Shirley Dugdale is a space strategy consultant experienced in visioning for new models of learning environments and libraries in response to changes in scholarship, pedagogy and technology. Before founding her own practice, Dugdale Strategy, in 2012, she directed DEGW North America’s Learning Environments’ practice for over 12 years. In her work that has spanned master planning to space programming, she has facilitated pedagogy visioning workshops and developed frameworks for campus planning to enhance innovation. The principles of her Learning Landscape approach, developed in 2001 and described in an Educause Review article (“Space Strategies for the New Learning Landscape”—one of the 10 most widely read ER articles of 2009) and an ELI webinar on informal learning space, have had a wide influence on planning for informal as well as formal learning space. Her current work explores the impact of emerging digital scholarship and data services on learning space, distributed learning trends, and the power of networks of hubs to support collaboration and innovation across campuses. Much of her planning and library consulting has been for academic research universities and recent projects include a master plan for the Univ. of Washington Libraries and strategic space studies for Johns Hopkins and the Univ. of Chicago. Shirley has been working with ELI on development of the Learning Space Rating System since its inception in 2010, contributed to the development of FLEXspace, and is an advisor to the Learning Spaces Collaboratory. She has authored many publications and presents frequently, most recently at the Society of College & University Planning on “Strategies to Define Emerging Services for the 21st C. Library: Visioning for a Data Driven Future”. She received her Masters of Architecture from the Harvard Graduate School of Design.
Emerging technologies show great promise for engaging students in more active and personalized learning and deeper participation in collaboration. By facilitating deeper engagement in learning on the part of students, emerging technologies can support current trends in learning design, including improving the way we assess how students learn and what they are learning.
Research into active learning classrooms (ALCs)—spaces explicitly designed to support and promote this kind of learning and pedagogy—is expanding. This research provides educators with insights about how best to implement active learning pedagogies and support learners in ALCs.
The Innovation Landscape Framework proposed here serves as a tool that can help coordinate physical planning with organizational initiatives, engage a wide range of stakeholders, and foster a culture of innovation across campus.