spaces for learning

Spaces for learninga review of learning spaces infurther and higher education

A report for the Scottish Funding Council prepared by AMA Alexi Marmot Associates in association with haa design

Foreword i

1.0 Executivesummary 1

2.0 Introduction 3

3.0 Trendsinlearningandteaching 4

4.0 Newenvironmentsforlearning 64.1 Groupteaching/learningspaces 64.2 Simulatedenvironments 74.3 Immersiveenvironments 84.4 Peer-to-peerandsociallearningspaces 84.5 Learningclusters 94.6 Individuallearningspaces 104.7 Externalspaces 10

5.0 Theeffectivenessoflearningspaces–researchevidence 15

5.1 Outcomemeasures 155.2 Designandspecification:scale;

air/heat/light;lookandfeel 155.3 Sustainability 165.4 Utilisationandspacemanagement 165.5 Density,spaceutilisationandspace

management 16

6.0 Creatingimprovedlearningspaces 186.1 Opportunitiesforindividualcolleges

anduniversities 186.2 OpportunitiesfortheSFC 186.3 Actionsforthedesignand

supplierindustries 18

Contents

Appendices

APPENDIX1Researchmethodology 19

APPENDIX2Peopleandorganisationsconsulted 20

APPENDIX3Educationaltrends 20

APPENDIX4Thelearningandteachingtrendssurvey–findings 25

APPENDIX5Summaryofinterviewswithkeyorganisations 32

APPENDIX6Casestudiesfourinstitutions: 33JohnWheatleyCollege,EasterhouseandEastEnd 33UniversityofStrathclyde,JamesWeirBuilding 36Edinburgh’sTelfordCollege,WestGrantonRoad 38GlasgowCaledonianUniversity,SaltireCentre 41

APPENDIX7Abbreviationsandglossary 43

APPENDIX8ConferenceOctober2005-Summary 44

APPENDIX9References 46

FiguresFigureA1:Changesinstudentnumbers

byinstitution 22FigureA2:Maturityofstudentsbyinstitutiontype 22FigureA3:Perceivedchangesinstudent

demographics 25FigureA4:Studentdemographics,1998–2004 26FigureA5:Perceivedchangesinteachingmethods 26FigureA6:Perceivedchangesintechnologyin

learningenvironments 27FigureA7:Perceivedchangesinteachingand

learningspaces 28FigureA8:Trendsbyinstitutiontype 29FigureA9: Perceivedimportanceofphysical

environmentonstudentlearningexperience 30

FigureA10:Projectsidentifiedinsurveyoflearningandteachingtrends 31

Foreword

I’mdelightedtointroducethisreportonSpacesforlearning.Over£600millionisbeinginvestedinFurtherandHigherEducationestatesoverthenextfewyears.Severalentirelynewcampusesareindevelopment,aswellasvariousnewbuildsandupgrades.Soit’sagoodtimetoreflectonwhatpeoplearetryingtoachievewiththeirnewbuildings,andtodiscussthisthinkingwitheachother.

Thesebuildings,thesespaces,areforlearning.Wehearalotabouthowmuchlearningischanging.Wealsoknowthatlearnerstooarechanging;therearemanymorelearnersinScottishfurtherandhighereducationthanthereweretenyearsago,andtheyaremorediverse–intermsofage,abilityandbackground.Theyhavedifferentexpectationsoflearning:somepeoplestillwanttolistentolectures,whileotherswanttolearnusingnetworkedandmobiledevices.Butbuildingslastlongerthantenyears,andincreasinglytheyhavetobeabletomeetawiderangeoflearnerneeds,bothnowandinthefuture.

In2005,theScottishFundingCouncilcommissionedAMAAlexiMarmotAssociates,withhaadesign,toconsiderthesekindsoftrends,astheyaffectthedesignanduseofspaceinfurtherandhighereducation,andtoreflectontheresearchliteratureonthelinkbetweenphysicalspaceandeffectivelearning.AMA’sreportincludescasestudiesofcampusdevelopmentsatScottishinstitutions,aswellasnotinginternationaltrends.Itisintendedtosetthescene,andpromptdiscussion.

Scotland’scollegesanduniversitiesarediverse,withdifferentmissions,contextsandcultures.Butthereisalotwecanlearnbybringingcolleaguestogether,toshareexperiencesandthinkaboutourbuildings.InOctober2005weheldanationalconferencewhichwasattendedby130stafffromScotland’scollegesanduniversities.Colleaguesdiscussedtheirideasaboutspacesforlearning:planneddevelopments,therationaleforparticulardesigns,andsomeofthekeyconsiderations–intermsofspace,cost,andaboveall,moreeffectivelearning.

Theconferenceshowedthatcolleaguesareveryinterestedintheseissuesandkeentolearnfromeachother.Wewanttoencouragethosediscussions,toinformthebuildinganddevelopmentoflearningspaces.IamverygratefultoAMAandhaadesignforproviding–inthisreport–suchausefulstartingpointforthosediscussions.

IanHMurningChair,ScottishFundingCouncilPropertyandCapitalInvestmentCommitteeFeb2006

• AsignificantamountofestatesdevelopmentiscurrentlyunderwayinScottishcollegesanduniversitiesatatimeofmajorchangeineducationaltechnologyandinlearningandteachingmodes.

• Thisreportisintendedtoencouragediscussionbetweenestatemanagementandacademicstaffonthebestformofcampusdevelopments,inlightofemerginglearningtrendsrelevanttotheirinstitutions.

• Itsummarisesafive-monthprogrammeofresearchwhichincludedaliteraturereview,interviewswithrepresentativesofnationaleducationalorganisations,fourcasestudiesofnewlearningenvironmentsincollegesanduniversities,andanonlinesurveyoneducationaltrendssenttoallfurtherandhighereducationalinstitutionsinScotland.

