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Our thanks go to all of the staff and students of NTNU who welcomed us and shared their work as well as all of the presenters and participants. Thank you also to our partners Avixa and UCISA for their support for these activities.

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Robin Støckert receiving the 2019 EUNIS Dørup learning and teaching award from Mads Dahl, chair of the judging panel and Gill Ferrell, leader of the learning and teaching special interest group.

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Read the full award-winning case study here.

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Download Robin's presentation here.

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More of our student guides. NTNU is keen to address the issue of under representation of women in the music technology industry.

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Robin Støckert introduced the facilities. A case study about this work won the 2019 EUNIS Dørup learning and teaching award.

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We saw a great example of inter-disciplinary and inter-institutional learning in the two-campus master’s programme, Music,
Communication and Technology which uses physical-virtual
two-campus interaction.

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Trying our life saving skills.

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Taking a patient's pulse using virtual reality.

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Virtual reality is used to good effect in this open access laboratory.

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Student demonstrating his work in the makerspace.

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3D printers in the makerspace.

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One of our student guides.

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Make NTNU is a student run makerspace with a range of equipment from sewing machines to 3D printers.

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A summary of the R2 lecture theatre by Julie Voce.
Our first stop was a room I had seen in photos and it did not disappoint. R2 is an interactive lecture room that had been transformed from a 280 seat lecture theatre into a 160 seat interactive space. The redesign involved a wide group of stakeholders from across the institution who identified three main scenarios for the room: 1. short lectures, 2. group work and 3. sharing back from groups. The result is a tiered room with a series of group tables on each tier. At the front of the room is a traditional lecture area with lectern, PC, AV controls, blackboards and two large screens. The lectern has Skype integratia Solstice device. The group tables seat six students and have a display screen and whiteboard space for each group. Students can connect their own devices (via cables) to the shared screen. A control panel on the desk enables on and enables wireless sharing using students to ‘raise their hand’ (displaying a green light to the academic), use the microphone and share their screen to the teacher. On the lectern AV control panel, the lecturer can display the screens of any of the group tables, as well as show a camera view of the table, so you see the group on the main screen when they are speaking.
Take a 360 degree tour of R2 here.

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NTNU Learning Space R2 from Gløshaugen Syd, Trondheim, Norway

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NTNU Learning Space R2 in Gløshaugen Syd, Trondheim, Norway created by NTNU_Multimediesenteret: Ombygging av auditorium Pilotprosjektet R2 ligger i 2. etg i Realfagbygget på Gløshaugen. R2 er et stort auditorium som strekker seg over to plan i Realfagbygget. Dette pilotprosjektet handler om å teste studentenes læringsutbytte ved omb

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Read a blog post about NTNU learning spaces by Julie Voce, City, University of London.

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Those were our instructions for the opening activity at the Active Learning in Interactive Spaces pre-congress workshop at EUNIS19 hosted by the Norwegian University of Science and Technology (NTNU) inTrondheim. Each group had been given photos of five different spaces and we were asked to discuss what we liked and disliked about them. The main themes for the favourite spaces were around flexibility of furniture, space in the room and colour. It was felt that the layout of the space really depends on what you want to be teaching, but that a good teacher could teach in any space. The least favourite spaces lacked flexibility and looked dated.

The activity set the scene for the afternoon's tour of learning spaces at NTNU and they had a great showcase of spaces.

Our first stop was a room I had seen in photos and it did not disappoint. R2 is an interactive lecture room that had been transformed from a 280 seat lecture theatre into a 160 seat interactive space. The redesign involved a wide group of stakeholders from across the institution who identified three main scenarios for the room: 1. short lectures, 2. group work and 3. sharing back from groups. The result is a tiered room with a series of group tables on each tier. At the front of the room is a traditional lecture area with lectern, PC, AV controls, blackboards and two large screens. The lectern has Skype integration and enables wireless sharing using a Solstice device. The group tables seat six students and have a display screen and whiteboard space for each group. Students can connect their own devices (via cables) to the shared screen. A control panel on the desk enables students to 'raise their hand' (displaying a green light to the academic), use the microphone and share their screen to the teacher. On the lectern AV control panel, the lecturer can display the screens of any of the group tables, as well as show a camera view of the table, so you see the group on the main screen when they are speaking.

Next on the tour was a visit to the NTNU Natural Science Library with a variety of spaces for students to cater for different furniture preferences. They even transformed an area previously used to house paper journals into a relaxing space just outside of the Library with beanbags.

One of the most exciting spaces, was Make NTNU. This is a makerspace for students that includes a wide selection of tools and devices from soldering irons to 3D printers to sewing machines. Mentors are available to teach people to use the tools as well as to discuss ideas with. The team run weekly workshops on 3D printing and sewing as well as other workshops on topics such as 3D scan yourself and printing, hydroponics, car workshop. The 3D printers are available 24/7 for those who have taken the course. Everything is provided free, funded by NTNU Natural Science Library.

