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Figure 3: Pedagogy Space Map — Learning & Teaching Precinct

Figure 3 Pedagogy Space Map — Learning & Teaching Precinct

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The JISC report argues that “a learning space should be able to motivate learners and promote learning as an activity; support collaborative, as well as formal, practice; provide a personalised and inclusive environment; and be flexible in the face of changing needs”. It states that the design of individual spaces within an educational building needs to be:
The JISC report argues that “a learning space should be able to motivate learners and promote learning as an activity; support collaborative, as well as formal, practice; provide a personalised and inclusive environment; and be flexible in the face of changing needs”. It states that the design of individual spaces within an educational building needs to be:
Figure 1: The Collaborative Teaching and Learning Centre, UQ The model for designing and building learning spaces has not changed dramatically for over one hundred years. More recently we find significant shifts in pedagogy and at the same time a desire to incorporate technology, whilst still using the same industrial systems of space delivery. In this climate of change new spaces are being developed as potential prototypes for 'the new’. The danger lies in a lack of understanding about how these spaces are designed and are evaluated in that they are often copied out of their context and without any regard for how that space may have related to the particular pedagogy it was designed for, or whether the technology was appropriately assigned.
Figure 1: The Collaborative Teaching and Learning Centre, UQ The model for designing and building learning spaces has not changed dramatically for over one hundred years. More recently we find significant shifts in pedagogy and at the same time a desire to incorporate technology, whilst still using the same industrial systems of space delivery. In this climate of change new spaces are being developed as potential prototypes for 'the new’. The danger lies in a lack of understanding about how these spaces are designed and are evaluated in that they are often copied out of their context and without any regard for how that space may have related to the particular pedagogy it was designed for, or whether the technology was appropriately assigned.
Campuses need to be contemplated as a complete network of connected learning environments. In his framework the process of learning does not exist singularly but rather it happens within a range of different types of pedagogies, spaces and echnologies. This learning space continuum has wo types of conditions at its extremities. Wholly independent self-directed unstructured learning at one end and structured teacher-led didactic learning environments at the other. Within this range a spectrum of other pedagogies, spaces and Every space that can be conceived within and beyond the campus can be mapped and a dialogue begun about learning potential.
Campuses need to be contemplated as a complete network of connected learning environments. In his framework the process of learning does not exist singularly but rather it happens within a range of different types of pedagogies, spaces and echnologies. This learning space continuum has wo types of conditions at its extremities. Wholly independent self-directed unstructured learning at one end and structured teacher-led didactic learning environments at the other. Within this range a spectrum of other pedagogies, spaces and Every space that can be conceived within and beyond the campus can be mapped and a dialogue begun about learning potential.
Figure 4: The University of Queensland First Year Engineering Learning Centre. A ‘noisy’ active learning space co-located with the Universit) Engineering library. (Scott Burrows, Aperture Architectural Photography) A student who enrols in a university to gain an expertise in a particular field of study is, by default, a member of their faculty community. Many universities undervalue this group through poor visibility of their study cohort and limited opportunities to interact and to support each other. At the entries to faculties more space needs to be given over to describing the place of learning, reinforcing the type of learning that The Places for Learning Spectrum begins to also focus on the types of generic teaching and learning spaces that can better enable learning. Traditionally lecture theatres were the only type of large structured teacher-led space. Now it is
Figure 4: The University of Queensland First Year Engineering Learning Centre. A ‘noisy’ active learning space co-located with the Universit) Engineering library. (Scott Burrows, Aperture Architectural Photography) A student who enrols in a university to gain an expertise in a particular field of study is, by default, a member of their faculty community. Many universities undervalue this group through poor visibility of their study cohort and limited opportunities to interact and to support each other. At the entries to faculties more space needs to be given over to describing the place of learning, reinforcing the type of learning that The Places for Learning Spectrum begins to also focus on the types of generic teaching and learning spaces that can better enable learning. Traditionally lecture theatres were the only type of large structured teacher-led space. Now it is
Figure 3: Smaller Spaces in the CTLC, UQ
Figure 3: Smaller Spaces in the CTLC, UQ
The image of the classroom below describes in its layout the potential modes of learning capable in the space. It is rigidly didactic with very few opportunities to present other modes of teaching and learning. However the space also has an emotive content which also impacts the learning process. The room is windowless, with hard and immovable furniture which is uncomfortable and difficult to access and the lights produce distracting glare. The emotive content of the space suggests a
The image of the classroom below describes in its layout the potential modes of learning capable in the space. It is rigidly didactic with very few opportunities to present other modes of teaching and learning. However the space also has an emotive content which also impacts the learning process. The room is windowless, with hard and immovable furniture which is uncomfortable and difficult to access and the lights produce distracting glare. The emotive content of the space suggests a
Figure 6: The overall view of the room with a glazed collaborative room to the right, booths to the left, MLC, Bond University (Wilson Architects) Figure 5: The old and rarely used Art Gallery at Bond University (Wilson Architects)
Figure 6: The overall view of the room with a glazed collaborative room to the right, booths to the left, MLC, Bond University (Wilson Architects) Figure 5: The old and rarely used Art Gallery at Bond University (Wilson Architects)
spent in one space. We can shift the way people work together and individually. We can indicate through lighting levels whether you can talk loudly or quietly. We can make a space feel busy and dynamic or quiet and reflective. All of these qualities need an understanding of the students’ context and expected learning outcomes as it differs from one university to the next, faculty to faculty, country to country. negative response by both students and staff and despite the best teaching methods the space will challenge students’ ability to concentrate for any length of time. Although this is an extreme example we understand that well thought through functional space needs to also positively engage the senses. These spaces are people centric and as such must recognise their potential emotive responses to space. Design can influence the way we engage with people and place. We can change or modify behaviour through furniture, layout, colour and lighting. We can encourage people to stay longer. We can limit the time
spent in one space. We can shift the way people work together and individually. We can indicate through lighting levels whether you can talk loudly or quietly. We can make a space feel busy and dynamic or quiet and reflective. All of these qualities need an understanding of the students’ context and expected learning outcomes as it differs from one university to the next, faculty to faculty, country to country. negative response by both students and staff and despite the best teaching methods the space will challenge students’ ability to concentrate for any length of time. Although this is an extreme example we understand that well thought through functional space needs to also positively engage the senses. These spaces are people centric and as such must recognise their potential emotive responses to space. Design can influence the way we engage with people and place. We can change or modify behaviour through furniture, layout, colour and lighting. We can encourage people to stay longer. We can limit the time
Figure 8: The Bond study ‘booth’ where students can digitally capture hand notes, surf the web, connect to university databases, watch a movie and plug in their laptop.
