know if you maybe want to have a comment. Yes, I absolutely agree on the last statement but the constraints are in the case of Italy very peculiar. We have an institution which is called the Italian Settore scientifico disciplinare. That means I'm a pharmacologist. I belong into the bio 14 sector and I should have within the pharmacy course at least so much credits and if students want to have some credits in therapeutics it may be difficult. So we have to learn how to use as much as possible the flexibility of the system and I agree that we should convene but at Europe level, not at local level, what is the minimum set of skills and knowledge which is needed for certain professions or activities particularly for example in the health system area but also in others. I saw that there was something I cannot read. Thank you very much to Stefano and also to Monica for the questions and thank you very much Cristina for your comment and now I leave the floor to professor Marco Morandotti, deputy rector for real estate in the Favilla universe. Please Marco. Yes, of course. If you want I can click on you and you are free to talk. Let's try how it goes. So hello to everybody and thank you for the opportunity to share with such a wide international audience a topic which is really complex as a matter of fact which is thank you. I try to do it by myself but I think it's better that the chief of operations still remains okay to talk and I think it's enough. So let's go. The question was and a few words how it is possible to plan and build and in any way develop learning studies for the learning society in historical buildings and of course I think it is a central question and central topic in the wider context of the European distance learning week in the context we are speaking about and in the perspective of 2020 society as Elena stated before we can go of course the topic deals to me at least with the idea of complexity of what universities are becoming and are transforming their own identities and rules among the society which is at the same time changing itself and so it's an integrated complex of topics in which we can consider at least today for this speech university almost in the center but not exactly in a really specific center because many other drivers of change are happening in different skills of people attending universities and also in different perspective of social developing of course so what we can do is okay for instance at least to me in the perspective of these last five years the question is why it is a strategic key the building infrastructure management of universities in a such dynamic and changing scenario is one I think it is due the relevance of this topic at least two three main reasons the first one is the symbolic value of the heritage of the real state of each university we cannot forget that University of Pavia is an historical university placed inside a historical town and these also put all the context in a much more difficult approach because what we have to do is to deal with historical buildings many of which are protected by heritage rules and so the constraints which Stefan was speaking about from a legal point of view in terms of articulation of didactic offers are it's exactly the same from a building point of view but also of course there is a strength because an heritage a building heritage of high quality has a really huge symbolic value that has to be protected and preserved by the university and also the second reason is that we have to follow and try to to say on the same level of user requirements that are really really quickly growing in the last years what we was used to think that it was enough for students 30 years ago is no more enough for students of nowadays they are expecting many more performances by the buildings by the system by the integrated network of resources human and technological that they are involved in so we have to follow a continuous upgrading process and also we face the dialogue and the dialectic between the necessity to increase standards of our spaces versus the transformation limits that this basis has as they are historical ones and I just put three short points for instance accessibility safety insecurity energy efficiency all of these are pushing us to improve our buildings and each of them ask us to find a way a path a sustainable path to do so in a huge quality historical environment and first and third there are new activities universities are mostly opening to what we call termitions something that not deals exactly with the dialectic on research Stefano started brilliant presentation speaking about museums museums is a good example to me of spaces that may be involved in spaces of the universities but they are not exactly what we thought about the university 100 years ago but we can start to speak about stuff and spin off or other mixed function spaces so of course I will focus our attention to listen and if it works okay about users requirements and the new standards of existing spaces because I think that this fits quite well also with the idea of how to transform existing spaces into learning spaces so the next one of course as we have already stressed we can speak about learning and space together with two different epistemological categories because of course space whatever physical or even virtual can have an impact on learning usually it has an impact on learning it can bring people together and can encourage exploration of common spaces collaboration and discussion or on the opposite it can make this really difficult to do and a little back story yeah and also not only the space but also the learning is changing its rules and the meaning of what we think about learning which is a difference from teaching as we already stressed and if learning is not confined to schedule classrooms spaces and times the whole campus anywhere and at any time the infosphere was speaking before is potentially an effective learning space is these two statements are taken by literature about learning space I think