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Philip Parsons
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See Also:
Maricopa Strategic Planning
Retreat 2002
Upcoming Forums
Ocotillo Retreat
"Guess Who's Coming to Learning? Managing Expectations" with Jay Jamrog, Human Resources Institute / University of Tampa
Rio Salado College, May 20, 2003
Past Forums
Planning for IT Change and Innovation in Higher Education
Mike Zastrocky, Feb 20-21, 2003
Back to the Future: After WYSIWIG, What is the Next Killer App?
Carl Berger, Dec 5-6 2002
On the Horizon and In Your Face...
Mark Milliron, Oct 31 2002
Ocotillo Retreat 2002
Special Guest: Alan November
Tucson, May 14-15, 2002
Developing the Future Maricopa: Strategies for Emerging Educational Realities
Michael Dolence, April 8-9, 2002
Into the Future: What is IT?
Diana Oblinger, February 26-27, 2002
Designing the Hybrid Campus
Philip Parsons, January 30-31, 2002
New Resources
Philip Parsons asks what has happened with "Hybrid Learning" since his first visit ...
Transforming e-Knowledge "a revolution in the sharing of knowledge..."
Maricopa's Killer Apps developed at the Dec 5-6, 2002 forum with Carl Berger ...
Battelle Technology Forecasts ...
The Futures Project ...
Get Mark Milliron's Presentation from Oct 31 Forum ...
inventio: "Bricks and Clicks: the Learning Space of the Future" ...
(all resources...)
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Ocotillo Technology Visioning Forums
Designing the Hybrid Campus
Architects Philip Parsons and Deepika Ross
January 30-31, 9:00 AM - 3:00 PM
Raised in England, Philip Parsons had fifteen years experience in education before joining Harvard University as
Director of Planning. In his graduate studies at Harvard he explored the relationship between learning and the
physical environment. He left Harvard to form his own planning consultancy, and has completed master plans
for a number of public and private universities and colleges. He is a frequent speaker at conferences on such
topics as "The Future of the Campus," and "How to Get the Classrooms You Really Need." His current focus is
on learning communities that transcend the traditional boundaries of the campus.
By the end of each day participants will be beginning
to think concretely about a range of issues:
- how campus design determines the character and quality of learning
- how changes and improvements may be achievable
- how pedagogy changes with a hybrid campus
- how what Paul Duguid calls the social life of information can be enhanced by campus design
- how with a well-designed hybrid campus students can be both more engaged and disrupt their over-scheduled lives a little less
- how the cost of education to the student might be reduced
- how colleges can better control capital investment and plant operating costs
If we can start with the recognition that colleges nationally invest twice
as much in physical facilities as they do in technology, but often with a
fraction of the analysis and with permanent consequences, we have achieved
something, but I am sure we can do much more than that.
Preparation
If you plan to attend the Hybrid Campus workshop, try to find time to re-read (or read) Ron Bleed's Educause article A Hybrid Campus for the New Millennium and look at the passages from John Seely Brown and Paul Duguid's "The Social Life of Information".
Also (this is important!) bring with you a photograph, a brief text, or a physical object that evokes for you an intense moment of personal learning (e.g. with a friend or child or grandmother, at home or traveling, alone or in a group or a crowd), and/or a picture or object that evokes the learning of a new skill or area of expertise. Second, think of a simple task or achievement (it could be as frivolous as how to wiggle your ears, as physical as a new dance step, or it could be serious and useful!) you could teach to a small group in a minute or two.
Workshop Outline
The workshops will explore the concept of hybrid learning, in terms of campus design and facilities investment, and will run from 9 a.m. until 3 p.m. We see the workshops as informal and highly participatory. We also hope they will be enjoyable! Our goal is to draw out and re-articulate the collective wisdom of participants, while contributing insights from our own work in campus planning and design.
The central premise we will examine is the notion that technology gives us the opportunity not to do away with the campus and face-to-face learning, but to transform them, making them more rewarding for both student and teacher, as well as more cost-effective. For this to be possible, we must think radically about the campus as a complex learning system, and about the experience it provides for students and teachers.
After a brief opening exercise, the facilitators, Philip Parsons and Deepika Ross, will make an introductory presentation outlining the hybrid campus concept and exploring the ways in which the physical environment, from the classroom to the campus to the city, as distinct from the electronic environment, shapes the nature of learning (see presentation notes).
 Visioning Forum Video Clips
"Building Space" view as: [QuickTime] [Real] [Windows Media]
"Outdoor Rooms" view as: [QuickTime] [Real] [Windows Media]
At about 10.15 a.m. attendees, drawing on personal experience, will work in groups to reexamine preconceptions about the settings in which successful learning takes place, and begin to consider the implications of these explorations for campus design. Philip and Deepika will work informally with the various groups. Before lunch, the findings of each group will be shared by a group scribe.
Lunch will involve an informal exercise in teaching and learning. After lunch, the facilitators will outline the possible implications of the morning’s sessions for hybrid campus design, and will assign brainstorming tasks to each group:
- Curriculum group: which programs best lend themselves to the hybrid campus concept, and why? Which programs don't?
- Pedagogy group: what new pedagogical opportunities does the hybrid campus offer, and what do these new pedagogies need to make them effective?