Figure 8: The Bond study ‘booth’ where students can digitally capture hand notes, surf the web, connect to university databases, watch a movie and plug in their laptop.
Figure 11: The First Year Engineering Learning Centre, UQ.
Figure 11: The First Year Engineering Learning Centre, UQ.
Figure 10: Study Nook in the CTLC, UQ.
Figure 10: Study Nook in the CTLC, UQ.
Observational studies hold considerable promise and are fundamental to the operation of the PST framework as already explained. Dane (in the Deakin Immersive Learning Environment study and later in contributions to the debate) argues strongly for observation as an evaluative tool and support for this technique can be found in evaluations by Randall and Wilson (Bond Pod Room) and Andrews and Powell (UQ CTLC) amongst others. The extension of direct observation to the review of time lapse Though not featured in the papers, facilities managers at the forum expressed a desire for empirical measures to be included in evaluation. Examples cited include energy efficiency and it is likely that environmental investigations regarding power, thermal effectiveness and so on are going to be increasingly important. Hovering always on the margins, but unspoken at this event is the quantity surveyor’s measure of students/ square metre. An observation emerging from the NGLS project is that innovative spaces such as Collaborative Learning Centres are inevitably
Observational studies hold considerable promise and are fundamental to the operation of the PST framework as already explained. Dane (in the Deakin Immersive Learning Environment study and later in contributions to the debate) argues strongly for observation as an evaluative tool and support for this technique can be found in evaluations by Randall and Wilson (Bond Pod Room) and Andrews and Powell (UQ CTLC) amongst others. The extension of direct observation to the review of time lapse Though not featured in the papers, facilities managers at the forum expressed a desire for empirical measures to be included in evaluation. Examples cited include energy efficiency and it is likely that environmental investigations regarding power, thermal effectiveness and so on are going to be increasingly important. Hovering always on the margins, but unspoken at this event is the quantity surveyor’s measure of students/ square metre. An observation emerging from the NGLS project is that innovative spaces such as Collaborative Learning Centres are inevitably
Figure 1: The original Biological Sciences Library, UQ. the world and are to be expected: the availability of electronic information has overtaken the demand for print materials in many cases, and the success of information skills training and information literacy initiatives have had a positive impact upon client skill and confidence. One area of statistical growth has been the number of visits to libraries. The library has remained a popular destination, with more than 3 million visits to UQ libraries during 2008. house printed collections and to make them avail- able for consultation and borrowing. This mission was enhanced by the work of reference librarians who aided clients in the use of these collections. Such activity was conventionally measured by libraries in terms of numbers of loans per annum, numbers of reference questions answered, and the numbers of visits to libraries per annum.
Figure 1: The original Biological Sciences Library, UQ. the world and are to be expected: the availability of electronic information has overtaken the demand for print materials in many cases, and the success of information skills training and information literacy initiatives have had a positive impact upon client skill and confidence. One area of statistical growth has been the number of visits to libraries. The library has remained a popular destination, with more than 3 million visits to UQ libraries during 2008. house printed collections and to make them avail- able for consultation and borrowing. This mission was enhanced by the work of reference librarians who aided clients in the use of these collections. Such activity was conventionally measured by libraries in terms of numbers of loans per annum, numbers of reference questions answered, and the numbers of visits to libraries per annum.
Figure 2: Ipswich Library Study Booths, UQ. | would argue that the path is clear: we need to Whilst there are many great libraries in mod- est institutions, no great university is without an outstanding library. That status remains of tremendous importance, and few researchers would dispute the need for extensive collections of scholarly information and the support of expe- rienced librarians in their scholarly endeavours, although with a strong preference for that support to be delivered in the school or laboratory rather than in the library. However, the notion of library as place in that dynamic has shifted. Academics report fewer visits to the library than was the case only a few years ago, and many predict a con- tinued decline in years to come (RIN 2007). The importance of the library’s print collections is also diminishing, with desktop delivery of electronic information seen as a fundamental requirement (British Academy 2005). Many report a reluctance to visit the library to copy a journal article held on
Figure 2: Ipswich Library Study Booths, UQ. | would argue that the path is clear: we need to Whilst there are many great libraries in mod- est institutions, no great university is without an outstanding library. That status remains of tremendous importance, and few researchers would dispute the need for extensive collections of scholarly information and the support of expe- rienced librarians in their scholarly endeavours, although with a strong preference for that support to be delivered in the school or laboratory rather than in the library. However, the notion of library as place in that dynamic has shifted. Academics report fewer visits to the library than was the case only a few years ago, and many predict a con- tinued decline in years to come (RIN 2007). The importance of the library’s print collections is also diminishing, with desktop delivery of electronic information seen as a fundamental requirement (British Academy 2005). Many report a reluctance to visit the library to copy a journal article held on
Figure 3: The new Biological Sciences Library, UQ.
Figure 3: The new Biological Sciences Library, UQ.
Webster, K. (2007). The Research Library as Learning Space. (www.uq.edu.au/nextgenerationlearningspace/ presentations).
Webster, K. (2007). The Research Library as Learning Space. (www.uq.edu.au/nextgenerationlearningspace/ presentations).