• Traditionalteacher-centredmodels,wheregoodteachingisconceptualisedasthepassingonofsoundacademic,practicalorvocationalknowledge,arebeingreplacedwithstudent-centredapproaches.

• Theshifttoaknowledge-driveneconomy,withlessemphasisonfactualknowledgeandgreateremphasisontheabilitytothinkcritically,isdrivingdemandforamorequalified,highlyskilled,creativeandflexibleworkforce.

• Theincreasingdiversityofstudentpopulationshaspromptedanew,moretailored,approachtolearning.Theshifttowardsstudent-centredteachingmodeshasbeensupportedbyagrowingbodyofresearchandtheorypointingtothebenefitsofarangeoflearningstylesandindividualpreferences.

• Threekeylearningstyles,supportedbyastrongknowledgebase,areusefulinconceptualisingnewlearningspaces:

– Learningbyreflection – Learningbydoing – Learningthroughconversation

• E-learningandm-learningcontinuetoexpandlearningopportunities.Thetrendtowardsstudent-centredlearninghasandisbeingenabledbyubiquitouscomputingonandoffcampus,informalandinformallearningsettings.E-learning,m-learningandincreasinguseofsophisticatedaudio-visualtoolscancomplementtraditionalteachingmodestocreatesuccessful‘blendedlearning’.

• Anewsurveyonlearningandteachingtrends,developedforthisresearchachieveda51%responserate.Respondentsselectedtrendsthattheyexpectedtoincrease;thetopfiveallinvolvedtheapplicationofIT.Insomecasesthishadadirectrelationshiptophysicalspace,suchastechnologyenhancedsocialspacesanduseofwirelessnetworkingacrosstheinstitution.

• Newenvironmentsforlearningarebeingdesignedorreshaped,inresponsetochangingpedagogicalstyles,toincorporatenewinformationtechnologyandtoadapttochangingnumbersandabilitiesoflearners.

• Formalteachingspacesforlargegroupswitha‘sageonastage’arebecominglesscommonthansmaller,lessformalsettingswherestudentslearnfromoneanotheraswellasfromtheirappointedteachers.

• Seventypesofnewenvironmentsforlearningaredescribedinthisreport:groupteaching/learning;simulatedenvironments;immersiveenvironments;peer-to-peerandsociallearning;clusters;individuallearning;andexternalspaces.

• ThefourcasestudiesofnewlearningenvironmentsinScotlandcovergrouplearningspaces,peer-to-peerandsociallearningspacesandlearningclusters.TheseweredrawnfromJohnWheatleyCollege;theUniversityofStrathclyde;Edinburgh’sTelfordCollegeandGlasgowCaledonianUniversity.

• TheresearchhasrevealedawealthofexperimentationintheEnglish-speakingworldanddescribesmanyexamplesofinnovativelearningspacesthatintegratetechnologyandpedagogicpractices.

• Theeffectivenessoflearningspacesisnoteasytoexploreindependentlyofthelearningtechniques,teacherstyle,informationsystemsemployed,andmanyotherfactors.

• Wehaveunearthedasmallnumberofinterestingstudiesonlearningspaces,mostlyfromtheUSA,coveringtheteachingofscientificsubjects,especiallymaths,physicsandengineering.Wenote,however,thatmanydevelopmentsinimprovedlearningoccurdailythroughthoughtfulexperimentationanddevelopmentbyteachers,andareneverformallyevaluated.

1 Executivesummary

• Comparedtocontrolgroups,maths,scienceandengineeringstudentsusingtechnology-enabledcollaborativelearningmodesinpurposedesignedspacesshowedanimprovedabilitytosolveproblems,increasedconceptualunderstandingandreducedfailurerates.

• Theliteraturereviewfoundnoexamplesofoutcomemeasuresonwhethercitizenshipvalueshavebeenalteredthroughdifferentlearningmodesorindifferentlearningenvironments.

• Literatureevaluatinglearningenvironmentsindicatesoverwhelminglythatmanyeducationalbuildingsfailasspacesforlearningduetopoorairqualityandinadequateenvironmentalfeaturessuchaslightandacoustics.

• Thereissomeevidencethatstudentsandstaffrespondparticularlypositivelytoenhancedbuildingsandlandscaping.

• Teachingspaceshouldalsobebuiltforlong-termsustainabilitytoprovidefacilitiesthatarenotonlycomfortableandcost-effectivetooperateandmaintain,butthatimprovethelearner’sunderstandingofsustainabilityaspartoftheirwidercitizenshiplearning.

• Dataondensityataninstitutionallevelindicatethatuniversitiesarebecomingmorespaceefficient,atatimewhennewstudent-focussedlearningmodesarebeingintroduced.

• Intypicalteachingrooms(suchaslecturetheatres,classrooms,andseminarrooms),newlearningstylessometimeshavetheeffectofincreasingthespaceperseat,eithertoallowfordifferentfurniturearrangementsatdifferenttimes,orfordifferentlearningmodesinoneteachingsession.

• Furtherinvestigationoftherelationshipbetweendensity,spaceefficiencyandlearningmodeisneeded.

• Lookingahead,itislikelythatrelativelyfewerseatswillbeprovidedinlectureroomsandclassrooms.Howevertheareaperseatwillincreasesignificantlyaswillthecost,especiallyfortechnology.Overall,lectureroomsandclassroomswillrequiremorespaceperstudentthantheydonowandspaceformoreinformal,unscheduledlearningspaceswillincrease.

• Littleisknownabouttherelationshipbetweennewlearningmodes,density,costinuse,spacemanagementandstaffresources.

