|"Case study" classroom
|Teams tackle a challenge using a whiteboard
|Students give feedback on other teams' proposals
The setup was also conducive for team project feedback. After each team presented their proposal, the other teams provided them feedback by writing on their "wall" (whiteboard). This personal touch - rather than an email or discussion board - seems to makes a difference in how the feedback is given and perceived.
Smartphones were often used to take photos of different boards - their own and well as others' boards.
|Student demos software to others
We also used the space to start class with a little stretching and yoga! The students liked the space. So did two colleagues (Prof. Rob Hyndman and Prof. Joao Moreira) who teach analytics courses at their universities and visited my courses. Some students complained at first about sitting on the hard floor, so I tried to make sure they don't sit for long, or at least not passively. My own "old school" bias made me forget how it feels to be passively sitting.
|Visitor Prof. Moreira experiences the studio
From my experience, the requirements for "analytics in a studio" to work are:
- Students must come prepared to class with the needed technical basics (e.g., via reading/video watching/etc.)
- The instructor must be flexible in terms of the specifics taught. I came into class focused on 2-3 main points students needed to learn, I had in-class assignments, and designed teams-on-whiteboards challenges on-the-fly.
- The instructor is no longer physically in the center, but s/he must be an effective integrator, challenger, and guide of the directions taken. This allows students to unleash their abilities, but in a constructive way. It also helps avoid a feeling of "what did we learn?"