that clarify how complex is the scenario which is both complex in the society connected or not online or on life but also in the university the next one and I think of course we can make an exercise applying the five rules of the journalistic approach who what when where and why and also maybe also having how and in both here I have stressed two of that five who what and where that maybe probably fits a little better but of course who means who are the users of the learning space so it is absolutely a central topic a central topic itself because we if we do not understand who will use that spaces it's really difficult for us to design correctly that and of course what learning spaces are where that there can be place and in this way it's absolutely connected to how we can transform existing spaces in this so to me the next one please it is from a some circumstances a really interesting challenge because as my main research interest as professor here at the University of Pavia is building technologies for the cultural heritage of restoration of building we have also worked in the last years about the kind of holistic approach what we we call in our research is life cycle oriented restoration approach which try to to take into consideration in the same way three main theoretical pillars for restoration which is functional sustainability energy oriented sustainability and life cycle oriented sustainability the next one of course today what we are speaking about just fits exactly with one of these three pillars which is functional sustainability and so the relation the relations between building and function of course if function is going to change and change I think is definitely a k-word Stefano told us about resistance to change in terms of human resource resistance to change to transformation but there is a resistance to change also the building because they opposite and any a resistance of the transformation as they are historical ones and so I think that the k-word we are really stressing in this next one in our typological upgrade which is meant to sustainable exploitation of existing spaces adaptive use and valorization is the next one the k-word is resilience at least to us is the the research is we are going in this last period deals exactly about the concept which it means how I can predetermine the impact of new function in existing buildings in order to make this function suitable with the building itself as all of us know resilience has many definition but one that can fit our point of view in this afternoon is the capacity of a system to absorb disturbance and changes and reorganize itself while undergoing change maintaining itself in a positive and so what we are trying to do is to adapt please the resilient thinking approach to building scale and of course it what does it means it means that the project the project of transformation that can be also at a little scale to transform some spaces in learning spaces may face a point which is the definition of the enhancement of the amount of enhancement that we can provide taking into consideration both the lack of exploitation if we do not nothing because we are afraid of damaging the building itself or the over exploitation then is is at the city scale a really good example of over exploitation of cultural heritage so the point is to define threshold and arguably from in a in a numerical approach not only by the divination of the designer so the next one this can be also seen I will go really quick about that but also in the two scale and two direction metrics taking into consideration conservative of transformative actions facing with valorization or lack of valorization itself so the next one and another topic over that resilience is that personally speaking I really agree with long which is in 2006 right that learning space is a human sent requires a human centered design approach I think that all architect should require a human centered design approach what does it means a design approach approach focused on the requirements of the users and speaking about learning space this mean coordinating architecture so physical space and technology as technology may lead us in a virtual space that has to be an instrument the tool not the final goal of the learning space as you do already told technology is an instrument it's not the final objective the final objective is learning the final topic is learning and also determining what activities the space much must support and it is the key to try to obtain an effective design the next one there are many rules but of course not one may fit for every building because every building if we speak about historical building is a case study by itself it's kind of prototype of of itself but we can speak about helpful spaces stimulating spaces spaces that can balance community and private and privacy and also adaptability these are kind of general requirements what the learning space should have also in historical building of course the point the next one is okay we can synthesize and comfort and the next sorry some animation and usability and also we can see the same topic in a much more graphical point in the next slide and when in sorry when in literature we speak we speak about high performance workplace it means workplace that can push users of the planes to the limit of their performance in terms of intellectual performance learning performance and so on and in this sketch we see about speaking about natural light internal comfort ability to create inside of the space large team environments and so all these requirements may be translated into much more engineeristic sorry the natural engineer comes out and the next in the next slide the way of engineer see reality is something like that and so taking into consideration for instance the blue one the traces on transformation it means that if we need to place a new use we have to predetermine impact about the space in terms of connected system plans dimension also taking into consideration other topic like accessibility because we