Preprints
https://doi.org/10.5194/gc-2021-32
https://doi.org/10.5194/gc-2021-32

  05 Oct 2021

05 Oct 2021

Review status: this preprint is currently under review for the journal GC.

The University Campus as a Learning Environment: the role of a Campus-based Living Lab in a Blended Teaching and Learning Environment

Steven L. Rogers1, Adam J. Jeffery2, Jamie K. Pringle1, Antonia C. Law1, Alexandre Nobajas1, Katie Szkornik1, Angela C. Turner1, Adam Moolna1, and Luke Hobson1 Steven L. Rogers et al.
  • 1School of Geography, Geology and the Environment, William Smith Building, Keele University, UK
  • 2Keele Institute for Innovation and Teaching Excellence, Claus Moser Building, Keele University, UK

Abstract. “Living Labs” provide stakeholders with an authentic and spontaneous environment in which innovations and technologies can be developed. This paper highlights the use of Living Labs as an educational teaching and learning environment. We give examples of practice currently used and present a conceptual framework for pedagogic design of activities and assessment in a Living Lab environment. The examples provided are based around current HE under/post-graduate taught assessment and activities. We suggest that Living Labs, particularly campus based Living Labs, are an excellent opportunity for education providers to provide experiences for students that are realistic, promote empowerment of students, and are spontaneous, promoting student inclusivity and sustainability. Living Labs can introduce opportunities for inter- and transdisciplinarity and cross-cultural working and can provide an excellent base for education for sustainability.

Steven L. Rogers et al.

Status: open (until 30 Nov 2021)

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Steven L. Rogers et al.

Steven L. Rogers et al.

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Short summary
Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.
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