Preprints
https://doi.org/10.5194/gc-2021-32
https://doi.org/10.5194/gc-2021-32
05 Oct 2021
 | 05 Oct 2021
Status: this discussion paper is a preprint. It has been under review for the journal Geoscience Communication (GC). The manuscript was not accepted for further review after discussion.

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

Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson

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.

Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this preprint. The responsibility to include appropriate place names lies with the authors.
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson

Status: closed

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on gc-2021-32', Anonymous Referee #1, 19 Nov 2021
    • AC1: 'Reply on RC1', Steven Rogers, 17 Jan 2022
  • RC2: 'Comment on gc-2021-32', Anonymous Referee #2, 10 Jan 2022
    • AC2: 'Reply on RC2', Steven Rogers, 17 Jan 2022
  • RC3: 'Comment on gc-2021-32', Anonymous Referee #3, 27 Jan 2022
    • AC3: 'Reply on RC3', Steven Rogers, 07 Feb 2022

Status: closed

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on gc-2021-32', Anonymous Referee #1, 19 Nov 2021
    • AC1: 'Reply on RC1', Steven Rogers, 17 Jan 2022
  • RC2: 'Comment on gc-2021-32', Anonymous Referee #2, 10 Jan 2022
    • AC2: 'Reply on RC2', Steven Rogers, 17 Jan 2022
  • RC3: 'Comment on gc-2021-32', Anonymous Referee #3, 27 Jan 2022
    • AC3: 'Reply on RC3', Steven Rogers, 07 Feb 2022
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson

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Latest update: 25 May 2024
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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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