• Learningspaceisonlyameanstoanend.Themissionoffurtherandhighereducationinstitutionsiseffectivestudentlearning,thecreationofaneducated,skilledworkforcewithstrongsocialvaluesandcitizenshipskills.Ifthiscanbeachievedbyinvestingmoreinspaceandsupportingtechnologyitmaybeapriceworthpaying.Ifbysodoing,moreefficientusecanbemadeofacademicstafftime,thenitwouldcertainlybewelljustified.

• WehaveidentifiedseveralideasthatwouldhelpencouragemoreexperimentationandthedevelopmentofeffectivelearningspacesinScotland.SomewouldbebestundertakenbyindividualinstitutionsandothersbythedesignandITsector.

• SFCcanplayakeyroleinpromotinginitiatives,promotingpost-occupancystudyandsponsoringfurtherresearch.

• Fromourinvestigationswehavedistilled12keystepstohelpinstitutionscreateandevaluateeffectivelearningspaceswithoutdelay.

Twelvekeystocreatingsuccessfullearningspaces

1 Articulatealearningplan.

2 Integrateyourplans–learning,strategicdevelopment,estates.

3 Involveallstakeholders–academic,IT,estates,learners.

4 Selectaninformeddesignandimplementationteam.

5 Learnfromothers–sitevisits,casestudies,discussionforums.

6 Experimentwithnewideas.

7 IntegratesuitableICTandaudiovisualtools.

8 Introduceflexibilityfordifferentlearningmodesovertime.

9 Re-skilluserstomakebestuseofnewspacesinnewlearningmodes.

10 Managethespacewell–bookings,layout,maintenance.

11 Insistonlearnerandteacherfeedbackonlearningeffectiveness.

12 Publicisethefindings.

A significant amount of estates development is currently underway in Scottish colleges and universities, at a time of major change in educational technology and in learning and teaching modes. The Scottish Funding Council (SFC) has commissioned research to ensure that investment in estates and estate management is informed by research into effective learning and student-centred approaches.

Thisreportsummarisesthefindings.Itisintendedtoencouragediscussionbetweenestatemanagementandacademicstaffonthebestformofcampusdevelopments,inlightofemerginglearningtrendsrelevanttotheirinstitution.Aseminarmarkedthelaunchofthereport,andsignalledtheimportancethatshouldbegiventoimprovinglearningenvironmentssoastoaideducationaloutcomesinScotland.

TheresearchwasconductedoverafivemonthperiodbyAMAAlexiMarmotAssociates,architecturalspaceconsultantsandhaadesign,anarchitecturalpracticebasedinGlasgow.TheirworkwasablyguidedbyDavidBeards,SandyMcAllisterandRobertMcGregoroftheScottishFundingCouncil.Invaluableinsightsweregivenby62peoplein29institutionswhorespondedtoaspeciallydevisedquestionnaireonteachingandlearningtrends,andbypeopleinthefourcollegesanduniversitieswhoallowedustostudyrecentdevelopmentsdemonstratingnewlearningapproaches.InterviewsandconversationswithpeopleinseveralotherScottisheducationalorganisationsandacademicinstitutionselsewherecontributedtoourthinking.Ourthanksareduetothemall.

Thereportgivesanoverviewoftrendsinlearningandteachingthatplayamajorroleinshapingthephysicallearningenvironment(section3).FeaturesofnewlearningenvironmentsinScotlandandotherpartsoftheEnglish–speakingworldaredescribedandillustrated(section4).Evidenceontheeffectivenessoflearningspacesissummarised,togetherwithimplicationsforsustainability,density,utilisationandspacemanagement(section5).Actionsthatcanbetakenbycollegesanduniversities,suppliersandtheSFCareoutlined(section6).

Appendicesdescribetheresearchmethodology(appendix1),andthepeopleandorganisationscontacted(appendix2).EducationaltrendsinScotland,psychologicalinsightsande-learning(appendix3),andthemaintrendsperceivedbypeopleinScottishinstitutionsthatrespondedtothesurveyaresummarised(appendix4).Ideasofpeopleinterviewedineducationalbodiesformappendix5.CasestudiesofnewlearningspacesinfourScottishcollegesoruniversitiesaredescribedinappendix6.Thereportcloseswithabbreviations,aglossary,andreferences(appendix7and9).

2 Introduction

3 Trendsinlearningandteaching

Approachestolearningineducationalsettingsarechanging.Traditionalteacher-centredmodels,wheregoodteachingisconceptualisedasthepassingonofsoundacademic,practical,orvocationalknowledge,arebeingreplacedwithstudent-centredapproacheswhichemphasizetheconstructionofknowledgethroughsharedsituations.BarrandTagg(1995)1suggestthatthisshiftfroman‘instructionparadigm’toa‘learningparadigm’haschangedtheroleofthehigherandfurthereducationinstitutionfrom‘aplaceofinstruction’to‘aplacetoproducelearning’.

Thisispartlydrivenbychangingeducationalrequirements.Theshifttoaknowledge-driveneconomyisdrivingdemandforamorequalified,highlyskilled,creativeandflexibleworkforce.Thereislessemphasisonfactualknowledge,andmoreontheabilitytothinkcriticallyandsolvecomplexproblems.Knowles(1984)2arguesthat,inthemodernworld,themostsociallyusefulthingtolearnistheprocessoflearning.

Theconsequentneedforongoingskilldevelopmentresultsinagrowthinadultlearners.InScotland,participationratesofyoungpeopleintertiaryeducationarealreadyover50%withenrolmentsincreasingannually.Manystudentsarestudyingonapart-timebasis,particularlywithinfurthereducation.Thelife-longlearningstrategysetoutbytheScottishExecutive3,highlightsthekeyroleitsHEandFEinstitutionswillneedtoplayinwideningparticipation,improvingsocialinclusion,andinthecreationofanenterprisingworkforceinScotland.