have to put to let people come inside safety so the next one is in a much more architectural way trying to make a balance between constraints of the buildings and transformation that are required by the function itself and this balance has to be or in balance between transformation and constraints for if it is not in balance at least the designer has to understand it is an unbalanced system and how to determine if this balancing is acting correctly or not to our perspective by definition of a resilience limit the next one and I go quite quickly to the closer the next one I will skip of course these detail but I represent it is just to underline how complex this process may be taking into consideration what in Italian say an antinomy something that may be in contradiction one to each other and we have developed a methodology the next one that we are applying as experimental sites to our to some of our historical buildings to determine in a quite easy way the impact of new function in existing buildings and try to guarantee a sustainable transformation of it what we do is by means of two parameters the next one is one of them which is a synthetic a graphical way to determine the performance the level of performance that the building has before the transformation in terms of usability comfort safety accessibility conservation and flexibility these these six terms are evaluated in a mathematical way so not judgment but just evaluation of something that can be shared and in a scientific approach and this is course determines the level of performance of the building of adequacy of the building to a function in the next one we see how we match these six parameters that we see also as drivers of change because if we have a lack of comfort we have to push the comfort level for instance what is required to the users and how to mix them and to check them with some with eight control variables this is a kind of specific language of resilience thinking approach and these control variables have negative four of them or positive for other of them impact on the building so in the next one by means a kind of cross evaluation of the six transformation driver and eight control variable we can determine let's say in a controlled manner the impact of the new function on the building itself the red of course is the bed and the green is the good in terms of impact of single action of transformation and what we are doing by now and I hope we can share in a further opportunity the first results of these studies is also applying this methodology to learning spaces for instance because of course they have a set of functions that are quite specific the next one which is the last one of course the point is try to look for a new sustainable reuse strategy for existing abandoned the university spaces these two pictures refers to both of the two to some spaces of the university which are abandoned so we have a huge patrimony also of empty spaces that can be not only refurbished by the restore and we hope to do so in a sustainable way also in a learning perspective approach so thank you for your time thank you very much for your contribution because your contribution let me think just about the part of a double way to watch and to observe the university as from one side in just in the in the in the case of a university of pavia long established university with an ancient building from one side so we can like a picture is a photograph of a situation but from the other side we have a university continuously changing in their evolution and in expectation from the academic course from students from employees from a teaching from a professor for needs in terms of the mission for example for museum and about the fact that we have to observe this situation observe the concept of resilience and that go on in a sort of balancing in which you shows us some deliverables and some concrete and practical instruments and tools in order to manage this situation so really thank you very much for your thanks for your presentation and now I leave the floor to Max Kulled from Hoopsala and we'll be representing experiences and the situation coming from Sweden so much the floor is yours and I'm going to present to you as one specific case which is the experimental classroom at Hoopsala University a quite new room nine years old by now and how it has been used Hoopsala has lots of teaching spaces this image actually we haven't got quite this far in the winter yet it's still a great November here you have one of the oldest buildings of Hoopsala University the Gustav Janum over this fantastic onion shaped dome which also houses the oldest learning space in Hoopsala University the anatomical theater from the late 17th century and the wonderful example of an historical learning space beautifully built for its purpose with a maximum concentration on what is going down at the center of the room good lighting from the dome above and space for lots of people and all having an unhindered view of what is going on it's a lovely example I think of a learning space an historical learning space and the experimental classroom is one of the modern learning spaces then it's housed in the campus blows and hoops as it's called where among other things the teacher training of university is housed the experimental classroom is suspended so to say in mid-air in the major entrance hall of the campus and from the outside it looks like this with the glass walls the circular room hanging in mid-air like this it is a spectacular hall you could say and I think what Markus said about the symbolic value of rooms is extremely important we have the historical rooms like the anatomical theater for example and in the experimental classroom we have noticed how this very this very aspect of the room the spectacular room all the walls and glass hanging in mid-air makes a distinct impression on the students make them curious makes them interested in what is going to happen here and so space works in this way it creates expectations and you could also say it also creates