ITS 831 University of Cumberlands ?Application of Information Technology PPT 1. You can also conduct a literature review on Strategy and how it is applied

ITS 831 University of Cumberlands ?Application of Information Technology PPT 1. You can also conduct a literature review on Strategy and how it is applied to an Information Technology organization. You are to review the literature on Information Technology Strategic Planning and discuss problems and gaps that have been identified in the literature. You will expand on the issue and how researchers have attempted to examine that issue by collecting data – you are NOT collecting data, just reporting on how researchers did their collection. As you read the literature, it will become apparent that there are multiple issues, pick one issue that stands out in the literature.

2. The presentation will have a slide that addresses each

Cover
Topic
Background of the problem
Research Questions (if any)
Methodology
Data Analysis
Conclusion
Discussion
References Residency Session Assignment – ITS831
Course
Deliverable
ITS831 Information Technology Importance in Strategic Planning
Conduct a literature review in Information Technology Strategic Planning.
You can also conduct a literature review on Strategy and how it is applied to an
Information Technology organization.
You are to review the literature on Information Technology Strategic Planning and
discuss problems and gaps that have been identified in the literature. You will expand
on the issue and how researchers have attempted to examine that issue by collecting
data – you are NOT collecting data, just reporting on how researchers did their
collection.
As you read the literature, it will become apparent that there are multiple issues, pick
one issue that stands out in the literature.
Format
Cover:
Include the names of those who participated in the project
Table of contents:
Use a Microsoft Enabled Table of Contents feature.
Background:
Describe the issue, discuss the problem, and elaborate on any previous attempts to
examine that issue.
Research Questions:
In your identified problem area that you are discussing, what were the research
questions that were asked?
Methodology:
What approach did the researcher use, qualitative, quantitative, survey, case study?
Describe the population that was chosen.
Data Analysis:
What were some of the findings, for example, if there were any hypotheses asked,
were they supported?
Conclusions:
What was the conclusion of any data collections, e.g., were research questions
answered, were hypotheses supported?
Discussion:
Here you can expand on the research and what the big picture means, how do the
results found in the literature review help organizations in the Information
Technology strategy planning. What do you see as long-term impacts and what
further research could be done in the field?
References:
Include at least ten scholarly references in APA format.
Sunday
PowerPoint
Presentation
Your presentation will have a slide that addresses each
o
o
o
o
o
o
o
o
o
Cover
Topic
Background of the problem
Research Questions (if any)
Methodology
Data Analysis
Conclusion
Discussion
References
Running head: IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
Literature Review
Research Related to Learning Spaces
Learning spaces convey an institution’s philosophy about teaching and learning.
EDUCAUSE introduced the debate on learning spaces with the publication of Learning Spaces
in 2005, a description of learning spaces at various colleges and universities. Oblinger (2005)
states that leaders in higher education need to understand how decisions affecting learning space
design impact student success, and suggests that good learning space design supports an
institution’s mission of enabling student learning. Space enables or inhibits different styles of
teaching as well as learning. Moving from classrooms to learning spaces requires a conceptual
shift and the discipline to put learning ahead of technology. Initial discussions on learning space
focused on university libraries investment in learning commons. Research articles propose that
student competence is developed in active, exploratory, and social settings (Bennett, 2007a;
Chism, 2006; Cox, 2011; Oblinger, 2005;).
Chism’s (2006) research suggests that learning scenarios occur regardless of how spaces
are arranged. She argues that learning is facilitated when we design spaces with learning in mind.
Her research suggests institutions align the physical environment with institutional priorities and
goals for student success. Advances in learning theory have implications on the way learning
takes place; the emphasis is on active construction of knowledge. The common theme of learning
spaces highlights the impact of collaboration and social learning in 21st century learning
environments (Oblinger, 2005; Chism, 2006).
Whether or not learning spaces are truly important to student satisfaction and success is a
point of contention with researchers. Neither Solomon and Rooney (2006) or Thomas (2010)
agrees with Chism (2006) about the level of importance a space can have in the learning
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
2
environment or the need for a formal design process. Solomon and Rooney (2006) state that a
learning space can grow naturally without assistance in an informal setting such as a break room
where employees frequently congregate and share information. These informal settings become
learning spaces at times because they’re simply ideally suited for collaboration and learning, at
other times the space may not be ideal and if design had been done to purposely create the space
learning could be positively impacted.
The earliest adopter to focus on learning space design was the local college and
university library. Libraries have received the greatest attention in the research of learning
spaces. Bennett (2007a) expanded the study of learning spaces by reviewing the commitment of
libraries nationwide to learning spaces. To accomplish this, he surveyed and analyzed 66
university libraries’ methods of investing in learning spaces as they created learning commons.
His survey recognized that rapid change in information technology created uncertainties about
the value capital delivers in higher education’s investment in learning spaces. The survey
addressed the areas of uncertainty by focusing on three approaches to designing learning spaces:
the services/instructional approach, the marketing approach, and the mission-based approach.