Theincreasingdiversityofstudentpopulationshaspromptedanew,moretailored,approachtolearning.Theshifttowardsstudent-centredteachingmodeshasbeensupportedbyagrowingbodyofresearchandtheory,pointingtothebenefitsofarangeoflearningstylesandindividualpreferences.

Therehasbeenalongtraditionofpsychologicalinquiryintolearning,fromearlybehaviouristapproachesfocusedonsimplestimuli-responsereactions,tomorerecentconceptualisations,whichplacelearninginasocialanddevelopmentalcontext.Atheoryoflearningthatprevailstoday,social

constructivism,holdsthatallmeaningandknowledgeiscreatedthoughsocialinteraction.Centraltothistheoryistheideathatnewknowledgeandunderstandingarecreatedbasedonwhatpeoplealreadyknowandbelieve,andthatlearningisaprocessofidentifying,challengingandchangingthesebeliefs.

AnextensiveliteraturereviewbytheNationalAcademyofSciences4identifiedthreekeylearningstylesthataresupportedbyastrongknowledgebase:

1) Learningthroughreflection:Studiesintocognitivesciencehavedemonstratedthatindividualswhohavetheopportunitytoreflectoninformation,toevaluatetheirownlearningprocessandtoidentifyforthemselvesnewdirectionsforstudy,aremoreeffective.Learningthroughreflectionisbynecessityasoloactivity.

2)Learningby‘doing’:OriginatingwithseminalworksbyPiagetinthe1950sthereisnowmuchevidencethatactivelyengaginginandworkingthroughpracticaltaskscanassistlearning.Thismightincludecomputer-basedsimulationsorphysicalsimulationofreal-lifeenvironments.Learningofthistypecanincludebothgroupandsoloactivities.

3) Learningthroughconversation:Centraltothetheoryofsocialconstructivism,learningfromactivediscussionwithteachersandotherstudents,isanincrediblyeffectivewayofimprovinglearningoutcomes.Learningthroughconversationisbynecessityagroupactivity.

Unfortunatelytherearefewempiricalstudiesthatlinkthisbodyofresearchtotheenvironmentinwhichlearningtakesplace.However,muchoftheresearchdoeshavebroadimplicationsforthedesignoflearningenvironmentstosupportthesethreemainlearningstylesandthisisdiscussedfurtherinsection4.

1Barr,RandTagg,J(1995)AnewparadigmforUndergraduateEducationFromTeachingtoLearning,Change,November,p13-252Wilson,Jenny,2004,Understandinglearningstyles:implicationsfordesigneducationintheuniversity,UniversityofTechnology,Sydney,January,p3943ScottishExecutive,2003,Lifethroughlearning:Learningthroughlife,ThelifelonglearningstrategyforScotland,ScottishExecutive,February.4Bransford,JohnD,Brown,AnnL,Cocking,RodneyR,2000,HowPeopleLearn:brain,mind,experienceandschool,NationalResearchCouncil,NationalAcademyPress,WashingtonDC.

5ScottishFundingCouncils,2005JointSFEFC/SHEFCE-LearningGroup:FinalReport,SHEFC.6JISC,2005Howinnovativetechnologiesareinfluencingthedesignofhysicallearningspacesinthepost16sector7ScottishFundingCouncils,2005JointSFEFC/SHEFCE-LearningGroup:FinalReport,SHEFC.8Anderson,Paul,Blackwood,Adam,2004,MobileandPDAtechnologiesandtheirfutureuseineducation,JISCTechnologyandStandardsWatch:04-03,November.

ThefutureoftechnologyThetrendtowardsstudent-centredlearninghasandisbeingenabledbyubiquitouscomputingonandoffcampus,informalandinformallearningsettings.E-learning,m-learningandincreasinguseofsophisticatedaudio-visualtoolscancomplementtraditionalteachingmodestocreatesuccessful‘blendedlearning’.

Definedas‘networkedaccesstodigitallearningmaterialsandcommunicationsystemstodeliverandsupportlearning’5,thepotentialfore-learningtorevolutionisethedeliveryofeducationhasbeenmuchvaunted.Asthecostofhardwarecontinuestofall,connectivitybecomesfasterandsimpler,andmoresophisticatedsimulationtechnologiesaredeveloped,thereislittledoubtthatthisprovestobethecase.

Whiletherearemanyexcellentexamplesofe-learninginitiatives,theimpactofdigitaltechnologyonpedagogywithintraditionalteachingspaceswillinthelongrunbemoresignificantformanypeopleineducation.

ArecentstudybyJISC6intotheimpactoftechnologyonphysicalspacesuggeststhatschools,collegesanduniversitieswillretainaphysicalpresence,althoughthespacewillbeusedinamoreflexibleway.Equally,lecturers,teachersandtutorswillremainattheheartofthelearningprocessbuttheirroleswillevolve.TheJISCstudyalsosupportsfindingsfromareportintothefutureofe-learninginScotlandbySFC7,whichpointtotheimportanceofpedagogicalratherthantechnologicaldriversinthedevelopmentofeffectivee-learningapproaches.

Asmaller,butrapidlygrowing,trendistheapplicationoftechnologiesbasedonmobiletechnology,‘m-learning’.AreportbyJISC8

intothefutureofmobiletechnologiessuggeststhattheywillplayanimportantroleinthefutureofeducation,asmoststudentsalreadyownalaptop,handheldorsophisticatedmobilephone.Moreover,theysupporttheaimsofthelifelonglearninginitiativebygivingaccesstonewaudiencesandtheyallowinformationandlearningtobetailoredtoindividualpreferences,agrowingtrendbasedonconstructivistpedagogy.