challenges for the teachers to live up to these expectations one could remember that too it is also the classroom an example of what Stefan said about the rule of leadership this whole grew out of a cooperation with Stanford University originally where they had an early flexible classroom with lots of technology and then vice chancellor of the University of Uppsala grasped the opportunity and set things in motion to make the experimental classroom in Uppsala possible and then since then since 2010 it has been open to teachers and students of the University and the the whole the room itself is quite flexible all furniture of course rolls around on wheels tables chairs and so on there are eight screens in all there are four of them are interactive whiteboards and then there are four other large normal screens eight projectors all in all and the room is also flexible in other ways there's a sort of sliding glass wall which can be you can divide the room into two halves with perfect sound insulation between them in a matter of five minutes use a coffee break for example in the middle lecture or a seminar so it is a really flexible room and for the technology that can be controlled from the wall panels or from a portable iPad our points of departure for working with the experimental classroom are these it is a common resource for the University all teachers are welcome there and of course at the center I think that is which I think we all gathered here today are united in this aren't we that it is should be the pedigree and not the technology which is at the center of things everywhere beyond that some important points which I think has contributed to making the experimental classroom the success that I think you can say it has been one point is about the accessibility lowering thresholds for teachers for faculty making it easy for them to come here it is free to use we are aware of other parallel roads because of similar the similar equipment and other universities where the the the the the amount of money you have to pay to use the room is exorbitant which means that it will be lie empty this is seen as some of the common resources of the university in order to pay for so it's free to come provided that you as a teacher are prepared to set something at stake that you want to change something that you wanted to develop something we have a simple online booking calendar you can immediately find three time slots you fill in an online form and then you get a reply from us with the first as the first point of contact will contact you and we set up a meeting with you so making it simple to access for faculty we always provide lots of support generous support both pedagogical support and technical support and as far as we can we are always present in the room actually with we sit by we observe when it is needed we step forward and help out if something with technology for example needs assistance but otherwise we are there as a sort of reassuring presence and also to in order to observe of course what goes on we wish this to be an encouraging setting for faculty we know that many teachers are challenged when they come to this room and they see all the screens eight screens what on earth am I supposed to with eight screens what can I do here yes this is about development this is about experimenting but we also try to we discuss with them we depart from their teaching what do they think is important within their subject what are their experiences from their courses and then we can start talking about what other teachers before them have done here in this room try to connect that and make it more realistic for them to see okay you can actually do this and it went alright perhaps I could do something similar like this so we want this to be an encouraging a stimulating room but it is a sort of a pleasure to come there as a teacher and the last fourth point what they do here should be transferable they should be able to take things back to their own campuses without any problems this is not a room with cutting-edge technology it is a spectacular room yes but technologically the interactive whiteboards have been around for more than 20 years and a large number of screens isn't in itself anything remarkable and this is actually a choice on our part we want to show the teachers what can be done with technology which isn't actually that far away which is affordable but which is perhaps just that step beyond what they are normally used to do to use in their own campus settings and that I think that is an important point making it possible for them we do not have augmented reality we do not have virtual reality we do not have 3d printers where there are such things in other campus at the university but this is another type of room and as a point of illustration our most remarkably successful piece of technology is actually these both catchboxes a throwable a throwable microphone this is a fantastic gadget in itself it is inexpensive instead of passing along microphones in the room which takes about 50 to 60 students you throw them a microphone like that it's a soft cushion you could say fantastic and it is also it works invariably as a sort of ice breaker nervous students get relaxed when they start throwing microphones to each other as long as there aren't too many coffee cups around on the tables that is and also their voices carry which is of course the main point of the microphone all voices get heard in this way ease of it I think it is a lovely example of how technology works very well the process for receiving teachers in the room in brief we start always with a sort of pre-meeting discussing as I said departing from their current teaching in their courses what they find what students do find interesting what challenges they find as teachers what they want to improve what they want to develop and then we explore we talk about examples from other teachers and then we move on to planning what they are supposed to do and then we train them we want them to know exactly what they need to know in