INSPIRE: A new learning centre, a new learning environment


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INSPIRE: A new learning centre, a new learning environment. Presentation to the 3rd Annual Learning Space Design Summit, 23 November 2012, Sydney AUSTRALIA

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  • INSPIRE: A new learning centre, a new learning environment. Presentation to the 3rd Annual Learning Space Design Summit, 23 November 2012\n
  • The University of Canberra received a $5.2 million grant to establish the INSPIRE Centre under Capital Development Pool funding.\na centre to advance research and development on the innovative application of information and communications in formal and informal educational settings \na joint venture between the University of Canberra, ACTEDT and ACT Government\nEngaged multi award-winning Canberra architects Cox Humphries Moss\nWork began in December 2010 with soft handover in December 2011. The building was officially opened 30 May 2012.\n\n
  • One reason why we need to do things differently, there are many others: user-led production cf Henry Jenkins (Participatory Culture); Yochai Benkler (The Wealth of Networks); \n
  • What does future learning look like? Personal, collaborative and informal\n
  • What is the pedagogical challenge? For teachers? for students? Its similar and as John Hattie says, what works for students, works for teachers too.\n
  • the ideas/inspiration\nSOURCES - OECD reports, PISA results showing Aust. with high achievement but low equity\nTwenty-five years of computers in the classroom - we can do better\nVisible learning\nInformal or not school - need to better account for third places with second/other curriculums\n
  • What have we know about learning? Professor John Hattie's influential 2008 book Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement is believed to be the world’s largest evidence-based study into the factors which improve student learning.Involving more than 80 million students from around the world and bringing together 50,000 smaller studies, the study found positive teacher-student interaction is the most important factor in effective teaching. A key finding of the study is that the most powerful single influence enhancing achievement is feedback\n
  • UC’s Professor Stephen Parker recently argued “that courses and teaching will be devised and delivered by teams of professionals, led by career academics. As more academics retire than are replaced, most universities will have re-thought their staffing and contracting arrangements. “Parademics” may become indispensable. Delivery of basic content will principally be on-line, developed in-house or bought in and curated, but small group encounters (virtual or face-to-face) will resume the importance they once had, before the most boring era of lecturing began in the second half of the 20th century. Students will be required to explain and defend their thinking and practical work, and be held to account for the quality of their analysis and expression.”\n\n
  • This JISC report Designing Spaces for Effective Learning: A guide to 21st century learning space design was very helpful in our early thinking about planning for INSPIRE.\n
  • Education still needs to address the challenge of ICT integration in teaching and learning. Too much emphasis on “online” education and too little on the effective integration of technology.\nAt INSPIRE we are interested in practical research that follows an iterative design process.\n“There is nothing as practical as good theory” - Kurt Lewin\n\n
  • The Centre was developed to:\n- be a professional training and extension facilities in the areas of advanced pedagogy and practice;\n- be a state of the art ICT and learning facility\n- create a space to nurture innovation and creativity amongst educators and students;\n- evolve into a national centre of excellence in education and research;\n- provide leadership in ‘new’ learning across the education sector \n
  • Sustainability was an essential objective for the INSPIRE centre, reinforcing the University’s commitment to environmental responsibility and driving the design process from inception to completion. Access to natural lighting was a key factor in creating occupant satisfaction and reducing reliance on artificial lighting. \nLarge areas of facade glazing and recurring triangular ‘peep’ windows give all users exposure to natural light and connection to the external landscape. Insulated energy glazing is used to minimise heat transfer and energy loss. Energy loss is also avoided through effective sealing of the building envelope and facade insulation. \nThe lighting system uses energy efficient lighting fittings, movement sensors and a C-Bus control system to allow effective user control while reducing unnecessary use. Heating and cooling systems were designed from the outset with both energy efficiency and user comfort in mind. Internally exposed precast concrete walls provide thermal mass, stabilising extreme fluctuations in internal temperatures. Building temperature is conditioned by evaporative cooling, a more energy efficient system than refrigerated air cooling. User support for an increased band of human comfort allowed the operating temperature to be set to the wider range of 18-26ºC, resulting in less cooling and heating over a typical day. Ventilation is achieved through natural ventilation and night purging. \nThe ‘Flexi-space’, which links the teaching and lecture spaces, has been designed to allow for user controlled ventilation and night purging, in summer, releasing hot air at night and drawing in cool external air. The solar hot water system uses renewable energy and efficient use of water is maximised by using low flow tapware, urinals and pans throughout the centre. Rainwater is harvested for reuse in toilets and landscaping. Onsite stormwater detention and retention benefits the surrounding landscape while water sensitive planting makes extensive use of dryland grass and local species. Native deciduous trees to the north courtyard allow for winter sun penetration and summer shade. Materials were selected for their sustainable qualities. The timber, concrete, glass, natural aluminium and metal roof sheeting used are recyclable at the end of the building’s life. Suspended ceilings made from steel rather than mineral fibre have an increased lifespan and can be reused multiple times. Expressing the building’s structural elements reduced the amount of finishing materials required. Recycled products, such as recycled rubber flooring, carbon neutral and recycled carpet, recycled ironbark cladding and recycled ‘coke bottle’ breakout chairs, are used throughout the building. Custom joinery was minimised in favour of reconfigurable loose furniture. Fabrics used are environmentally sustainable. Multiple video conference, skype and live streaming facilities within the building allow for effective communication with colleagues off site, therefore reducing the need for travel and the associated carbon footprint.\n
  • the building comprises about 1110 sqm across two levels, a precast box and a timber box joined by a double height roof\ndownstairs - teaching and learning commons, large double volume flexispace\nupstairs - research and administration, mezzanine, seminar room, shared office desk area\n
  • the spaces - flexispace downstairs (before video wall) and offices/kitchen upstairs\n\n
  • the furniture\n\n
  • the activity (interesting how the photographer captured the space compared to the JAM photos)\n
  • The artifacts and the para-performance of the jammers. Global Service Design Jam - On February 24, INSPIRE was host to the first Canberra-based Global Service Design Jam. The 48-hour weekend event saw the minds of 65 customers, mums, students, designers, innovators and business owners come together to develop brand new services using a design-based approach and inspired by a shared theme. The INSPIRE team worked in collaboration with the Innovation Policy branch of the Department of Industry, Innovation, Science, Research and Tertiary Education (DIIRSTE) to run the weekend jam. \n\n
  • the users\nTo date 300 events, 8000 people through the facility. \nNext year we move into the new Faculty of Education, Science, Technology and Mathematics.\nTeacher education with a strong focus on the STEM agenda\nDesigns for learning research cluster that will incorporate STEM education\n
  • some of the technology\nbring your own device ++\n
  • the technology layer\n
  • Podcast\n
  • Gov Jam/Hack/Camp 2012\nGlobal Jam 2012\n\n
  • trans disciplinary, studio model, design research, participatory and action learning approaches - start with a design process, engage others and focus on developing robust solutions.\n\n\n
  • Developing the studio-based research model\n
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  • INSPIRE: A new learning centre, a new learning environment