Table 1: Hours Spent by Twenty Focus Group Participants in Cairns Library Learning Spaces from 29 September - 5 October 2005. One student spent 52 hours in the Learning Centre during the monitoring perioc Many students indicated that they primarily used the Library for academic activities and that their purpose in coming to the building was to avoid distractions that were in the home such as partners, children, housework, computer games, telephones and television. There appeared to be a general agreement however, that social activities were also numerous in the Library due to the inevitable relationships that develop upon seeing the same people frequently in the Library space, or seeing people from the same class. Some students indicated a higher level of social interaction than others and cited reasons such as the nature of their study or their role as a Student Mentor that required them to approach, or be approached, by first-year students in need of assistance. One Student Mentor said that “the social aspect comes into it and it can be along the lines of academic stuff or just like, ahh, who do | see about this? So that’s why | say mine is more in-between [social and academic], ‘cause | play different roles when | come here”. It was clear from From the explanations given in the focus groups regarding areas of the Library used, it was clear that students moved from space to space within the building according to their specific need or purpose. One student mentioned being able to study quietly in a silent area, talk about what you’re doing with friends in another area, and then return to quiet study, “whereas at home you can’t share what you’re doing and then you might start doing something then think Oh, I’ve got washing, you just focus”. Although not asked by the focus group convenors, students in each of the focus groups mentioned that they move to alternate spaces when they needed a ‘break’ or ‘distraction’, for example the reference section, the reading room or the new books’ stand. Many students also mentioned enjoying being able to A number of themes emerged from the focus group transcripts and these are summarised below.
Table 1: Hours Spent by Twenty Focus Group Participants in Cairns Library Learning Spaces from 29 September - 5 October 2005. One student spent 52 hours in the Learning Centre during the monitoring perioc Many students indicated that they primarily used the Library for academic activities and that their purpose in coming to the building was to avoid distractions that were in the home such as partners, children, housework, computer games, telephones and television. There appeared to be a general agreement however, that social activities were also numerous in the Library due to the inevitable relationships that develop upon seeing the same people frequently in the Library space, or seeing people from the same class. Some students indicated a higher level of social interaction than others and cited reasons such as the nature of their study or their role as a Student Mentor that required them to approach, or be approached, by first-year students in need of assistance. One Student Mentor said that “the social aspect comes into it and it can be along the lines of academic stuff or just like, ahh, who do | see about this? So that’s why | say mine is more in-between [social and academic], ‘cause | play different roles when | come here”. It was clear from From the explanations given in the focus groups regarding areas of the Library used, it was clear that students moved from space to space within the building according to their specific need or purpose. One student mentioned being able to study quietly in a silent area, talk about what you’re doing with friends in another area, and then return to quiet study, “whereas at home you can’t share what you’re doing and then you might start doing something then think Oh, I’ve got washing, you just focus”. Although not asked by the focus group convenors, students in each of the focus groups mentioned that they move to alternate spaces when they needed a ‘break’ or ‘distraction’, for example the reference section, the reading room or the new books’ stand. Many students also mentioned enjoying being able to A number of themes emerged from the focus group transcripts and these are summarised below.
What is it? The University of Queensland now has three Collaborative Teaching and Learning Centres which represent an evolution in understanding of the interrelation between pedagogy, space and technology. The original and largest centre, with six collaborative classrooms of three different types was opened in 2005 and is located in the Sir James Foots building on the St Lucia Campus. In 2007, a second generation space was opened at the Gatton Campus, sixty kilometres west of Brisbane, consisting of two combinable spaces accommodating 36 students each with a total of eight new-style pods (group working spaces). A further iteration of the design, in the form of a single, six-pod classroom for 60 students, has been incorporated into the new General Purpose
What is it? The University of Queensland now has three Collaborative Teaching and Learning Centres which represent an evolution in understanding of the interrelation between pedagogy, space and technology. The original and largest centre, with six collaborative classrooms of three different types was opened in 2005 and is located in the Sir James Foots building on the St Lucia Campus. In 2007, a second generation space was opened at the Gatton Campus, sixty kilometres west of Brisbane, consisting of two combinable spaces accommodating 36 students each with a total of eight new-style pods (group working spaces). A further iteration of the design, in the form of a single, six-pod classroom for 60 students, has been incorporated into the new General Purpose
space at Gatton builds on the lessons learned from the evaluation of the St Lucia Centre. The room foregoes the room-within-a-room transformation typical of the large spaces at St Lucia in favour of concentrating the group activity around individual 10 seat pod tables. These pods however still overtly signal the shift in pedagogical mode using large screen monitors which rise from the end of the table to enable on-screen group collaboration. Why it is?
space at Gatton builds on the lessons learned from the evaluation of the St Lucia Centre. The room foregoes the room-within-a-room transformation typical of the large spaces at St Lucia in favour of concentrating the group activity around individual 10 seat pod tables. These pods however still overtly signal the shift in pedagogical mode using large screen monitors which rise from the end of the table to enable on-screen group collaboration. Why it is?
It should come as no surprise that the crucial decisions fall quite distinctly into the three key categorisations that are the basis of this paper, In respect of space, architect Hamilton Wilson chose first to embark on the arduous and potentially risky course of an extended set of consultations with academics during the extended pre-design (brief) and design stages. His willingness to not only create designs that were responsive to a need to enable specific behaviours but to then test those against research and experience gained from related learning environments (such as libraries) were fundamental to the final outcome. Within the space plan, different kinds of space were created to specifically cater for the needs of different students, identified through behavioural studies. The link between The operation of the CTLC is difficult to imagine now without the technology that empowers and encourages the mode changes in the teaching and learning, yet this novel design response came about largely by accident. A key element of the traditional technology specification process - the user requirements document - was missing, derailed by the novelty of the space design which simply didn’t fit with existing Audio Visual practice. As a result, the technology brief was not completed until very late in the design process, when many of the space provisions had already been fleshed out in considerable detail. Co-author Derek Powell, as a newcomer to technology for tertiary education (and ignorant of the ‘proper’ process) chose to separately research the requirements of the pedagogy, then responded to the novel space design with a theatrical solution born of experience in the entertainment and broadcast television industries.