order to carry out their plan we leave the rest they can come back to that later if they want to learn more but we only take up as much of the technology that they actually need to use so we then the students come with their teacher and we sit in we observe what goes on and the teacher teaches the students and the students work afterwards we make a follow-up analysis okay want what was the success what was a flop what went wrong that happens and why did that occur how could we avoid that and how could we improve the strong points and so on and some teachers then start back into a new plan and go around and down like that and sooner or later we will have to tell them okay it's have been wonderful having you here but lots of teachers want to come to this common resource and university you have to move back to your own campus how can we help you achieve the things which have done here in the experimental classroom in your normal campus setting how can you adapt the course how can you perhaps also adapt the teaching learning spaces at your own campus as a consequence of what you have done here and then we have there's one of the problems we also have I confess teachers who do not develop they find a model like this and then they just come back and do the same thing and they are content and the students are content and from one point of view that is good but from our point of view which is the developmental aspect of the whole this may sometimes turn out to be a problem of course you saw the empty room before this is how we like it to be it to be seen and you could say the main points of the room which we have seen recurring over and over again revolve a couple of set points the flexibility of the room which provides the teachers of the flexibility in their teaching and planning new teaching scenarios we have the activities that is get the students to do the work of course you need to use the technology as a teacher but above all get the students up on their legs let them take over let them do see the the technology that is important we have the documentation aspect that what the students do what they create this is a creative environment can also be saved so they bring things with them together which they have produced together in the hall they bring them with them and we also have a fourth aspect which is the connectivity connecting to other rooms it doesn't appear here but there are cameras in the room we can connect easily to other rooms by video conference or other technologies those four aspects are the central ones I think and these are a couple of different this was a class of art historians for example a lovely class they went they were older ones actually on the first day of the course of the beginners course of art history and they took away most of the tables and chairs and they milled around around the room 70 students and they wanted to talk about what is art because they wanted to set the tone for the entire course this is how we want to talk about art together we wanted to be an open ended discussion we're all contribute at their own level sort of informal ongoing discussion and it worked marvelously and it's set they came back later and said they had achieved what they wanted in that single occasion actually they set a tone for discussion which lived on for the run of the course and there are other examples here which I could delve into many lots about it is about of course about students being activated students using technology students fetching material students creating mashups and and and and bringing together materials from different sources and introducing them to their fellow students and so on so how how far have we come here after nine years with teachers in the experimental classroom just summing it up I would say yes we have mostly enthusiastic teachers not all of them there are a couple of teachers come here once or twice and then say thank you very politely and and then they return to their campuses and they don't come back most of them do come back they wish to they wish to come back and they some of them take very small steps from an outward point of view but when they say when they tell us how that has changed their courses you realize that sometimes even very small changes can drastically alter the amount of student activity and student learning in the classes simple basic functions of the injector whiteboard fact that you can be right directly into a PowerPoint that is incredibly simple stuff and that deeply transformed one particular course for medical students for example where the level of engagement in the discussion and and the number of students taking part in the discussions increased drastically when the students actually had to finish the teachers PowerPoint by stepping forward and writing in in all the text into the PowerPoint which normally would have been put there in advance so the students are also most of them enthusiastic and active you have seen that sometimes when a teacher does too little in the hall the students have had their expectations raised by coming to this particular room and then the teachers don't do very much they don't use the technology that can at all that can sometimes be counterproductive when the students get disappointed but mostly students really enjoy and they enjoy taking command and using the technology and creating things in there we have acquired this broad base of experiences which serves us very well in our general work with educational development whether it is in the experimental classroom or when we move around over the university and with also this spreading effect we were afraid that the whole would be the experimental classroom would be a sort of ivory tower of glass a unique hall within the university but now we've seen the teachers who have been here are now driving development in their own campuses new rooms are growing up some of them quite new rooms newly built and some of them also built into existing learning spaces and we had teachers from different departments have come here or taught