    1. 1. INSPIREINNOVATION RESEARCH EDUCATIONA new learning centre, a new learningenvironment Rob Fitzgerald and Danny Munnerley University of Canberra 3rd Annual Learning Space Design Summit, 23 November 2012
    2. 2. a fundamental shift The disappearance of intermediaries, new production processes, higher IT productivity, new pricing mechanisms and new distribution systems have generated a “direct economy”, where the customer/user has been sucked, willingly or not, into the production process or value chain. All this is leading to new business models, some immediately profitable, others not yet but hugely successful in terms of users. Krasna, B. (2007) ThinkStudio From Direct Economy to Direct Everything, English Write-Up, Lift 07.
    3. 3. the future of learning Redecker, C. et al. (2011) The Future of Learning: Preparing for Change, European Commission. !
    4. 4. pedagogical challenge• Digital technologies are • Teachers will increasingly find transforming the way we live and they have much in common with work and the way we learn in our educational colleagues working as schools and colleges and in less learning designers in settings as formal settings such as cultural different as museums or institutions, communities and workplaces workplaces • Digital and design literacies in• The best teachers will critically concert with collaborative design engage with new technologies thinking processes will become a and develop new capacities to mark of the educational work creatively with their professional pedagogical possibilities• Teachers will become designers of learning and as learners become active producers of meaning
    5. 5. inspire ideas/inspirations• From Anywhere to Everywhere • Informal learning; A Second learning education; The Other• Learners as designers, design curriculum for learning approaches • Technology enhanced active• Collaboration & Team work learning• A third space/place (cf Ray • Social learning, sharing and Oldenberg) exchange• Learning by doing • Multiplayer games• “Questacon” for educators - • Global educational patterns – but as both users and regional inequalities and designers international student flow• Mobile technologies • ICT – faster, smaller, cheaper and very widely available• Propinquity & Presence • Internet of things• Making learning and learners • Core principle: Do no harm visible
    6. 6. the power of feedback Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative ... feedback is conceptualized as information provided by an agent … regarding aspects [of] performance or understanding (Hattie & Timperley, 2007) According to Hattie (2009), the effect-size of feedback is 1.13 which is equivalent to improving achievement by at least one year. Agent – teacher, peer, book, parent, self, experience, the environment? In what ways can the [learning] space serve as agent? Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77(1): 81-112. Hattie J. (2009). Visible Learning; a synthesis of over 800 meta-analyses relating to achievement London; Routledg
    7. 7. designing spaces for effectivelearning In short the design of our learning spaces should become a physical representation of the institutions vision and strategy for learning – responsive, inclusive, and supportive of attainment by all Spaces are themselves agents for change. Changed spaces change practice JISC (2006). Designing Spaces for Effective Learning: A guide to 21st century learning space design
    8. 8. connected, interactive & visual JISC (2006). Designing Spaces for Effective Learning: A guide to 21st century learning space design
    9. 9. tools to think with ...focus our attention, not narrow our focus !Inspired by design thinking, service design and “jams”, we usefriendly competition to turn ideas into concrete designs,prototypes and plans of action
    10. 10. Technology layer: BYOD ++ Multi room Digital AV Ultra short-throw projectors Multi room Digital M A - UC wireless - eduroam - event wireless Adobe Connect Video Wall - 16 x UD55A 55” screens
    11. 11. how is it being used
    12. 12. research in practice• ARstudio: Creating opportunities for multimodal layered learning through augmented reality (OLT)• Information systems theory for location based educational services in informal learning environments (ARC Linkage)• Applying ICT to improve communication and extension in rural Pakistan ASLP (AusAID)• Digital learning communities: Exploring the role of social software to support peer learning in higher education (OLT)• Electronic marketing communication system: Using sms technologies to improve the marketing system for maize and soybeans in Cambodia (AusAID)
    13. 13. ARStudio
    14. 14. thanksFind us Professor Robert Fitzgerald, PhD Director, INSPIRE & Associate Dean Education Innovationwebsite: Faculty Education, Science, Technology & Mathematicsfacebook: twitter: @rfitzgeraldtwitter: @inspiredu2