Experiential and authentic learning in a Living Lab: the role of a campus-based Living Lab as a teaching and learning environment

Abstract

Living Labs provide stakeholders with authentic and spontaneous environments 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 four current examples of practice and present a conceptual framework for pedagogic design and development of experiential learning activities and assessment in a Living Lab environment. Examples are based around current higher education undergraduate and postgraduate taught assessments and activities. We highlight how Living Labs, particularly campus-based examples, are an excellent opportunity for education providers to provide realistic experiences for students that promote empowerment, inclusivity and sustainability where activities and results can be spontaneous. Learning in a Living Lab environment provides the opportunities for students to develop applied skills, work in a transdisciplinary manner and co-create and collaborate on data sets. These activities are associated with potential increases in student attainment and receive positive student feedback. Living Labs introduce opportunities for interdisciplinarity, transdisciplinarity and cross-cultural working and provide an excellent base for education for sustainability.

Keywords

• living lab
• authentic assessment
• experiential learning
• active learning