Abstract
In this reflection, I discuss the changing affordances of physical and virtual spaces in PGR seminar teaching during the Covid-19 pandemic. I start by reviewing how physical space has been conceptualised in the pedagogical literature in terms of its material aspects, affordances, and interactions with users. I then translate the above concepts to virtual teaching spaces. I discuss how the affordances of both physical and virtual spaces have evolved throughout the different stages of the pandemic, exemplifying the process through my personal experience of seminar teaching. I conclude with a personal reflection on the challenges and unexpectedly positive consequences of having to dynamically adapt one’s pedagogy to changing affordances and constraints.
Highlights
Physical space plays an active role in teaching and learning (Amedeo et al, 2008)
The concept of physical space in teaching and learning is not limited to its material aspects, such as furniture and seating arrangements
Virtual spaces interact with physical spaces in a non-trivial fashion
Summary
I am a PhD Student in the Warwick Institute for the Science of Cities. I work on applications of spatial point processes and graph entropies to the study of the population dynamics of urban systems. Before joining Warwick, I studied Mathematics at Imperial College and worked as an IT Consultant in Milan, Geneva, and Bordeaux. I worked as a seminar tutor in Logic, Formal Methods, and other Mathematical modules in the Computer Science Department.
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