here and they go back and they create new learning spaces they create new informal learning spaces which Mark talked about and we have seen this clear spreading in our slow upper work in the beginning but now it's taking pace challenges as always with e-learning don't we know it all reaching beyond the earlier adopters we have people coming back we have fewer perhaps new teachers coming here and sometimes it's difficult to say no to teachers who continue to come here but do not develop their model which i talked about earlier we have to tell them sooner or later either you go on developing your course or you have to move back and make space for other teachers fighting rumors may sound strange but only after a year or two we heard very conflicting rumors out on the campus areas some said oh that hall that is always booked you can it's impossible to get there which was forced you couldn't come there and then we had at the same time another room and going around oh that room always empty waste of money and how these rumors grew initially we don't know but you have to keep an eye on the this how this room or similar rooms get talked about and one aspect that is we have not been able to let our observations and our the collection is the experiences here develop into evidence-based and research-based that for simple reasons we are apart technically of the university administrations we aren't even permitted to carry out research we have to try to bring researchers to the room that has been a stumbling rock we haven't been able to do that but we hope to do so in the near future we have a project going on now which we hope will bring that so Elena talked about space as a product and we think it's also space as an agent as you said it shapes learning behavior we have seen this if the teachers take the initiative and produces a direction in the in the productive behavior otherwise it can also happen very little but it is really we have really been impressed how space is a major factor in influencing student behavior thank you thank you very much much for very disinteresting experience practical and successful experience from Uppsala University for your experience and on-the-field approach concrete and from your pedagogical approach that I think is really a driver for change I noticed just maybe a couple of questions in the chat if you maybe can go through the chat because the first one maybe for math how do you work with the cross-action spaces there is a questions and before if I don't fail there was a question about your experience and the great numbers maybe if you go through the the chat you can answer this kind of a question let's see here if you have experience with designing auditors or rooms for many students yes we have okay we have we have a we have a quite new room right now built in the campus of the English Park which is the humanities campus called the humanistic theater there's one other spectacular room which has seats around 150 people it is quite your construction it's also been equipped with a sound system horribly expensive I admit but which makes it possible to carry out a dialogue even in a room where this man is 150 people it picks up sound from wherever you are sitting and wherever you sit in the room you can actually hear what other people are saying in though they use their normal tone the level of voice and we have also helped with giving advice to other campuses who have been refitting old halls and I think one important aspect of that I think Marco touched on this that when you do start building new rooms or refitting old rooms you have to have the whole set of people with you from the beginning you have to have the the teachers and the faculty which will use the rooms you have to have the education developers we have the broad perspective of and experiences you also have to have the technologies and support staff which will be support the teachers there and you have to have the building responsible for buildings and architecture and that type of technology all working together from the outset that will save you lots of trouble really there are other creations accessibility there the cash boxes other than as a gimmick yes it is a gimmick in the way which I talk but it also it is actually the most the easiest way or quickly giving a student access to microphone being able to make themselves heard it is very simple in that way it's fantastically effective in that way cross action spaces if I understand it correctly is that where you where you interact with other rooms simply connect to other rooms and other spaces is that what you meant about cross-actions if I can you give me some more details to to to Matz in order that he can better answer to your question if you are online so I think that was okay maybe you can answer with a more general answer Matz if you have not all the details you want okay Matz maybe Stefano and Marco do you want to to have some interaction with Matz about the experience I'm very interested in what you just said that you have now experienced for a room for a hundred and fifty people which was not at the time we visited you right and maybe in the next year I will come to visit you to see because that is something that is very much needed in our case for the humanistic dimension are in general that size or more so I very much interested to see how it works practically thank you very much Matz okay so I really think that the some minutes remain just to show in a nutshell the situation and the learning space of pavia thank you very much Christina for your loading okay I have to say that the learning space of pavia was a bit and inaugurated on March 2017 if I will remember so it is quite a young learning space and I would like just here to share with you the process undertaken by the University of pavia in order to plan these spaces and the services the needs assessment the use and the level of the achievement that we have just one year after the inauguration of our space of course when we felt the the necessity to build and to have such kind