It should come as no surprise that the crucial decisions fall quite distinctly into the three key categorisations that are the basis of this paper, In respect of space, architect Hamilton Wilson chose first to embark on the arduous and potentially risky course of an extended set of consultations with academics during the extended pre-design (brief) and design stages. His willingness to not only create designs that were responsive to a need to enable specific behaviours but to then test those against research and experience gained from related learning environments (such as libraries) were fundamental to the final outcome. Within the space plan, different kinds of space were created to specifically cater for the needs of different students, identified through behavioural studies. The link between The operation of the CTLC is difficult to imagine now without the technology that empowers and encourages the mode changes in the teaching and learning, yet this novel design response came about largely by accident. A key element of the traditional technology specification process - the user requirements document - was missing, derailed by the novelty of the space design which simply didn’t fit with existing Audio Visual practice. As a result, the technology brief was not completed until very late in the design process, when many of the space provisions had already been fleshed out in considerable detail. Co-author Derek Powell, as a newcomer to technology for tertiary education (and ignorant of the ‘proper’ process) chose to separately research the requirements of the pedagogy, then responded to the novel space design with a theatrical solution born of experience in the entertainment and broadcast television industries.
Table 1. Aspects of the CTLC and R-CTLC which students identified as successful.
Table 1. Aspects of the CTLC and R-CTLC which students identified as successful.
Table 2. Aspects of the CTLC and R-CTLC which students identified as problematic. What were the main lessons learned? responding with appropriate design changes to the ‘next generation’ space, and then repeating the studies, we were engaging in a process similar to the Action Research Cycle (Carr & Kemmis, 1986; Kemmis & McTaggart, 1988). It is rare that cascading projects of this nature provide an opportunity for continuous improvement and the technology design at least, overtly used the inputs available to produce improved outcomes. In the observations conducted at Gatton, the ways in which students participated in collaborative learning was particularly interesting. Students moved between individual work to group work and back. They worked individually on tasks, from time to time using the large screens in the pod to share and discuss their work, then moving back to individual work again.
Table 2. Aspects of the CTLC and R-CTLC which students identified as problematic. What were the main lessons learned? responding with appropriate design changes to the ‘next generation’ space, and then repeating the studies, we were engaging in a process similar to the Action Research Cycle (Carr & Kemmis, 1986; Kemmis & McTaggart, 1988). It is rare that cascading projects of this nature provide an opportunity for continuous improvement and the technology design at least, overtly used the inputs available to produce improved outcomes. In the observations conducted at Gatton, the ways in which students participated in collaborative learning was particularly interesting. Students moved between individual work to group work and back. They worked individually on tasks, from time to time using the large screens in the pod to share and discuss their work, then moving back to individual work again.
Figure 1: PST Analysis which shows the development of several design elements and identifies the stages as analogous to the action research cycle ‘plan, act, observe, and reflect’.
Figure 1: PST Analysis which shows the development of several design elements and identifies the stages as analogous to the action research cycle ‘plan, act, observe, and reflect’.
Figure 1: The PBL precinct organisational diagram (Dane, 2008).
Figure 1: The PBL precinct organisational diagram (Dane, 2008).
What happens here?
What happens here?
Figure 7. Student responses to the question: “How would you rate the PBL studios in terms of a teaching facility?” expressed as | percentage of the 37 responses in total. We ao use them for other meetings... the meetings [for] all the academics. ..we usually meet in there to discuss PBL. Usually we meet two or three times a semester... The language and communications workshops are being conducted in the PBL common studio.
Figure 7. Student responses to the question: “How would you rate the PBL studios in terms of a teaching facility?” expressed as | percentage of the 37 responses in total. We ao use them for other meetings... the meetings [for] all the academics. ..we usually meet in there to discuss PBL. Usually we meet two or three times a semester... The language and communications workshops are being conducted in the PBL common studio.
Figure 8. Student responses to the question: “How would you rate the facilities within the PBL studios?” expressed as a percentag of the 37 responses in total.
Figure 8. Student responses to the question: “How would you rate the facilities within the PBL studios?” expressed as a percentag of the 37 responses in total.
Figure 1. Deakin University, Burwood campus site plan www.deakin.edu.au The facility manager was able to secure a space within a new major teaching precinct already under construction. Selection of an architect
Figure 1. Deakin University, Burwood campus site plan www.deakin.edu.au The facility manager was able to secure a space within a new major teaching precinct already under construction. Selection of an architect
from the ceiling. With time pressures bearing down on the team, an expedient design and approval process ensued. Furniture was ordered and construction completed in time for commencemen of semester 1, 2006. Architect: From a relaxed sort of more individual- based approach, through to a more formal but still relaxed group approach (which was then obviously the higher tables), through to a more rigorous one- on-one sort of approach that you could promote most of your pedagogies.
from the ceiling. With time pressures bearing down on the team, an expedient design and approval process ensued. Furniture was ordered and construction completed in time for commencemen of semester 1, 2006. Architect: From a relaxed sort of more individual- based approach, through to a more formal but still relaxed group approach (which was then obviously the higher tables), through to a more rigorous one- on-one sort of approach that you could promote most of your pedagogies.
Figure 6. What teaching and learning looks like in the DILE. Dane, 2007
Figure 6. What teaching and learning looks like in the DILE. Dane, 2007
Figure 7: All students dispersed in their groups and commenced the planned task. The teacher moved around room discussing the activity with each group as needed. It was noticeably difficult for the teacher to access Group 3. The task involved students creating an audio recording, so Group 1 moved to the lounge to record some sounds, before relocating to the presentation desk to continue task. There was significant interaction between groups as they could hear the production of each groups’ sounds. Duration of activi- ties in this setting: 45 minutes.
Figure 7: All students dispersed in their groups and commenced the planned task. The teacher moved around room discussing the activity with each group as needed. It was noticeably difficult for the teacher to access Group 3. The task involved students creating an audio recording, so Group 1 moved to the lounge to record some sounds, before relocating to the presentation desk to continue task. There was significant interaction between groups as they could hear the production of each groups’ sounds. Duration of activi- ties in this setting: 45 minutes.