LearningandteachingtrendssurveyAshortquestionnairewasdevisedforthisprojecttoexploretheextenttowhichthemaintrendsidentifiedduringourresearchwereperceivedtobetakingplacewithinScottisheducation.37keytrendswereselectedrelatingtochangesinthe:

• demographicdiversityofstudentintake

• institutionalapproachtoteachingandlearning

• ITprovision,useofmultimediaandcampusconnectivity

• provisionoftraditionalandinnovativeteachingandstudyspaces.

Thesurveywassentto121individualsfromeachofthe64Scottishinstitutions.Aresponserateof51%wasachieved.Keyfindingsaresummarisedbelow,withafulldiscussionofresultsinAppendix4.

Mosttrendsidentifiedinthesurveywereperceivedtobeontheincrease.Theexceptionsweretheuseoflecturestyleteachingmethodsandthenumberoftaughtcontacthoursperstudent.DetailedanalysisofthedatabyinstitutiontyperevealedthattheperceiveddeclineintheuseoflecturestyleteachingmethodswasspecifictoHEinstitutions.

ThetopfivetrendsidentifiedallinvolvedtheapplicationofIT.Insomecasestheyhadadirectrelationshiptophysicalspace,suchastechnologyenhancedsocialspacesanduseofwirelessnetworkingacrosstheinstitution.WhilethisgeneralviewwassharedbetweenFEandHEinstitutions,thereweresubtlevariations.WhereHEinstitutionsfocusedontheuseofinteractivetechnologyintheclassroom,FEcollegesfocusedontheuseofmultimediatechnology.

Acomparisonofthetopfivetrendsidentifiedbyrespondentsfromdifferentprofessionalgroupsidentifiedsignificantlydifferenttrends.ITprofessionalssawIT-relatedtrendsasthegreatestgrowtharea,whileestatesmanagementprofessionalswerefarmoreinclinedtopredictchangesinthenatureofthephysicalspacesbeingprovided.Seniormanagersappearedtotakeamoreholisticview,incorporatingsomeaspectsofIT,physicalspace,sustainabilityandcitizenship.

Wearenowinwhathasbeendescribedasthefourthphaseintheevolutionofbuildingsfortertiaryeducation.Theearliestwastheinceptionofuniversities,communitiesofscholarsintegratedintotheurbanfabricincentressuchasOxford,Cambridge,StAndrews,Glasgow,AberdeenandEdinburgh.Redbrickuniversitiesofthenineteenthcenturywerethesecondphase.Thethirdwasthepost-warcreationofcampusenvironments.Nowistheeraofexpandedaccesstoeducation,lifelonglearningandpedagogicalchangesfromateaching-basedculturetoastudent-centredlearningenvironmentforstudent‘consumers’whotakeafarmorepro-activeroleinshapingtheireducationthanearliergenerations9.Itisalsotheerawhenrealandvirtuallearningspacescoexist.10

Newenvironmentsforlearningarebeingdesignedorreshapedinresponsetochangingpedagogicalstyles,toincorporatenewinformationtechnology,andtoallowforchangingnumbersandabilitiesoflearners.Formalteachingspacesforlargegroupswitha‘sageonastage’arebecominglesscommonthansmaller,lessformalsettingswherestudentslearnfromoneanotheraswellasfromtheirappointedteachers.

Newbuildingsarenotessentialforthecreationofnewlearningenvironments.Radicallearningapproachescanalsobecarriedoutinintelligentlyrefurbishedacademicorotherurbanbuildings.

Manynewmodelsofspacesforlearninghaveemergedoverthelastfewyears.Importantexamplesaredescribedandillustratedbelow,drawnfromthefourScottishcasestudiesexaminedforthisproject(appendix6),examplesfromelsewhereintheUK,andinnovationsinothercountries.11Sometakeafreshandradicalapproachtoeducationalbuildingdesign.However,mostarevariantsonknownspacetypesenhancedbytheintroductionofnewtechnologyandflexiblefurniturefordifferentlearningmodes.

Wehaveclassifiedlearningspacesintosevenspatialtypes:groupteaching/learning;simulatedenvironments;immersiveenvironments;peer-to-peerandsociallearning;clusters;individuallearning;andexternalspaces.Importantconceptsforeachtypearedescribedbelow,andimplicationsfortheirsizeandform,technologyandfurniturearedrawnout.

4 Newenvironmentsforlearning

4.1Groupteaching/learningspacesLectureroomsandclassroomsformalargecomponentoftheestateinfurtherandhighereducationinstitutions,andwillcontinuetodominateinthefuture.Howeverthetraditionalformatofthesespacesisbeingtransformedtoincorporatemultiplelearningmodes.Theroleofacademicteachersisgraduallymovingfromthatof‘sageonthestage’to‘guidebytheside’,whilethestudentiscombiningtheroleofquietlyreflectiveabsorberofideaswiththatofactiveparticipant.

Sizeandform

– Movinglearnersawayfromaformatthatfocusesallseatsonasingleteacher,toone,whichallowslearnerstositclosertotheteacherand/ortoviewandlearnfromeachother.Long,rectangularspaceswithateacherfocusatoneendareout.Squarershapesarein.

– Casestudyroomsinbusinessschools,typicallydesignedwithtiered,u-shapedseatingsothatstudentscanseeoneanotheraswellasthelecturer,provideabalanceofpeer-to-peerlearningwithinterventionsfromthecoursefacilitator.HenleyCollegeofManagementisagoodexampleofthistypeoflearningenvironment.12

– StrathclydeUniversity(seecasestudyinappendix6)hasarrangedfurnitureinasmalltieredlectureroomsothatstudentscanswivelforwardtoseethelecturerandprojectionscreen,orbacktoworkonaPC.Thisallowsthemtoalternatebetweenlearningfromthe‘sage’andactivesoloorgrouplearningaidedbyacomputeranddigitallearningmaterial.

