About the TR+ Implementation

The underpinning philosophy of the TR+ initiative is that actively engaging students in learning can be helped or hindered by the kinds of learning spaces we use. The interior design of TR “space” should support the implementation of active learning in the classroom where students independently manage their own learning. The design of the physical classroom influences the way in which a lecturer conducts his or her teaching. Thus if such “space” is just that of the existing TRs, with table-armed chairs facing the lecturer, then the instructor would likely view lecturing as the best (or only) way of accomplishing teaching. On the other hand, in TR+s tables and chairs are arranged in groups to encourage and enable more collaborative, active learning to be achieved.

To support a shift to active learning, NTU has commenced the implementation of TR+ where the renovated classroom spaces allow students to better understand their own styles of learning and learn in more effective ways. Existing TRs have been refurbished to facilitate more collaborative learning between faculty and students. Many of the existing TRs have been and will be continually renovated and renamed TR+s to differentiate them from the TRs.

For a listing of the TR+ features, refer to  TR+ Overview & Features

NTU’s TR+ Learning Model
NTU has adopted Purdue University’s model of Pedagogy-Space-Technology which highlights the value and benefits of the interaction between these three pillars. This results in more participative learning where a greater and more active role is taken by the learner.

This model optimizes the use of learning space which allows for the use of ICT and participative and interactive opportunities for the students.

Do refer to our Resources page for a more comprehensive list of web resources on engaging students using participative and interactive approaches.

 

In short, the new renovated classrooms in NTU reflect the attributes listed by Oblinger (2005) in informing an active learning approach to the design of classroom spaces:

  • Design learning spaces around people
  • Support multiple types of learning activities
  • Enable connections, inside and outside
  • Accommodate information technology
  • Design for comfort, safety and functionality
  • Reflect institutional values

Reference:

Oblinger, D. (2005). Learning, learners and technology. EDUCAUSE Review, 40(5), 66–75.