Our final framework was based on a distillation of literature in architecture, design, social psychology, psychiatry and marketing and promotion. From our reading, we believe the dominant factors that needed to be considered in maximising the ambience or shaping learning behaviour in any space would include:
Our final framework was based on a distillation of literature in architecture, design, social psychology, psychiatry and marketing and promotion. From our reading, we believe the dominant factors that needed to be considered in maximising the ambience or shaping learning behaviour in any space would include:
The Griffith Zones Research Zone
The Griffith Zones Research Zone
rooms (including dedicated training computer labs). This space is not intended to only be used by students who wish to see our staff but it is attractive to students waiting for workshops or individual appointments. This space encourages quiet conversations not noisy interactions. During SWAT and exam periods this area becomes a silent study zone.
rooms (including dedicated training computer labs). This space is not intended to only be used by students who wish to see our staff but it is attractive to students waiting for workshops or individual appointments. This space encourages quiet conversations not noisy interactions. During SWAT and exam periods this area becomes a silent study zone.
Table 3. Dominant Factors designed to increase ambience of refurbished spaces.
Table 3. Dominant Factors designed to increase ambience of refurbished spaces.
Table 2. Student Characteristics and how our library spaces support them. (Adapted from: Lomas and Oblinger’s 2006 p.5.2)
Table 2. Student Characteristics and how our library spaces support them. (Adapted from: Lomas and Oblinger’s 2006 p.5.2)
The use of this simple, tabulated approach has helped Griffith to focus on some key driving principles in designing a space to support the teaching and research functions of the university. These frameworks were used extensively in our discussions with architects and builders and assisted in supporting our decision making processes as the “Design and Construct” process Obviously these were not the only inputs to design and will not be the only criteria for evaluation. We also sought (and received extensive) input from students/users (through the use of suggestion boards painted on walls in the refurbished library, a mySpace page and food for comment deals), and engaged a marketing researcher to undertake a qualitative study of student perceptions and desires prior to refurbishment. Following the refurbishment, we also intend to conduct student surveys and focus groups to solicit input on satisfaction, functionality and ambience. We are also proposing to undertake video surveillance and areas to assess use and observe user activity patterns.
The use of this simple, tabulated approach has helped Griffith to focus on some key driving principles in designing a space to support the teaching and research functions of the university. These frameworks were used extensively in our discussions with architects and builders and assisted in supporting our decision making processes as the “Design and Construct” process Obviously these were not the only inputs to design and will not be the only criteria for evaluation. We also sought (and received extensive) input from students/users (through the use of suggestion boards painted on walls in the refurbished library, a mySpace page and food for comment deals), and engaged a marketing researcher to undertake a qualitative study of student perceptions and desires prior to refurbishment. Following the refurbishment, we also intend to conduct student surveys and focus groups to solicit input on satisfaction, functionality and ambience. We are also proposing to undertake video surveillance and areas to assess use and observe user activity patterns.
Figure 1. Participant logging in to Genesis™ Educational technologies are integrated in academic workshops in ways that contribute to the enhancement of participant learning, rather than being used principally because the technology is available. This is one measure used to align pedagogy and workshop outcomes, ensuring that facilitators acknowledge that
Figure 1. Participant logging in to Genesis™ Educational technologies are integrated in academic workshops in ways that contribute to the enhancement of participant learning, rather than being used principally because the technology is available. This is one measure used to align pedagogy and workshop outcomes, ensuring that facilitators acknowledge that
Figure 2. Facilitator guiding participant though Genesis™ chat facilities These approaches are underpinned by the aim of the Teaching and Learning Support and Development team that is to support staff in takin¢ a scholarly approach to teaching and learning. This approach is characterised by:
Figure 2. Facilitator guiding participant though Genesis™ chat facilities These approaches are underpinned by the aim of the Teaching and Learning Support and Development team that is to support staff in takin¢ a scholarly approach to teaching and learning. This approach is characterised by:
Figure 3. Satisfaction of physical environment and educational technology from 4 workshops
Figure 3. Satisfaction of physical environment and educational technology from 4 workshops
Figure 4. Whole group reporting using Genesis™
Figure 4. Whole group reporting using Genesis™
Learning in the Spaces: A Comparative Study of the Use of Traditional and ‘New Generation’ Library Learning Spaces by Various Disciplinary Cohorts.
Learning in the Spaces: A Comparative Study of the Use of Traditional and ‘New Generation’ Library Learning Spaces by Various Disciplinary Cohorts.
Alternatives to fluorescent lighting were proposed: natural light or adjustable lighting/lamps perhaps. survey was not a prerequisite but was mentioned to set the scene. at the same time valued a view to the outside world. Students expressed a preference for working in rooms rather than in open areas.
Alternatives to fluorescent lighting were proposed: natural light or adjustable lighting/lamps perhaps. survey was not a prerequisite but was mentioned to set the scene. at the same time valued a view to the outside world. Students expressed a preference for working in rooms rather than in open areas.
The Hawthorn Project Hub is located within the Hawthorn Campus of Swinburne University of Technology in Melbourne, Australia. It occupies approximately 1,000sqm in a former basement car park. It has direct access to the library ‘Late Lab’. The overall budget for the project was $2.5m. experience. This was more important overall than curricula or pedagogical changes. Students and academics also reported a strongly positive sense of community, ownership and commitment to their work in those cases where dedicated project spaces were available. It became clear that the physical environment had a significant impact on team and project experiences. Over 2006 and 2007, research was undertaken with students to gain a better understanding of group project experiences at Swinburne. Findings from this research included a strong indication that space for project teams to meet was the single most important thing we could do to improve their The Hawthorn Project Hub has been designed to take up every inch of the available footprint (see figure 1), accommodating group and individual work, meetings with clients and other external partners, and every aspect of project development barring physical prototyping. It houses a combination of meeting and boardrooms, social and informal learning spaces designed to accommodate group practices. The Hub is accessible to final year students only, and has gallery spaces and the facilities to deliver presentations to project clients, and exhibitions of student work to large groups.