– AtVirginiaTech,theMathEmporiumhasbeenoperatingsince1997asasinglevastspacewithinaformerdepartmentstore,open24/7,with500computersinpodsofsix.Itwasdesignedtosolveaseriousresourceshortfall,aresultofanincreaseinstudentsenrollingwithoutcommensurateadditionalstaff.Manyparallellearningactivitiestakeplacethereincluding’lectureless’onlinelearning,withstaffonhand15hoursdaily.Spacesforoneononetuition,tutoriallabs,regularlecturesandrefreshments,surroundthemainemporium.

– NorthCarolinaUniversity’sSCALE-UPprojecthasconverteda100personlectureroomforphysicsstudentsintoaclassroomwheretheysitinthreegroupsofthreearoundlargeroundtables,whichhaveatleastthreenetworkedlaptops.Thesettingis

9Pearce,M(ed)2001,UniversityBuilders,London,Wiley-Academy.10Brown,BandLippincott,J(2003),‘Learningspaces:morethanmeetstheeye’,EducauseQuarterlyNo.1,pp14-16.11Fisher,KRubidaResearch(March2005)TEFMAseminar’Mappingpegagogyandspace:theemerginghybridcampus’12ibid

likeabanquethallwithlivelyinteractionbetweenstudentsandtheirrovinginstructors.SCALE-UP(Student-CentredActivitiesforLargeEnrolmentUndergraduatePrograms),aimstoestablishahighlycollaborative,hands-on,computer-rich,interactivelearningenvironmentespeciallysuitedtophysicsandengineeringsubjects.13ItispartofthePER(Physicseducationresearch)initiativethatdesignsinstructionalenvironmentsandcurricularmaterialsbasedonknowledgeofhowlearnerscanbetterunderstandphysics.

– MIThasdevelopedtheTEALprogram(TechnologyEnabledActiveLearning)toaidphysicsteaching.LiketheNorthCarolinaexample,itusescollaborativelearninginteamsofthree,groupedaroundlargetablesofninepeopleinaroomfor120learners.Eachteamhasanetworkedlaptopconnectedtosurroundingprojectionscreens.Desktopexperimentsandvisualisationsdevelopedbytheteamcanbeshowntothewholeclass14.Thirteencamerasrecordtheactivityateachtable.Theinstigator,ProfessorJohnBelcher,believesthatthisisasuperiorwaytoteachphysicsandshouldbeadoptedmorewidely,evenincheaper,scaled-downformatswithlessintensivetechnology.Themainbarrieristheinertiaofsomeacademicstaffinadaptingtonewteachingmodes.

Technology

Thesespacesoftenincorporate:

– Technologyformoreactivelearningmodes,suchaspersonalresponsesystems(PRS)thatallowlearnerstovoteonquestionsposedbypresentersandeveryonetoseetheresults.

– Installationofoneormorecomputerprojectors,largeprojectionscreensorinteractivewhiteboardsonmorethanonewallsurface.

– Infrastructureforwirelessbroadbandormobiletelephonytoallowindividualaccesstotheinternetviapersonalcomputersorhandhelddevices.

– Installationofcamerastofilmtheproceedingssotheycanlaterbeviewedbylearnersattheirowntimeandpace.

– Installationofequipmentforreal-timetransmissionofinformationfromelsewhere.

Furniture

– Thesize,mobility,stackabilityandadjustabilityoffurnitureareimportanttothesuccessofthesespaces.

– Forefficientspace-use,lectureroomseatsandwritingsurfacesweretraditionallyfixedinrowsandboltedtothefloor.Thisdiscouragesusingthespaceforalternatelearningmodes.

– Learner-centredlayoutsfrequentlyseatstudentstogetheratsmallgrouptables,suchasstarclusters,banquetstylecirculartablesorotherforms.Thefurnitureencouragessmallgroupconversationstoaidlearning.

– AttheUniversityofStrathclyde,banana-shapeddeskswereintroducedinsomeroomstoencourageteamsofthreeorfourengineeringstudentstoworktogetherbetweenwholegrouplearning(seecasestudy).Inotherrooms,straightsmalldesksservethesamepurpose.

4.2 SimulatedenvironmentsActivemodes,learningbydoing,takeplaceinsimulatedenvironmentswherelearnerscanbetaughtsafelyandpreparedfor‘realworld’environments.Disciplinessuchasnursingandhealth,whichwereformerlylearntonthejobthroughanapprenticeshipsystem,areincreasinglybeingtaughtfirstinanacademicenvironment.Thishascreatedademandformoresimulatedenvironmentsincollegesanduniversities.Examplesinclude:

– skillslaboratoriesfornursingandmedicalhealthsciencesthatemulatehospitalandhomecareenvironments.Somemakeuseofpatientrobotsprogrammedtosignaltheirailmentsandtocomplainiftheyarepoorlyhandledbylearners.RecentclinicalskillsclassroomsincludetheHealthandWellbeingCentreatSheffieldHallamandtheUniversityofNewMexico15.

– classroomsfortrainingstudentschoolteachers;

– officeenvironmentsforteachingreceptionistandsecretarialskills;

– hairdressingandbeautysalons;

– cateringkitchensandrestaurantforteachingskillstopeoplewantingtoworkinthehospitalityandcateringindustries;

– workshopsforteachingmechanicalskills(egcarrepairs).