The service/instructional approach addressed benefits students received in learning spaces from
the perspective of the librarian. The marketing approach asked what was useful to students from
their perspective. This collaborative process engaged the customers of the college/university, the
students, to seek their input on optimal arrangements. The mission-based approach focused first
on the instructional mission and second on the needs of staff and students. His survey identified
that the greatest return in designing the information common learning space is recognition of the
collaborative approach to shaping services that help students and faculty face the uncertainties
from the rapid changes in technology.
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
3
Learning Spaces have been shown to impact student engagement. Student preferences
have changed in recent decades with the influence of social networking and information
resources available on the Internet. Many students embrace collaborative study and active
learning in higher education. Unfortunately, many of today’s traditional classrooms are not
equipped to support the environment favored by students. Oblinger (2007) states that today’s
students have attitudes, expectations, and constraints that are different than those of ten years
ago. Learning spaces reflect the learning approach of the time they were established, so spaces
designed in the 1950’s frequently do not match the preferences of students today. Oblinger
research shows that a learning space can be a change agent in higher education and that a
different type of space is required to meet today’s students’ learning requirements. Colleges and
Universities are encouraged to spend time understanding learning and then design relevant
spaces. Increasingly spaces are becoming flexible and networked in order to have the capability
of combining formal and informal activities in a seamless environment that can be physical or
virtual. Integrating the tools and techniques of virtual learning with physical space design could
alleviate problems identified in research conducted by Fielding (2001) claiming the traditional
classroom is no longer a viable space for learner centered activities
Learning space designs can vary in complexity depending on the project scope and
resources available to the instructor. This resource availability typically dictates the depth at
which a designer can plan changes to the physical and virtual learning environments. Radcliffe
(2008) shows that instructors have numerous studies to draw on for assistance in design and
gives examples of several comprehensive frameworks for best practices in learning space design.
These frameworks have been created exclusively for use in the design of learning spaces
incorporating pedagogy, space, and technology needs. As with any profession, the more
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
4
experienced a designer is, the better the end product will be and typically for less cost than if
designed by a novice. This may lead some institutions to seriously consider consultants for
learning space design projects simply because they will likely incur less cost and a better end
product.
Educational professionals may not realize that well designed learning spaces are not
restricted to new building construction nor are they necessarily expensive. Research by Black &
Roberts (2008) gave real-life examples of low cost classroom space redesigns which produced
meaningful improvements in student experience and knowledge retention. These improvements
were made possible by simply rearranging furniture into collaboration-friendly designs such as
round tables and hollow squares. The shape the seating forms in the room drives the level of
collaboration, if you can see a classmates face, it is easier to communicate with them. Fisher
(2005) argues the physical learning space layout works best when it can be adjusted based upon
the type of teaching being performed. An adjustable physical space relies on easily
reconfigurable furniture such as wall partitions, tables mounted on rollers, and portable seating.
Learning space design can take many shapes, but many of them include technology
augmentation, which statistical evidence has shown, can produce higher student grades versus a
non-enhanced space with all other factors equal. (Brooks, 2011)
Today’s researchers continue to study students’ preferences for learning spaces by
focusing on virtual or physical spaces that result in engagement (Cox, 2011). Cox’s research was
a small-scale exploratory study of 75 students; the primary data source consisted of six in-depth
interviews with third-year undergraduate students. Students were asked to respond to a dozen
photos to determine the preferred learning space and study practice. The results indicate that
students do not have a preference in the type of learning space, but students did prefer
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
5
collaborative spaces that were technologically equipped. Results indicate that a student’s
residence is inferior to a learning commons space for study, suggesting students prefer to be with
others while studying even if they are studying independently.
Bennett (2011) continued his research on students’ preferences regarding using university
learning spaces by studying learning spaces’ impact on learning behavior. The survey evaluated
learning behavior and learning spaces by asking students to complete a questionnaire based on
the National Survey of Student Engagement. The questionnaire identified learning behaviors that
are important to students and reviewed non-classroom spaces important to fostering learning
behavior. Survey responses suggested a misalignment between learning behaviors identified as
important and the campus spaces that should be an asset in achieving the mission of instruction.
Results were inconclusive that any learning space was more important than another in improving
learning behavior. Faculty and students respondents rarely identified any learning behaviors,
except collaborative learning and studying alone, as being distinctively supported by campus
spaces.
Research in learning spaces required higher education institutions to understand which
factors must be addressed to improve the impact of learning spaces on student success. Learning
space research focused on space and place in the changing context of post-secondary teaching
and acknowledged elements of the learning environment that have largely been treated in
isolation from the developments in pedagogical practices (Jamieson, Fisher, Giding, Taylor, &
Trevitt, 2000). The study suggested that college and university architecture must do more than
appeal aesthetically to users and that the idea that formal teaching and learning “takes place”
needs to be acknowledged by administrators and be the primary consideration in the design of
new buildings. All stakeholders need input in the design process, not just the administrators and
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
6
facility planners, but faculty as well. Drawing on the experience of the authors, the pedagogyplace nexus is examined from an educational and architectural perspective to highlight the
necessary multidisciplinary approach to creating learning environments.