The Hawthorn Project Hub is located within the Hawthorn Campus of Swinburne University of Technology in Melbourne, Australia. It occupies approximately 1,000sqm in a former basement car park. It has direct access to the library ‘Late Lab’. The overall budget for the project was $2.5m. experience. This was more important overall than curricula or pedagogical changes. Students and academics also reported a strongly positive sense of community, ownership and commitment to their work in those cases where dedicated project spaces were available. It became clear that the physical environment had a significant impact on team and project experiences. Over 2006 and 2007, research was undertaken with students to gain a better understanding of group project experiences at Swinburne. Findings from this research included a strong indication that space for project teams to meet was the single most important thing we could do to improve their The Hawthorn Project Hub has been designed to take up every inch of the available footprint (see figure 1), accommodating group and individual work, meetings with clients and other external partners, and every aspect of project development barring physical prototyping. It houses a combination of meeting and boardrooms, social and informal learning spaces designed to accommodate group practices. The Hub is accessible to final year students only, and has gallery spaces and the facilities to deliver presentations to project clients, and exhibitions of student work to large groups.
Maintaining this participatory process, the project team is now recruiting a second-round reference group comprising students from the Hawthorn Campus, academics, facilities and services and library staff. The purpose of this group will be to establish how to best manage the day-to-day running of the space, student representation, communications, room bookings and access as a starting point. Subsequent management of the space will be taken on by a management committee including student representatives.
Maintaining this participatory process, the project team is now recruiting a second-round reference group comprising students from the Hawthorn Campus, academics, facilities and services and library staff. The purpose of this group will be to establish how to best manage the day-to-day running of the space, student representation, communications, room bookings and access as a starting point. Subsequent management of the space will be taken on by a management committee including student representatives.
We are delighted to acknowledge the work of the team from SPL and Facilities & Services, in particular Briony Jennings and Vince Persi for their unceasing support and contributions. From the wider team, we also offer our thanks to DL Design (architects) the staff of the Hawthorn library, our DVC (Academic) Dale Murphy and Dean (L&T) Margaret Mazzolini, who drove the idea and sought funding for it. Last but not least, thanks to the many academics and students who have engaged in the design development process. We believe that the fundamental task in developing new learning spaces is to identify and understand the needs of stakeholders. Asking the target users about their environmental needs and understanding the curriculum it was to serve, in our case, were also crucial. This allowed us to
We are delighted to acknowledge the work of the team from SPL and Facilities & Services, in particular Briony Jennings and Vince Persi for their unceasing support and contributions. From the wider team, we also offer our thanks to DL Design (architects) the staff of the Hawthorn library, our DVC (Academic) Dale Murphy and Dean (L&T) Margaret Mazzolini, who drove the idea and sought funding for it. Last but not least, thanks to the many academics and students who have engaged in the design development process. We believe that the fundamental task in developing new learning spaces is to identify and understand the needs of stakeholders. Asking the target users about their environmental needs and understanding the curriculum it was to serve, in our case, were also crucial. This allowed us to
spaces. In mapping this virtual to physical cross- over, the design of the initial Lab 2.0 space was based on a number of objectives including:
spaces. In mapping this virtual to physical cross- over, the design of the initial Lab 2.0 space was based on a number of objectives including:
What happens here? supports their needs to manipulate text and graphics and utilise visual frameworks and models, as part of their assessment and problem solving activities.
What happens here? supports their needs to manipulate text and graphics and utilise visual frameworks and models, as part of their assessment and problem solving activities.
Figure 4: Learning Strategies Mapped to Physical Spaces
Figure 4: Learning Strategies Mapped to Physical Spaces
Figure 5: Functions Mapped to Zones of Learning
Figure 5: Functions Mapped to Zones of Learning
Figure 6: Thurgoona Learning & Teaching Precinct
Figure 6: Thurgoona Learning & Teaching Precinct
Charles Sturt University — Thurgoona Learning Commons Construction Completion - September 2008 JWP Architects
Charles Sturt University — Thurgoona Learning Commons Construction Completion - September 2008 JWP Architects
How is the space used? The first level of this service model relies heavily on the ‘Rover’ team involving later year VU students. They are selected and trained by the collaborative team formed by Library, IT and ALL staff, coordinated by an ALL academic and supervised by campus librarians on a daily basis. The Rovers’ role includes: As successful students, Rovers mentor student ‘communities of learning’ by modelling and facilitating successful approaches to learning. They systematically share knowledge, skills and insights through a RoverSpace blog and wiki, thereby also developing their VU Graduate Capabilities (including teamwork) and fulfilling learning in the workplace requirements. Thus the Rover program is deeply embedded in social and collaborative learning models, both in the context of the Rover team itself and insofar as these models underpin the relationships between Rovers and others. Each Learning Commons contains a variety of learning spaces to support different learning styles ranging from informal, collaborative, technology intensive, formal (training areas) and reflective. Although neither learning space contains a café, both are food-friendly to encourage the social use of each space. Learning in the Learning Commons: The Learning Commons at City Flinders and St Albans Campuses
How is the space used? The first level of this service model relies heavily on the ‘Rover’ team involving later year VU students. They are selected and trained by the collaborative team formed by Library, IT and ALL staff, coordinated by an ALL academic and supervised by campus librarians on a daily basis. The Rovers’ role includes: As successful students, Rovers mentor student ‘communities of learning’ by modelling and facilitating successful approaches to learning. They systematically share knowledge, skills and insights through a RoverSpace blog and wiki, thereby also developing their VU Graduate Capabilities (including teamwork) and fulfilling learning in the workplace requirements. Thus the Rover program is deeply embedded in social and collaborative learning models, both in the context of the Rover team itself and insofar as these models underpin the relationships between Rovers and others. Each Learning Commons contains a variety of learning spaces to support different learning styles ranging from informal, collaborative, technology intensive, formal (training areas) and reflective. Although neither learning space contains a café, both are food-friendly to encourage the social use of each space. Learning in the Learning Commons: The Learning Commons at City Flinders and St Albans Campuses
In terms of evaluative techniques, some quantitative evidence of the success of the facility is required as context for our evaluation of learning outcomes. This includes usage and services statistics along Most attempts to measure the success of the Learning Commons have focused on indicators of activity or measures of user satisfaction. The task of assessing the impact of the Learning Commons on student learning is more difficult and beyond the scope of the most commonly used metrics and evaluation tools. Bennett (2005) notes that in 240 construction and renovations projects in libraries from 1992 to 2001, there was a lack of evaluation of resultant student learning. One challenge in assessing the impact on student learning is the difficulty of getting students to articulate their learning experiences when collecting data and feedback. Student feedback can be restricted to their access to resources within learning spaces or the basic activities that are undertaken in the Commons,
In terms of evaluative techniques, some quantitative evidence of the success of the facility is required as context for our evaluation of learning outcomes. This includes usage and services statistics along Most attempts to measure the success of the Learning Commons have focused on indicators of activity or measures of user satisfaction. The task of assessing the impact of the Learning Commons on student learning is more difficult and beyond the scope of the most commonly used metrics and evaluation tools. Bennett (2005) notes that in 240 construction and renovations projects in libraries from 1992 to 2001, there was a lack of evaluation of resultant student learning. One challenge in assessing the impact on student learning is the difficulty of getting students to articulate their learning experiences when collecting data and feedback. Student feedback can be restricted to their access to resources within learning spaces or the basic activities that are undertaken in the Commons,
The social dimension of learning and the presence of community within the Commons is an encouraging thread of discussion. Throughout the focus groups, participants express an easy confidence with technology suggesting attributes of the ‘net generation’ identified by Lippincourt (2005), such as multi-tasking between applications and moving seamlessly between the academic and the social through technoloay:
The social dimension of learning and the presence of community within the Commons is an encouraging thread of discussion. Throughout the focus groups, participants express an easy confidence with technology suggesting attributes of the ‘net generation’ identified by Lippincourt (2005), such as multi-tasking between applications and moving seamlessly between the academic and the social through technoloay:
Figure 1. Architectural plan of The Street area. The diagram shows three basic elements, a) the ottomans (in blue), b) small coffee tables with power points (in aqua) and c) large lounges (in red).