of new learning space we wanted to setting the scene another time and we wanted to build just a pedagogy space technology framework for designing and evaluating learning space just we wanted to relate three main terms and the concepts again in order to foster have a new kind of pedagogy sustained by technology using one space and as you can see in this framework each of these three topic influences the other in order that if a pedagogy is enlarged by technology technology from each side extend the space and you can as you can understand with another time virtual space embedded space internet of things cloud computing and so on and this new kind of a spaces and courage again a new kind of pedagogy and the the same as you can read this framing in the opposite sense pedagogy can be enabled by the space so the space can embed the technology like just in this moment and the technology from each side can enhance this new kind of pedagogy so this was the framework that we in pavia tried to observe during the planning of our experience in our university and just to be sure to have the correct path in order to implement and to plan the learning space we go through we went through some kind of professional and literature present toolkit special toolkit that can help a team in order to plan develop develop and achieve a learning space this is one of the toolkit present and readable on the internet for people that want to implement such kind of research and this is a resource for designing and sustaining technology rich informal learning spaces and you can read there the internet address so if you want you can reach the address and look at all the really great resources that you can have not only from a point of view of suggestions and notes and handbook but practical assistance in order that you have deliverables graphics examples in order to help people in going through all the process you can see here a sort of map so you can start from a general roadmap when you have how can I say the big picture so we started from here so from the idea to build a learning space and to keep together all the stakeholders and the needs so the idea was the first step to keep together all the needs the people the offices the achievement that we want to obtain at the end of our work and then the second very important point were the needs assessment that is the idea to set around the table and to talk with all the stakeholders what kind of needs do we want to to to to obtain which kind of needs we want to satisfy in a learning the learning space and then we put together like just in this picture which kind of space which kind of technology for which kind of needs of course which kind of services to implement inside the new learning space and then with choosing the space choosing the technologies and choosing and identifying the services we obtain a level of integration of the spaces the technologies and the service in order to go through and finalize all the processes in the implementation of the learning space saying in this way it seems so so easy to go through to the process and to obtain the result we in this table was the main stakeholder of this learning space and we can really say that it was so difficult to go through to this process because it was not at all easy to identify for example the services to identify and change the space to identify which kind of technology and to mix and match them in a sort of integration just to arrive and to finalize for the implementation process so it is not easy at all so this was the starting situation the initial situation a long and empty room with a lot as you can see there building a constraint that we cannot change but we tried during the implementation and during the planning to use this constraint as opportunities in order to change and in order to build the new learning space it was a unique room an empty and unique room in which we were we were able to define this new situation we define this space in which you can see three different rooms separated with the walls made by glass and this glass is a special glass against noise so we can have a kind of situation that is in the larger room we can have more people that can have a lecture or a traditional lecture or a more innovative lecture using technology and then people there can split and have a project work or refining their their works or refining the lesson in other two different small smaller rooms and then they then they can go together again in the larger room to have a plenary session together in order to discuss each of the room as interactive boards these interactive smart boards have a personal computer on board with the camera and connected to the internet so you can have a web conference you can have interaction and each of the smart board can work separately or can work simultaneously between them so you can have one only environment of learning and teaching or separately three different environments in which to work so this is the first idea the second idea was to separate the previous unique room and identify a room in which four people can work in multimedia production so in this room we have a specialist technician that are able to work on audio video production and the idea is what we can see and what we can show in the room number one we have previously seen in the previous slide then we can refine and revise and product in this second room and as a third room here we created absolutely not at 16 before a recording studio in which to have a recording production so we can have your cameras and the special furniture in order to produce audio video production like this here in less less than one year we were able to produce 300 video clip in order to produce online master online activities online special path and we can produce here post-produce in the middle room observe in the first room in a sort of re-engineering process in which we can observe produce post-produce revise and restart the process this were at the beginning the idea of the governance of our university because the