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Prof Denise Kirkpatrick, The University of Adelaide: Spaces for Learning: evidence-based innovation in learning space design
 

Prof Denise Kirkpatrick, The University of Adelaide: Spaces for Learning: evidence-based innovation in learning space design

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Professor Denise Kirkpatrick, Pro Vice Chancellor (Student Experience), University of Adelaide delivered this presentation at the 2014 Future of Learning conference. This two-day national forum ...

Professor Denise Kirkpatrick, Pro Vice Chancellor (Student Experience), University of Adelaide delivered this presentation at the 2014 Future of Learning conference. This two-day national forum focuses on new approaches, technologies, environments and best practices in post-secondary education. For more information about the annual event, please visit the conference website: http://www.informa.com.au/futurelearningconference

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    Prof Denise Kirkpatrick, The University of Adelaide: Spaces for Learning: evidence-based innovation in learning space design Prof Denise Kirkpatrick, The University of Adelaide: Spaces for Learning: evidence-based innovation in learning space design Presentation Transcript

    • 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 University of Adelaide •  New forms of knowledge production •  New & emerging technologies •  New learning & work practices •  Hybrid knowledge environments 4
    • Form Follows Function •  Teaching & learning needs should shape the building •  Think about adaptability •  Plan for the unknown •  Dream big & have courage University of Adelaide 5
    • Physical Spaces •  •  •  •  •  That support… Informal learning Formal learning Social interactions Interactions with virtual learning spaces •  Agile & adaptive spaces University of Adelaide 6
    • 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
    • HUB CENTRAL The Learning Hub Project Transforming Student Experience Life Impact | The University of Adelaide
    • 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. Student   percep9ons   of  learning   experience   University of Adelaide Type  of  learning   space   Student   learning   outcomes   Teacher  &   student   behaviour   12
    • 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 University of Adelaide 15
    • Next Generation of Students •  •  •  •  Like my life Mobile Connected Integrated University of Adelaide 16
    • 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 University of Adelaide 17
    • 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 University of Adelaide 18
    • 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
    • How  to  fail   •  Ignore  groups  of  stakeholders   •  Don’t  engage  people  in  a  compelling   vision   •  Let  technical  issues  drive  behaviour   •  Talk  about  vague  benefits   How  to  succeed   •  Engage  and  co  create  with   stakeholders   •  Create  a  compelling  &  credible  vision   •  Weave  the  benefit-­‐focused  approach   into  all  opera9ons   •  Fail  to  an9cipate  change   •   Be  specific  about  benefits     •  Rely  on  words  to  communicate  vision   •  Define  how  benefits  will  be  measure     •  Disconnect  from  the  broader   •  An9cipate  change     university’s  vision  and  values     •  Use  visuals  to  convey  vision     •  Align  with  the  university's  vision  &   values   University of Adelaide 21
    • 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. University of Adelaide 22
    • 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.