- Administration group: what are the fiscal and administrative implications of a hybrid campus?
Again, Philip and Deepika will work with the various groups. The work of the groups will overlap, obviously, and all will touch on questions of campus design.
Summary
A final session will summarize the work of the groups. Afterward our time together, a summary of findings and questions will be sent to all participants, and there will be opportunities for on-line follow-up discussion.
Please also be sure to complete the online evaluation for this forum.
Resources
Workshop Questions for Forum 1
The workshop questions for Curriculum, Pedagogy, and Administrative/Finance Visioning for a hyberid campus.
http://www.mcli.dist.maricopa.edu/ocotillo/tv/f1_questions.html
Web Discussion for Forum 1
http://www.mcli.dist.maricopa.edu/cgi-bin/bbs/oco_tv1.pl
Ocotillo on Hybrid Courses
We have built a resource site for hybrid courses, including a gallery where Maricopans are invited to submit a description of their type of hybrid.
http://www.mcli.dist.maricopa.edu/ocotillo/hybrids/
Presentation Outline
Talking points from morning presentation, with links to George Mason University Johns Center, "Bowling Alone", and more.
http://www.mcli.dist.maricopa.edu/ocotillo/tv/f1_notes.html
Planning a Campus to Support Hybrid Learning
by Philip Parsons and Deepika Ross, is a summary and a set of recommendations derived from their Maricopa visit.
http://www.mcli.dist.maricopa.edu/ocotillo/tv/hybrid_planning.html
The Social Life of Information
by John Seely Brown and Paul Duguid. Excerpts from Chapters 1-3 are available online from the April 3rd 2000 issue of First Monday
http://www.slofi.com/
Bowling Alone
by Robert Putnam. "In a groundbreaking book based on vast new data, Putnam shows how we have become increasingly disconnected from family, friends, neighbors, and our democratic structures-- and how we may reconnect. Putnam warns that our stock of social capital - the very fabric of our connections with each other, has plummeted, impoverishing our lives and communities."
http://www.bowlingalone.com/
A Hybrid Campus for the New Millenium
by Maricopa Vice-Chancellor Ron Bleed, EDUCAUSE Review, January/February, 2001
http://www.educause.edu/pub/er/erm01/erm011w.html
Impact of Clicks on Bricks Project
is a comprehensive report from the Australian National Vocational Education and Traning sector (VET). "The Clicks on Bricks project focuses on the future that new technologies will bring to the design and use of physical facilities for vocational education and training. "
http://flexiblelearning.net.au/clicks/
Collaboration and Publication in Hybrid Online Courses
by Marshall Soules, Ph.D., Malaspina University-College (British Columbia)
"Hybrid web-based courses, as used in this context, combine technologies of distance delivery with face-to-face interaction. This combination of modes poses special challenges for instructors who hope to foster collaborative learning environments based on (inter)dependencies. Problem-based learning and adaptations of constructivist pedagogy are central elements of the approach described below. Observations and recommendations are based on the delivery of a number of online courses offered since 1996, mainly in the fields of Media Studies and Computer-Mediated Communication (English)."
http://www.mala.bc.ca/~soules/hybrid2.htm
FUTURE TECH: Wireless everything, video e-mail, educational dungeons, your own supercomputer- are we there yet?
by Steven Gnagni, October 2002 issue of University Business. An article with some crystal ball guess into the future of educational technology (shared by Joyce Elsener, Glendale Community College)
http://www.universitybusiness.com/magazine/0110/0110toc.mhtml
Planning and Designing Educational Facilities
"This Internet class will coordinate the web sites, materials, and most current information of the Office of Public School Construction/State Allocation Board, the California Department of Education, the Division of the State Architect and the U.C.R. Graduate School of Education in its comprehensive overview of the processes required of school boards and school districts as they seek to construct new school facilities, remodel older facilities, add additional classrooms, or apply for emergency/hardship status in California."
http://www.education.ucr.edu/facilities/
Bricks and Clicks: The Learning Space of the Future
from the Spring 2002 issue of George Mason University's inventio
"What will the learning spaces of the future be like? Who will teach and who will learn? Where? When? How? In this issue of inventio, several authors try to answer these questions. They shift the learning space from the classroom to the campus, from the campus to the community and from the sound of a teacher's voice to the clatter of a computer's keys. They propose radical solutions to perennial problems, redefine the role of students as both learners and teachers and capture the unintended (as well as the planned) consequences of pedagogical and technological innovation."
http://www.doiiit.gmu.edu/inventio/issue.asp?pID=spring02&sID=issue
Clicks on Bricks Project
A report on the impact of technology on phyiscal space needs developed for the Australia Vocational and Educational Traning (VET) sector: "This project focuses on VET physical infrastructure futures and addresses the need to research, analyse and strategise the impact of technology change on the requirements and nature of VET physical infrastructure moving into the Information Age. "
http://www.flexiblelearning.net.au/clicks/
Ocotillo Classroom of the Future (c.1990)
As a stimulator for the 1990 Ocotillo Retreat, a Phoenix College student drafted this cartoon version of some proposed ideas at the time for the future learning environment.
http://www.mcli.dist.maricopa.edu/ocotillo/classroom/
 Workshop Handout
Formatted version of outline suitable for printing.
Adobe Arcobat file: f1.pdf [45k]
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