involvement stakeholders for the project was of three kind a strategy level the management level and the prediction level so we have just to start I'm going to say a top-down commitment just to start in order to have our first we can say learning space called Kirolab it is a sort of laboratory for learning and teaching matters and in in in this commitment we realized the fact that there was a strong need in order to produce and post-produce out of audio video material resources and deductical resources to produce online path just for own fully online path or for blended activities so the strategy we have from the strategy level this kind of input and of course an input of new kind of pedagogies in order to be realized in this new space then it was involved the management level that is the central professional services who will be in charge to to manage this space and as a third of paramount importance level the prediction level that is individual academics representative of students and the people with ideas in order to change to foster innovative learning and teaching approach so going together we were able to have a roadmap the roadmap that you view in a previous slide and put down the idea on some papers and starting the planning of our learning space finally okay this is a long list but really you cannot forget to identify and to involve each of us because it's very very important in this list a lot of matters a lot of problems a lot of point of view identified and highlighted by Marco are here present managing the IT and electrical infrastructure managing the fabric of the buildings providing technical support for the space if you don't have in the in the team this kind of people with this kind of this kind of competencies maybe your project has some problems in order to be efficient and complete at the end so for example we had a lot of interview with personnel and the people of our university able to organize events and conferences we have a connection with the students and academic services events people working in students and academic service and events because for example we here have a lot of web conference in order to make a great process of internationalization of the University of Pavia linking both physical and virtual event we have here a very strong process of managing and supporting all the people that come here in search of assistance in search of ideas so there is here a great group of competence competencies the competent people in order to assist teaching in order to assist the students in order to assist external people coming from example from companies coming from other institution that want to develop here their initiatives so please believe me all this list of stakeholders were included and were interviewed or were we were really keen to listen to their opinion in order to have their point of view on this learning space and I have to say we can say it works here in this picture you can see director of the University of Pavia writing the word innovatione that is innovation on our smart board we host here a lot of web conference with the external world with the european countries we have here a special events and learning path with the libya with the libya student that are keen to learn italian language so we have here come here every week a teacher of italian language it is in this way in connection with the libya student in order to give in their lesson we have here a live event and above all we have here active learning and different classroom in order to foster innovation in didactic and innovation in the way to present new kind of classroom new kind of classroom fostered by technology new kind of classroom fostered by a new way to produce innovation in a pedagogical aspect we are quite satisfied and in this so we are on the idea to create the second learning space in the University of Pavia in the center in the heart of our university in an historical building so this together with marco will be a real challenge because this new building is really fully over constrained and the second situation will be a really very very difficult more than the first because it is in a historical building that is very very difficult to have changes and to act as we as we would to act in introducing technology but since the first example were so successful for us we absolutely wanted to achieve the second result and so we can say that the experience of Pavia in this field is quite good as students are really enthusiastic when come here also professor I can observe all the problems the troubles and the point that highlighted the step and all that there is resistance there is a resistance to change maybe people want to be accompanied in this process the teacher and the professor are never alone we are there together with us in order to help them in undertake a new situation and in undertake a new kind of make new kind of pedagogical approach and if the professor ever this kind of support we see that it comes the first time and then the second and then the third and from the professor and from teacher come more and more ideas in order to go on and to have more implementation different implementation that for example we didn't think at the beginning it is quite a commitment way the group here working is working hard in order to support this but we think that this is the future and I really appreciate the approach of maths in order to create one space and try to use the experience to have dissemination for other spaces in university as and for other spaces in other universities and so I will take such kind of approach by maths as a good approach also to share here in University of Bavia okay I think I have finished my time and if there are questions or comments we are here available for you okay maybe Christina you wanted to say something or to close we are running out of time okay this is the comments of Christina so really I want to thank all the participants of this webinar I want to thank maths for having shared with us the experience from Uppsala and thank you very much