The Convergent Learning Space: New Developments in Pedagogical Practice

The concept of the Convergent Learning Space has been hypothesized and explored in an ongoing action research project carried out at undergraduate level in select bachelor programs at a Danish University College, where classrooms are technology rich and students bring their own devices.
The changes in classroom understandings, student behaviour and technological possibilities have created the call for new approaches to teaching, where teachers reconsider both their own roles and the roles of learning resources and classroom frameworks. Equally, freedom of choice and the inclusion of informal learning networks are still more prominently expected by students.
Against this backdrop, an action research project has worked with the definition and testing of the hypothesized constituents of the Convergent Learning Space and how it challenges our traditional conceptions of learning spaces. The article describes this pilot study involving teachers in conscious, documented reflection on methods, approaches, and procedures conducive to learning processes in this new learning space.
As a perspective, the article briefly outlines an intervention study aimed at investigating how students benefit from a pedagogical approach based on the principles introduced.
Keywords: Learning spaces, innovation, technology, action research, pedagogy, higher education