Figure 1. Architectural plan of The Street area. The diagram shows three basic elements, a) the ottomans (in blue), b) small coffee tables with power points (in aqua) and c) large lounges (in red).
Figure 1. TELL furnishing (Photo taken from Observation room) The Technology Enhanced Learning Laboratory (TELL), formally introduced to the University of Southern Queensland (USQ) community in early 2008, is a physical, multi-purpose space located in an area previously used as a television studio. The first iteration of the TELL has been created on a “lightweight” budget relying predominantly on the updating or relocating of existing infrastructure, hardware and software. However, as with a project described by Tom, Voss and Scheetz (2008, 42), even with a limited budget,
Figure 1. TELL furnishing (Photo taken from Observation room) The Technology Enhanced Learning Laboratory (TELL), formally introduced to the University of Southern Queensland (USQ) community in early 2008, is a physical, multi-purpose space located in an area previously used as a television studio. The first iteration of the TELL has been created on a “lightweight” budget relying predominantly on the updating or relocating of existing infrastructure, hardware and software. However, as with a project described by Tom, Voss and Scheetz (2008, 42), even with a limited budget,
Figure 2. Initial concept plan A proposal for a technology enhanced “sandpit”, submitted in August 2006 by two academics in the Faculty of Education (Dr Shirley Reushle and Associate Professor Peter Albion) to the Chief Technical Officer, Division of ICT Services marked the beginning of planning for the TELL. Soon after, a small reference group was formed consisting of the CTO (Brian Kissell), the Principal Advisor, Learning and Teaching in the Division of ICT Services (position also held by Dr Reushle) and two members of the Learning and Teaching Support Unit. This group participated in several brainstorming and planning sessions to determine the purpose, design principles and functionality of the space. However, due to The concept and design of the space has drawn on pedagogical principles related to the theories of adult learning and constructivism that together place the user at the centre of the learning process. The design acknowledges that adults have a wealth of experience on which to draw and that the focus should be on providing authentic activity that is task-centred, practical and with immediate application to the user's (learner’s) work. The design takes into account the self-directedness of adult
Figure 2. Initial concept plan A proposal for a technology enhanced “sandpit”, submitted in August 2006 by two academics in the Faculty of Education (Dr Shirley Reushle and Associate Professor Peter Albion) to the Chief Technical Officer, Division of ICT Services marked the beginning of planning for the TELL. Soon after, a small reference group was formed consisting of the CTO (Brian Kissell), the Principal Advisor, Learning and Teaching in the Division of ICT Services (position also held by Dr Reushle) and two members of the Learning and Teaching Support Unit. This group participated in several brainstorming and planning sessions to determine the purpose, design principles and functionality of the space. However, due to The concept and design of the space has drawn on pedagogical principles related to the theories of adult learning and constructivism that together place the user at the centre of the learning process. The design acknowledges that adults have a wealth of experience on which to draw and that the focus should be on providing authentic activity that is task-centred, practical and with immediate application to the user's (learner’s) work. The design takes into account the self-directedness of adult
Figure 4. TELL in use for group brainstorming sessions (Photo taken from Observation room)
Figure 4. TELL in use for group brainstorming sessions (Photo taken from Observation room)
Figure 1: The First Year Engineering Learning Centre The proposal for the FYELC was linked to priority areas identified within the University’s 2003-2007 Teaching and Learning Enhancement plan. During 2005 the proposal was submitted and approved by UQ Central Administration. Following approval of the initial concept (Figure 2), a project manager from UQ Property and Facilities was assigned to development. Wilson Architects tendered the architectural professional services component of the project, and submitted an initial design (Figure 3). Beyond the wall of whiteboards, the centre also houses a smaller meeting room, kitchenette, reception area and administration office and is served by wireless Internet connection. The architects have not only made excellent use of natural light with the full length glass walls on each side of the room, but have also enhanced the environment by incorporating the use of coloured lighting. Appealing contrasts in colours, form and line are additional elements utilised to create a visually interesting space. The First Year Engineering Learning Centre (FYELC) is a multi-purpose space located within the Engineering Precinct of the St Lucia campus of The University of Queensland. The plan to build this space was proposed in late 2004 with construction commencing late 2006. The FYELC was open for student use in March 2007.