13www.ncsu.edu/per/scaleup.html;www.physics.ncsu.edu:8380/physics_ed/Room_Design_files/frame.htm14Informationcanbefoundonhttp://web.mit.edu/8.02t/www/802TEAL3D/teal_tour.htm.TheauthorsaremostgratefultoProfessorJohnBelcherfortheenthusiasticemailcommunicationonMIT’sTEALprogram.15FisherK,(opcit)

Significantissuesinnewsimulatedlearningenvironmentsare:

Sizeandform

– Selectionofsizesandproportionssothatsimulatedroomsthatareusedinfrequentlycanberedeployedforotherpurposes.Forexample,aschoolhallthatisnormallyusedtodemonstratehowprimaryschoolchildrencanbetaughtsports,danceandmusic,candoubleasagymforthetraineeteacherstousefortheirownhealthandwellbeing,aslongasadequatelockersandshowersareincorporated.

– Someroomsneedtobeoversizedcomparedtotheirrealworldequivalentstoaccommodateaclassoflearners.Forexample,askillsroomfortrainingsocialworkersorcommunitynursesinhandlingtheelderlyathomemayhaveanoversizedbedroom,bathroom,kitchenandlivingroom.

– Observationofpeopleusingthesimulatedenvironmentthroughone-waymirrorsisoccasionallyarequirement.

Technology

– Everyoneoftheaboveexamplesrequireswirelessbroadband,fixedcomputers,and/orincreasingamountsoftechnologyforthefacilitator/demonstratortouse.Datacabling,computerprojectorsandscreen,and/orsmartboardsareneeded,forexample,inprimaryschoolclassrooms.

– Insomesimulatedenvironments,videocamerasarerequiredtorecordhowstudentsperform,sotheycanbedebriefedontheirlevelofcompetence.Camerasdemandspecialattentiontoheights,anglesofvisionandlighting.Insomeinstancestheyalsoneedaworkstationandstorageareaforamediatechniciantocontrolandmanagethefilm.

Furniture

– Mobileorstackingfurnitureisagreatadvantageinthesespacestoallowmultipleroomuse.However,muchofthistypeoffurnitureisbulkyorheavy,whichdiscouragesrearrangement.

– Simulatedprimaryclassroomsneedtobalancetherequirementofprovidingseatssizedforsmallchildrenagainstthefactthattheywillbeusedmainlybyadultlearners.

4.3 ImmersiveenvironmentsImmersiveenvironmentsarethosewherevirtualrepresentationsplayanimportantroleindrawinglearnersintocontactwithcomplexinformation.Theinformationmaycomeinrealtimefromanotherlocation,orfrompreparedsources.Theyareanalogoustotelevisionnewsrooms,IMAXcinemas,largeentertainmentvenueswithhugescreensshowingparalleleventsand‘HIVES’(highlyinteractivevirtualenvironments)usedbythepetrochemicalandminingindustries.Typicalimmersiveenvironmentsineducationarerelativelysmallspacesfortentotwentypeople,withseverallarge,possiblycurved,screensforprojectinginformationsothatoccupantsareliterallysurroundedbythedata.Insomecasestheviewercaninteractwiththeprojectedinformation.Three-dimensionalsimulationsaresometimesincluded.A‘pilot’workstationforaskilledcomputertechniciantocontrolthedatastreamsisnormallyneeded.Examplesineducationarerarebecauseofthehighcostoftheinfrastructure.TheStanfordCenterforInnovationsinLearning,SCIL,iscreatinganinternationalnetworkofsmall,immersiveenvironments,‘iSpaces’,forcollaborative,project-drivenlearningandworking.ThegoalofiSpace,collaborationbetweenStanfordUniversityandKTHStockholm,istodesignandimplementtheinfrastructurethatwillallowmultiplegroupstouseiSpacesoversustainedperiodsoftime.OtherexamplescomefromNorthAmericanmedicalcoursesandTexasTechUniversity.

4.4 Peer-to-peerandsociallearningspacesSpacesthatfacilitatepeer-to-peerlearning,andthepositiveeffectofbeinginalearninggroupthatispartofalearningcommunity,areofgrowingimportanceinmanycollegesanduniversities.Seminarroomshavetraditionallycontainedthe‘groupconversation’formoflearning.Theyarebeingovertakenbymoreinformalgatheringplacesforsociallearning,‘aphysicalrelaxationoftheacademic‘institution’…witha‘soft’zoneofinformalareaforsitting,informalteachingandflexibleseminarspaces…’16

Thesespacesoftenincorporate:

– Computercommons,cybercafésorInternetcafés,thatprovidescomputeraccesstotheInternetwithorwithoutrefreshments.ExamplesincludetheUniversityofPaisley’sInternetcafé,StrathclydeUniversity’sJavaCafé;theRealLearningCaféatGlasgowCaledonianUniversity.

– Grouproomsinlibrariesandlearningresourcecentresdesignedforcollaborativeworkingandtalking,ratherthanthetraditionallibrarysilenceforsolowork.

16Cook,Peter(2005),BlueprintNo236,November2005,p84ontheproposedLondonSchoolofEconomicspostgraduatebuildingconversion.

– Studiolearningforartanddesigncourses,wherelearnersworkindividuallyorinteamsinanenvironmentthatencouragescommentanddiscussionabouteachperson’swork.

– Shared-accesscomputerroomsinresidentialhalls,toalleviatethedigitaldividebyprovidingcomputersinroomswherediscussionisallowed.

– TheUniversityofQueenslandcompletedtheCollaborativeLearningCentreintheSirJamesFootBuildinginMay2005.SimilarinconcepttotheSaltireCentreatGlasgowCaledonianUniversity,itisusedforscheduledclasses,informallybystudentsandasaconferenceandworkshopvenueforexternalorganisations.Itcontainsacaféandhasextendedthelearningenvironmentintotheadjacentcourtyard.Evaluationsofthenewfacilityarebeingactivelysought.17

Size,formandlocation

– ComputercommonsandInternetcafésareincreasinglybeinginstalledinspacesnearlecturetheatres,onmaincirculationroutesandgatheringnodes,andonthegroundflooroflargeeducationalbuildings.