Successful learning space design requires the input of academics, universities are complex
environments established to meet the demands of teaching and research (Bickford, 2002;
Jamieson, Fisher, Giding, Taylor, & Trevitt, 2000). Research reveals a description of how
stakeholders in the building process come from different institutional cultures and have different
requirements that is often conflicting. Bickford (2002) proposes a cross-functional design team
that encourages competing needs and interests to be harnessed to create learning environments
that support learning. The research recommends a design team includes faculty, students,
administrators, facilities managers and architects to ensure all viewpoints of the learning space
are addressed. The creation of learning spaces calls for new ways of campus collaboration and
leaving behind the specialist approach.
Bennett (2007b) continued his research of spaces that support learning. Bennett’s
research focused on non-discipline specific spaces where students take control of and
responsibility for their learning. Historically the design of learning spaces centers on operation
and service considerations rather than learning. Bennett proposed six design questions that would
guide decisions when a higher education institution establishes learning spaces. The questions
require thought be given to why are we building the space, how will the space encourage
students to spend time studying, does the design encourage collaboration/social learning, will the
space encourage student/teacher collaboration outside the classroom and will the space enrich
educational experiences. Evaluating the questions is important throughout the building program.
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
7
Further research by Radcliffe (2009) followed that offers frameworks for designing
learning spaces. He proposed a pedagogy-space-technology framework to guide the design
process of learning spaces through influencing the conceptual design and post-occupancy
evaluation of discrete learning environments. The question-based framework aids diverse
stakeholders approach to the creation, operation and evaluation of new learning spaces. The
sequencing of the items in the framework is intentional and important. Each of the three
elements, pedagogy, space, and technology, influence each other in a reciprocal fashion. While
all three elements are interdependent in a cyclical manner, the question remains which element
do you start with? The framework suggests starting with pedagogy, then space, and finally
technology.
Interest in learning spaces in the United Kingdom resulted in several case studies that
discussed the outcomes of universities creating learning spaces from a holistic approach. Weaver
(2006) explored the relationship between creating physical learning space and changing
conceptions of learning/teaching to enable student centered learning. St. Martin’s College
created the Learning Gateway to demonstrate the impact of learning spaces on student success;
the Learning Gateway is a framework for providing a holistic view of the learner and the
institutional support required for student to flourish. The Learning Gateway combined the
technological and social elements of the blended learning model by establishing a set of
pedagogical principles based on the constructivist theory of learning. St. Martin mapped digital
media and furniture options to the framework resulting in a student centered learning
environment.
Jankowska and Atlay (2008) research detailed the University of Bedfordshire project of
renovating classroom space into “Creative Space” that emphasizes social learning, classroom
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
8
space and creative space. The study explored the impact of teaching in a specially designed
learning space on student engagement. A survey of 43 staff and 39 students measured perceived
influence of user experience. The survey results document student satisfaction with the new
environment, reporting an improved student experience. Survey response infers visual and
aesthetical aspects combined with technology had the greatest impact on student opinion.
Students and staff agreed the space was excellent for multiple uses and enabled teamwork and
collaboration.
Academic Interest in Learning Spaces
Current research on learning spaces documents that faculty have minimal, if any, input on
the creation of learning spaces. The creation of learning spaces favored by students reflects many
of the principles of active learning. Creating learning spaces highlighting collaborative study,
social learning and engagement requires adoption by faculty to be successful. The research
suggests the absence of faculty input is often the result of centralized planning by a central
facilities group that is unaware of emerging learning theories.
Literature reviews documents campus classrooms, lecture halls, tutorial rooms and other
formal places of learning have remained unchanged for centuries (Jamieson, 2003). Higher
education attempts to create new teaching and learning facilities have often resulted in celebrated
architecture that proved to be educationally problematic. Jamieson argues the design and
development of appropriate on-campus learning environments should be a priority for academic
developers. Academics participation in planning learning space allows faculty to contextualize
the learning process. His research encourages universities to create learning spaces that
encourage multiple contrasting experiences, spaces that are flexible and encourage exploration
IMPACT OF LEARNING SPACES ON STUDENT SUCCESS
9
and relationship building. His example is the collaborative common spaces developed in libraries
often referred to as information commons.
Spaces are influenced by learning artifacts, faculty use concrete and abstract learning
artifacts to construct multiple representation of expert knowledge for students (Ching, Levin, &
Parisi, 2004). The artifacts studied were inscriptions, gestures, tools, furniture, technology, sound
and temperature. The study videotaped seven instructors’ classes at the College of Education at
the University of Illinois at Urbana-Champaign. The study analyzed the artifacts relationship to
the pedagogical goals in higher education. Findings noted all instructors used multiple artifacts in
classroom instruction. Data analysis suggests technology artifacts are insufficient to capture the
complexity of teaching practices. The researchers acknowledge the longitudinal study needs will
require further research.
Kolb, Kolb, and Lewin (2005) research examined the theory of experiential learning to
explore how information can be used to enhance learning in higher education. Experiential
learning gives experience a central role in theories of learning and development. Experiential
learning theory is the process of creating knowledge through the transformation of experience.
The authors argue the enhancement of experiential learning in higher education is achieved
through the creation of learning spac…
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