The final two stops on the tour focussed on discipline specific spaces, starting with the medical VR and simulation lab. The lab is around two years old and was created following a need for a student space for CPR training using RQI system. This is a fully automated CPR training system that enables students to come in whenever they want and practice their CPR skills using an adult or child dummy. The dummies are connected up to a system that provides visual feedback on technique, such as speed of compressions and number of ventilations. Once students are confident in their skills they use the system to undertake a test to confirm their skills and the lab team provide the result to the course facilitator. The lab also includes two VR stations set up with scenario training. In the example we saw, students had to practice their ABC skills using a virtual patient.

Next on our tour is a visit to the VR and RQI lab. Here nursing students can develop their CPR skills (and pass their skills test) and use VR to undertake an ABC assessment. #EUNIS19 pic.twitter.com/e8Sqv4IW2p

- Julie Voce (@julievoce) June 4, 2019

Our tour finished at the Music lab that had been refurbished last year in preparation for the new Masters in Music, Communication and Technology taught in partnership with the University of Oslo. The lab enables real time collaboration between students in Oslo and Trondheim to enable them to play in the same band from different locations.

One space I missed out on visiting, but heard plenty about, was the Exam Factory - a dedicated space for digital exams seating 1,400 students.

It was great to see such a variety of spaces and certainly set the scene for the main part of the conference which looked at the 'campus for the future'.

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Showcasing interactive learning spaces at the Norwegian University of Science and Technology

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Those were our instructions for the opening activity at the Active Learning in Interactive Spaces pre-congress workshop at EUNIS19 hosted by the Norwegian University of Science and Technology (NTNU) inTrondheim. Each group had been given photos of five different spaces and we were asked to discuss what we liked and disliked about them.

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The pre-Congress learning and teaching group undertook a guided tour of many of the fantastic learning spaces in a number of locations across Trondheim. Elements of the tour were repeated throughout the week for other delegates. Here are a few of the highlights.

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Alexandra den Heijer, TU Delft and Eleanor Magennis, University of Glasgow. Both architects and EUNIS19 presenters.

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Download the accompanying presentation and case studies.

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Download an editable version (InDesign format) so you can create a version in your own language.

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Instructions and answer sheet.

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Developing the campus of the future: a game of snakes and ladders

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Developing the campus of the future: a game of snakes and ladders

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EUNIS partnered with UCISA, and a range of other professional associations involved in campus development, to create a resource, based on the UK HE Learning Space Toolkit, for learning space project teams.

We chose the format of a board game to bring people together and stimulate discussion in a way that sidesteps the normal hierarchies and protocols of managing university business and allows people to discuss challenging topics in a non-threatening, simulated environment. The ‘snakes and ladders’ format is known globally. The ‘snakes’ are typical situations that can cause setbacks to a learning space project plan. The ‘ladders’ are examples of adopting good practice from the Toolkit to help the project advance and succeed.

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Download the slides from the panel session.

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FERRELL Thursday 10.05 R1 CFTF3 DLE panel session

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You can find the VLE Review Toolkit here.

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Over the years pedagogies change, technologies change, and student learning preferences change. But for many the VLE has remained static and choices made years ago may no longer be felt to be the right ones.

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Our digital learning environment panellists Sally Jorjani, Farzana Latif and Julie Voce answered questions in a Congress plenary session.

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Most universities have some sort of digital learning environment in place. The core of this is variously known as a virtual learning environment (VLE) or learning management system (LMS) and, increasingly, these products are part of a wider ecosystem of tools and learning resources. The learning environment is currently the main student-facing information system in most universities and thus key to the student learning experience.

These environments represent a massive investment for universities both in direct financial outlay and in staff time. Change can be costly and complicated, yet universities need to know that their core systems are helping them meet their key goals. A review process can help you see if you are meeting your existing objectives, possibly against internal or external benchmarks, and plan what you need to do in future to meet your long-term strategic objectives.
UCISA has produced a practical Toolkit aimed at guiding universities through the VLE review process. The Toolkit is the product of sharing experience across numerous universities in the UK and Europe and also includes valuable contributions from suppliers. The steering group that developed the Toolkit includes a number of EUNIS member organisations and the Toolkit is freely available for use by EUNIS members.

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Some of the Jisc digital capability resources.

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We were able to find out more about Jisc's digital capabilities work with a session in the main Congress on their Digital Insights surveys and the change to test our own capabilities by taking the survey and by playing digital pursuit.

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Download the presentation from Lisa, Sarah and Ruth here.

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Lisa Gray

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Digital Capabilities and curriculum confidence

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Digital Capabilities and curriculum confidence

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Lisa Gray, Sarah Knight and Ruth Drysdale from Jisc, UK outlined the results of their Digital Insights surveys and illustrated the services Jisc provides to help universities and colleges build digital capability.

