Evidence-based Innovation in Physical Learning Spaces

Professor Denise Kirkpatrick Pro Vice-Chancellor (Student Experience)

University of Adelaide 2

Let’s Think About 21st Century Learning

•  Collaboration •  Personalisation & inclusion •  Flexibility •  Distributed

•  Does current learning space design work for what we know about learning today and for the future?

University of Adelaide 3

Transforming Learning Experiences for

•  Mobile learning •  Connected learning •  Visual & interactive

learning •  Supported learning •  Virtual reality •  Workplace / integrated

learning

•  New forms of knowledge production

•  New & emerging technologies

•  New learning & work practices

•  Hybrid knowledge environments

University of Adelaide 4

Form Follows Function

•  Teaching & learning needs should shape the building •  Think about adaptability •  Plan for the unknown

•  Dream big & have courage

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Physical Spaces

•  That support… •  Informal learning •  Formal learning •  Social interactions •  Interactions with virtual learning spaces

•  Agile & adaptive spaces

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Flexibility and Adaptability

•  Design to accommodate human need •  Core structures designed according to ergonomic

principles rather than current practice (A) •  Users can change the space themselves (F) •  Users change the quality of their space by moving

between spaces (Variety)

University of Adelaide 7

On-Campus Experience

University of Adelaide 8

Life Impact | The University of Adelaide

HUB CENTRAL The Learning Hub Project

Transforming Student Experience

Spaces for Knowledge Generation

•  Comfort: a space which creates a physical and mental sense of ease and well-being

•  Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose

•  Flow: the state of mind felt by the learner when totally involved in the learning experience

•  Equity: consideration of the needs of cultural and physical differences

•  Blending: a mixture of technological and face-to-face pedagogical resources

•  Affordances: the “action possibilities” the learning environment provides the users, including such things as kitchens, natural light, wifi, private spaces, writing surfaces, sofas, and so on.

•  Repurposing: the potential for multiple usage of a space

http://www.skgproject.com/learning-spaces-toolkit/design-principles/

University of Adelaide 10

What Role do Technologies Play?

•  Flexible – to accommodate both current and evolving pedagogies

•  Future-proofed – to enable space to be re-allocated •  & reconfigured •  Bold – to look beyond tried and tested technologies and

pedagogies •  Creative – to energise and inspire learners & teachers •  Supportive – to develop the potential of all learners •  Enterprising – to make each space capable of supporting

different purposes

University of Adelaide 11

The Type of Learning Space Matters

•  A learning space should: •  motivate learners & promote learning as an activity; •  support collaborative, informal as well as formal

practice; •  provide a personalised & inclusive environment; & •  be flexible in the face of changing needs.

University of Adelaide 12

Student  learning  outcomes  

Teacher  &  student  behaviour  

Type  of  learning  space  

Student  percep9ons  of  learning  experience  

The Evidence is Out There

University of Adelaide 13

University of Adelaide 14

Current Drivers

•  BYOD •  Rich immersive learning experiences •  Work place learning •  Off campus experiences •  Flexibility & convenience of learning

•  Multi purpose spaces •  ‘Active learning’ classrooms

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Next Generation of Students

•  Like my life •  Mobile •  Connected •  Integrated

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Evidence-based Design •  Research based approach to design (from healthcare

facilities planning) •  Understand how the built environment influences

behaviour •  Building technology systems, IT systems, building

maintenance programs •  Evaluates how the systems & programs affect building

occupants plus •  Green design – indoor air quality, acoustics, environmental

quality daylight

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Technological features & architectural characteristics •  Simple solutions rather than complex •  Technologies that do not require special skills or training •  Space that adapts to instructor led & group based

activities •  Environments that accommodate group activity &

presentation without adjustment of furniture (Staff & student reluctance to move furniture during class)

•  Ease of use •  Multiple learning formats

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Consider

•  Light (external views) •  Ventilation •  Full spectrum lightning •  Aim to exceed established rating for environmental

design •  Minimum level of technological enhancement •  Universal design- support range of learning styles and

modes •  Design for speech & hearing, acoustics are important

University of Adelaide 19

Challenges

•  Staff skills & expertise ( pedagogical & technical) •  Student expectations •  Is it the space or the adjustments to teaching approach &

incorporation of more active learning that make a difference? What are the relationships?

