Welcome to the University of Calgary Classroom Search Tool! This tool is designed to help users visualize and locate learning spaces on the University of Calgary Main Campus. This tool offers detailed information about all general assignment rooms (centrally-scheduled rooms).

Take your lecture hall installations to the next level while strategically staying within budget and space constraints with these 5 inspiring installation concepts.

Background The Queen’s University Teaching and Learning Space Framework (the Framework) is designed to shape the future design and renovations of centrally bookable teaching and learning environments. It also identifies methods for aligning class enrollment size and pedagogical approach with the most suitable learning space.

Queen’s University has established itself as a leader in Canadian higher education when it comes to the creation of innovative classrooms that support dynamic styles of teaching and learning. It has invested in more than 20 spaces in recent years that promote the use of technology and active learning with features like movable chairs and multiple whiteboards or screens. Now it has adopted a strategic framework that builds on this success and will help ensure the campus has spaces that support the current and future needs of students and instructors.

A logical extension of active learning pedagogies (e.g., Chickering & Gamson, 1987) are active learning classrooms (e.g., the SCALE-UP & TEAL models). Just as the learning locus has shifted from teacher as sage on the stage to teacher facilitator supporting students’ activity (King, 1993), the architecture of classrooms must also change. We define Active Learning Classrooms (ALCs) as technology-rich collaborative learning environments, which support students’ learning experiences. These innovative spaces are intended to create a student-centered environment that encourages collaboration and communication among learners. Learning becomes distributed across the physical space because there is no definite “front” to the classroom: the teacher desk is often repositioned to the center of the room, if it exists at all, and rows of desks are replaced with group tables. As adapting to supporting students’ needs drives the learning agenda, teachers no longer fully control what will happen in the classroom. Teachers must now manage feedback from multiple streams (visual, aural, oral, technological) and adaptively react adaptively. Such work can be characterized as orchestration, the real-time management of activity, along with the management of classroom resources (e.g., Dillenbourg & Jermann, 2010). As a research topic, orchestration has gaining much interest in the CSCL community (Dillenbourg, 2013). This moment-to-moment management of the constraints of the classroom ecosystem, coupled with the management of the learning, places greater demands on the teacher than traditional classrooms and traditional instruction. Physical space and layout are important orchestrational considerations (Dillenbourg & Jermann, 2010). Where the teacher is located, what the teacher can access does make a difference to the possible interactions and feedback to learners.