Figure 1: The First Year Engineering Learning Centre The proposal for the FYELC was linked to priority areas identified within the University’s 2003-2007 Teaching and Learning Enhancement plan. During 2005 the proposal was submitted and approved by UQ Central Administration. Following approval of the initial concept (Figure 2), a project manager from UQ Property and Facilities was assigned to development. Wilson Architects tendered the architectural professional services component of the project, and submitted an initial design (Figure 3). Beyond the wall of whiteboards, the centre also houses a smaller meeting room, kitchenette, reception area and administration office and is served by wireless Internet connection. The architects have not only made excellent use of natural light with the full length glass walls on each side of the room, but have also enhanced the environment by incorporating the use of coloured lighting. Appealing contrasts in colours, form and line are additional elements utilised to create a visually interesting space. The First Year Engineering Learning Centre (FYELC) is a multi-purpose space located within the Engineering Precinct of the St Lucia campus of The University of Queensland. The plan to build this space was proposed in late 2004 with construction commencing late 2006. The FYELC was open for student use in March 2007.
Figure 5: Students at work in different zones Figure 6: A view from outside through the glass walls
Figure 5: Students at work in different zones Figure 6: A view from outside through the glass walls
Figure 7: Experimental statics models
Figure 7: Experimental statics models
Figure 8: Model of First Year Engineering Student Experience at UQ.
Figure 8: Model of First Year Engineering Student Experience at UQ.
shared experience of being first year engineers. The natural concentration of students in the one place lends itself to a unique learning experience, as the likelihood of finding another student who is studying the same course is very high. A student commented: “Everyone surrounding you is a first year engineer. It means that whenever you turn ur there are people who know what assignments you are doing and they are willing to help”. concentrate on study” were juxtaposed with “as in the working world ‘Silent Learning Spaces’ are a luxury”. Many students felt that the noise levels were positive, with students commenting “I find the library too quiet”, “the ELC provides a less intense surrounding for those who find it hard to study in complete silence”, and “I think some people complain about the constant noise level in the ELC, | actually like it... it is much better than the awkward silence that is always present in the library”.
shared experience of being first year engineers. The natural concentration of students in the one place lends itself to a unique learning experience, as the likelihood of finding another student who is studying the same course is very high. A student commented: “Everyone surrounding you is a first year engineer. It means that whenever you turn ur there are people who know what assignments you are doing and they are willing to help”. concentrate on study” were juxtaposed with “as in the working world ‘Silent Learning Spaces’ are a luxury”. Many students felt that the noise levels were positive, with students commenting “I find the library too quiet”, “the ELC provides a less intense surrounding for those who find it hard to study in complete silence”, and “I think some people complain about the constant noise level in the ELC, | actually like it... it is much better than the awkward silence that is always present in the library”.
Figure 1: MLC shortly before opening The existing art gallery at Bond University was essentially a “dead space” in a prominent and central building on the campus. Since its inception it was a difficult space to use as an art gallery At the same time, the need was identified for a suitable space to project student digital art as well as to provide facilities for students enrolled in Bond's Bachelor of Computer Games program. These concepts were therefore brought together in a single brief to architects. A number of architects were invited to put forward proposals for the refurbishment of the gallery space on Why it is? began in November 2007 and was completed in early April 2008 with students using the facility by the start of Bond’s second semester in early May. Shortly before opening, the centre was named The Balnaves Foundation Multimedia Learning Centre. or for holding functions as there were significant issues regarding reverberation and lighting. Initially it was thought the space would be good for a 24-hour “study hall” with tables and chairs and computers. However, the Main Library at Bond University had in recent years undergone an incremental transformation into an unplanned but very well used learning environment and this was increasingly observed and acknowledged across the campus. As a result the gallery space was identified as being suitable for an extension of the Main Library’s learning environment but with updated technology and furniture to meet the changing needs and learning behaviour of students.
Figure 1: MLC shortly before opening The existing art gallery at Bond University was essentially a “dead space” in a prominent and central building on the campus. Since its inception it was a difficult space to use as an art gallery At the same time, the need was identified for a suitable space to project student digital art as well as to provide facilities for students enrolled in Bond's Bachelor of Computer Games program. These concepts were therefore brought together in a single brief to architects. A number of architects were invited to put forward proposals for the refurbishment of the gallery space on Why it is? began in November 2007 and was completed in early April 2008 with students using the facility by the start of Bond’s second semester in early May. Shortly before opening, the centre was named The Balnaves Foundation Multimedia Learning Centre. or for holding functions as there were significant issues regarding reverberation and lighting. Initially it was thought the space would be good for a 24-hour “study hall” with tables and chairs and computers. However, the Main Library at Bond University had in recent years undergone an incremental transformation into an unplanned but very well used learning environment and this was increasingly observed and acknowledged across the campus. As a result the gallery space was identified as being suitable for an extension of the Main Library’s learning environment but with updated technology and furniture to meet the changing needs and learning behaviour of students.
Figure 2: The original space showing the Art Gallery and surrounding offices.
Figure 2: The original space showing the Art Gallery and surrounding offices.
Figure 3: Initially proposed plan showing the conversion of offices into teaching spaces surrounded by extended learning occurring in the gallery space. this basis and Wilson Architects secured the commission. executive staff including the Pro-Vice Chancellor, nformation, the Vice-Chancellor, the Director of Finance & Projects as well as key members of the University Council including the Chancellor. In the design stage and collaboration with the architects and consultants, the key players were senior nformation Services staff, the Head of the School of Communication and Media in the Faculty of Humanities & Social Sciences and other staff on a consultative basis, including staff from Facilities lanagement.
Figure 3: Initially proposed plan showing the conversion of offices into teaching spaces surrounded by extended learning occurring in the gallery space. this basis and Wilson Architects secured the commission. executive staff including the Pro-Vice Chancellor, nformation, the Vice-Chancellor, the Director of Finance & Projects as well as key members of the University Council including the Chancellor. In the design stage and collaboration with the architects and consultants, the key players were senior nformation Services staff, the Head of the School of Communication and Media in the Faculty of Humanities & Social Sciences and other staff on a consultative basis, including staff from Facilities lanagement.
Figure 1 . Plan of the pod room.
Figure 1 . Plan of the pod room.
Figure 6. Touch panel images. From top left to bottom right they show projector control, advanced image switching, projector image control and preview mode.
Figure 6. Touch panel images. From top left to bottom right they show projector control, advanced image switching, projector image control and preview mode.
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