•  Aim to create a space that can be described as active & encourages learners to fully engage in the problems at hand

University of Adelaide 20

University of Adelaide 21

How  to  fail   How  to  succeed  •  Ignore  groups  of  stakeholders  

•  Don’t  engage  people  in  a  compelling  

vision  

•  Let  technical  issues  drive  behaviour  

•  Talk  about  vague  benefits  

•  Fail  to  an9cipate  change  

•  Rely  on  words  to  communicate  vision  

•  Disconnect  from  the  broader  

university’s  vision  and  values    

•  Engage  and  co  create  with  

stakeholders  

•  Create  a  compelling  &  credible  vision  

•  Weave  the  benefit-­‐focused  approach  

into  all  opera9ons  

•   Be  specific  about  benefits    

•  Define  how  benefits  will  be  measure    

•  An9cipate  change    

•  Use  visuals  to  convey  vision    

•  Align  with  the  university's  vision  &  

values  

Relationship Between Learning Spaces & Learning? •  Types of interactions that are supported by space &

resources •  Types of activities that are supported

•  Learner ENGAGEMENT is key

•  Learning environments are NOT office environments and spaces for learning need to be designed to support different transactions & interactions.

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EDUCAUSE. Learning Space Rating System. EDUCAUSE. http://www.educause.edu/eli/initiatives/learning-space-rating-system. Accessed January 17, 2014.

Joint Information System Committee (JISC). Designing Spaces for Effective Learning: A guide to 21st century learning space design – Final Report. Available at: http://www.jisc.ac.uk/publications/programmerelated/2006/pub_spaces.aspx. Accessed January 17, 2014.

Joint Information System Committee (JISC). Learning Spaces. JISC InfoNet. http://www.jiscinfonet.ac.uk/infokits/learning-spaces/. Published April 2, 2013. Accessed January 17, 2014.

Joint Information System Committee (JISC). Study: How innovative technologies are influencing the design of physical learning spaces in the post-16 Sector – Final Report. Available at: http://www.jisc.ac.uk/publications/reports/2009/learningspacesfinalreport.aspx. Accessed January 17, 2014.

Lee N, Andrews T, Dixon J, et al. A comprehensive learning space evaluation model – Final Report. Available at: http://www.olt.gov.au/resource-learning-space-evaluation-swinburne-2011. Accessed January 17, 2014.

Mitchell G, Popsil R, White B, et al. Retrofitting University Learning Spaces – Final Report. Available at: http://www.olt.gov.au/project-retrofitting-university-learning-qut-2008. Accessed January 17, 2014.

Oblinger D. Learning Spaces. Available at : https://net.educause.edu/ir/library/pdf/PUB7102.pdf. Accessed January 17, 2014. Radcliff D, Powell D, Tibbetts B, Wilson H. Designing next generation places of learning: collaboration at the Pedagogy-Space-Technology nexus – Final Report. Available at: http://www.olt.gov.au/resource-designing-next-generation-places-of-learning-uq-2008. Accessed January 17, 2014.

Pearshouse I, Bligh B, Brown E, et al. A study of effective evaluation models and practices for technology supported physical learning spaces – Final Report. Available at : http://www.jisc.ac.uk/publications/reports/2009/learningspaces08.aspx#downloads. Accessed January 17, 2014 . Sanders, G. What makes a good classroom? http://www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf Accessed January 16, 2014.

Souter K, Riddle M, Sellers W, et al. Spaces for Knowledge Generation: A framework for designing student learning environments for the future – Final Report. Available at: http://www.olt.gov.au/resource-spaces-knowledge-generation-framework-designing-student-learning-environments-future-2011. Accessed January 17, 2014.

Smith R. Technology-Rich Physical Space Design: An overview of JISC activities. Available at: http://www.jisc.ac.uk/publications/briefingpapers/2008/bpelearnspacesv1.aspx. Accessed January 17, 2014.