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Download Ada's presentation here.

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Ada Aligiai Learning and Teaching  Pre-conference Workshop

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Ada Aligiai

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The digital capabilities of our staff and students are an essential element of successful learning and teaching.

Ada Aligiai talked about her work as a student learning assistant helping build digital capability at NTNU

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Active learning in interactive spaces was the theme of our pre-Congress workshop day held in the Smia active learning space at NTNU. We also had a tour of some of the amazing NTNU learning spaces (photos at the bottom of this padlet).

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Kristian Aga

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Evaluating learning in interactive spaces

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Evaluating learning in interactive spaces

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Kristian Aga presented an outline of his PhD research on this topic.
Download Kristian's presentation here.

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The building blocks of a learning landscape

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NTNU's types of learning arena

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Many of the learning design methods in common use have their roots in the same good practice principles and techniques. Download the Jisc learning design family tree here.

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Find out more about ABC and download the resources (available in many European languages) here

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This is the UCL site for ABC Learning Design. The Erasmus+ project site (2018-2020) and the ABC Toolkit can be found at Erasmus+ ABC to VLE: beyond curriculum design .

ABC at UCL

The ABC model has been widely used across UCL (and the sector) in the format of the ABC workshop, developed by UCL Digital Education. During the 'classic' high-energy 90 minute ABC workshop, academic teams work together to create a visual 'storyboard' showing the type and sequence learning activities required to meet the module's learning outcomes, and how these will be assessed. Over a thousand UCL colleagues participated in live ABC workshops since we started in 2015, finding the format to be particularly useful for new programmes or those moving to an online or more blended format.

In early 2022, ABC was integrated into UCL's institutional approach to programme development and review. The new Programme Development team in the Arena Centre (UCL Education and Student Experience) assists in the development of new programmes and the design of modules, as well as the review and redesign of current ones. Through custom workshops and guidance, the team supports the development of initial concepts and preparation for UCL's Programme and Module Approval Process (PMAP). The team's approach throughout focuses on providing a rich and cohesive student experience across programmes, and prior to PMAP Student Quality Reviews can be arranged to ensure the student viewpoint is included prior to submission. These short sessions have proved to be both effective and timely. After approval, our familiar ABC workshops take the designs to the next level. Programme teams storyboard the sequence and combination of activities across modules and build in assessment and feedback. The UCL Programme Development team blog is here.

Online ABC

During the pandemic, live workshops were suspended, so an online version of ABC was developed in 2021 that can be run though MS Teams and the online whiteboard tool Jamboard. Live workshops can now be booked again, but the online version remains a very useful alternative. Here is an introduction to the overall approach (8 minutes).

UCL colleagues, if you wish to arrange an online or face-to-face ABC session for your programme, please use this form.

More background about ABC

1. A short video introducing the live workshop (4 minutes).

2. A longer introduction from one of our live workshops (18 minutes)
3. More about the learning types, and how they link to UCL tools. 4. And some papers to read.

1. Young, C. and Perović, N. (2016) Rapid and Creative Course Design: As Easy as ABC? Procedia - Social and Behavioral Sciences, 228, 390-395

2. Hasenknopf, B., Michou, V., Milani, M., Perović, N. and Young, C. (2019). Sharing the ABC approach to learning design across three European Universities. European University Association (EUA), 2019 European Learning & Teaching Forum, Warsaw. ISSN: 2593-7448

3. Young, C.P.L. and Perović, N. (2020). ABC LD - A new toolkit for rapid learning design. European Distance Education Network (EDEN) Conference 2020, Timisoara, Romania.

Clive Young and Nataša Perović, Digital Education, UCL, 2022

All ABC resources are released under Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license

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Kari Anne and her colleagues were inspired to develop SALSA after they attended a 2018 EUNIS workshop on the ABC Learning Design approach

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Some of the SALSA materials

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Download Kari Anne's presentation here

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19-06-04 - Student Active Learning Arenas - EUNIS 2019

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Kari Anne Flem Røren

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Student Active Learning Arenas (SALSA) at NTNU

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Student Active Learning Arenas (SALSA) at NTNU

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Kari Anne Flem Røren talked about the strategic ambitions for learning and teaching at NTNU and how a new approach to learning design (SALSA) is being used to support active learning, promote equality for all students and help in campus development.

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This padlet shows some of the highlights of EUNIS learning and teaching activities at the EUNIS19 Congress held at the Norwegian University of Science and Technology (NTNU) in Trondheim in June 2019.

You can download many of the presentations and access further materials. Scroll down and sideways to make sure you don't miss anything.

You are welcome to 'remake' this padlet or, unless otherwise specified in the individual resources, to reuse the content in other ways. CC BY-SA.