– Insomeexamples,interminglingbetweenstudentsandfacultyisencouraged(forexampleintheLearning-TeachingCenter,UniversityofDayton,whichincludesacaféandfireplaceloungeaimedatbecomingthe‘heartandsoulofthecampuscommunity’).18

– QueenMargaretUniversityCollegeisnowconstructinganewfacilityinMusselburgh,EastLothian,wherewelcoming,creativespacesforminglingandgatheringareakeypartofthedesign.

Technology

– Theneedfortheinstitutiontoprovidelargenumbersofcomputerswilleventuallydiminishastechnologypricescontinuetodrop,allstudentshavebeenexposedtocomputingfromearlychildhoodeducation,andaccesstoinformationispervasive.

– Theneedforcomputer-equippedsociallearningspacesisofgrowingimportanceintheFEsectorwherecomputerownershiptendstobelowerthaninHE.

– Thesophisticationofhardwareandsoftwareneedstobehighersoastoexceedthatofindividuallyownedcomputers.

Furniture

– DesksandchairsincomputercommonsandInternetcafésareusuallyquitesmallandbasicasmostareusedforshortstaysonly.Somemaybeatstandingheight.

– Instudiosandworkshops,robustfurnitureandfinishesareneededtowithstandlonghoursofuse,andoccasionaldangeroussubstancesorimplements.

4.5 LearningclustersLearningclustersaregroupsoflearningspacesdesignedfordifferentlearningmodes.Learningclustershavecomeintobeingsinceresearchhighlightedthebenefitsofusingmultiplelearningmodestoreinforceunderstanding.Theyalsohelpcopewiththefactthatadifferentnumberoflearnersregisterforeachcourse.Traditionalclustersincludelargegrouplearningspacesandsmallseminar(or‘syndicate’)rooms.Newerclustersincorporateinteractiveandgrouplearningspaces,sociallearningspacesaswellasmoretraditionallecturehallsorclassrooms,albeitwithenhancedtechnology.

Thecharacteristicsoflearningclusterscaninclude:

– Withinonelargesinglespace,someinterestingareashavebeencreatedformultiplelearningmodestobeusedsimultaneously.

– Theabilitytoteachseveralgroupssimultaneouslyusingdifferentlearningmodesisaccommodatedinroomssuchasthe‘teachingpods’inWolverhamptonUniversity.Acknowledgingthatstudentsoftodaymulti-taskandareabletoconcentrateinenvironmentsthathavemultiplestimuli,theyhavecreatedaspacedesignedwithasmallareaoffixedseatingintiers,andanotherareawithgroupeddesksequippedwithPCsforsolowork.

17Cook,Peter(2005),BlueprintNo236,November2005,p84ontheproposedLondonSchoolofEconomicspostgraduatebuildingconversion.18http:www.uq.edu.au/facilities;UniversityofQueensland(14/15March2005)‘FutureLearningEnvironmentsWorkshop’.

– Openlearningenvironmentsonavastscalehavebeencreatedrecently.SouthEastEssexCollege’svastnewbuildingintegratessocialspaceswithaseriesofflexible500m2teachingmodulesthatcanbelinkedandsubdividedwithmoveablepartitionwallsinnumerouscombinationstosupportchangingcurriculumneeds19.

– StowCollegehascreatedtheSuperFlexandEngineeringTechnologyCentrewhichhas100networkedPCsusedforICTbasedlearningactivitiesforindividualsorgroups.Groupsofuptotwentypeoplecanbetaughttogetherfromonemobilecontrol-teachingunit.

– TheUniversityofStrathclydehasexcelledinpromotinglearningclustersinseveralbuildings(seecasestudy).

– InGlasgowUniversity,theGibsonStreetchurchhasbeenrestoredtocreatealearningclustercomprisingalecturetheatreandsmallgroupsspaceswithmoveablewalls,fullyequippedwithinteractivewhiteboards.

– Similarly,theCottrellBuildingatStirlingUniversityincludesa100-seatlecturetheatre,twoforty-personroomswithdemountablewalls,andabreakoutspace,allenhancedwithexcellentnewaudio-visualfacilities.

– WestLothianCollegehasestablishedthe‘hub’,ateachingenvironmenttoencouragestudentstofeelateaseandstimulatedinreturningtoformallearning.Itisacolourful,flexiblespacewithfixedandmobileelementsthatcanbereconfiguredrapidly.

– Furtheraway,SingaporePolytechniciscreatingalargecampusbasedontheconceptofidentical‘learningpods’forgroupsoffiftystudentstoworktogetherinteams,inlargegroupswithalecturer,orsolo.20

4.6 IndividuallearningspacesEffectivelearningusuallyinvolvestimeinactive,solostudyandwritingorcreationmode.Thespacesinwhichthisoccursaretypicallyinlibraryareas,computerroomsandstudybedrooms.Somepeoplearecapableofconcentratinginmanyotherenvironments,buttheyaretheexception.Themainchangestothesetraditionalspacesaretheintroductionofmorecomputingtechnology(ormobiletelephonyservingthesamepurpose),andattentiontobetterergonomicandenvironmentalconditions.

– AtPerthCollegewirelesslaptopsareavailableforuseinthelibraryandthecoreteachingspace,enhancingflexibilityofusewithorwithouttechnology.

– InsomeinstancessuchasCoxHall,EmoryUniversity,largefloorcushionsandmonitorsatfloorsittinglevelhavebeenprovidedindeferencetothepreferredpositionadoptedbysomestudents.21

– Goodlightingandadjustablechairsarethemostimportantelementstogetherwithquietacousticsandindoorairquality.Poweranddataareessentialformostspaces,althoughmuchofthetimebooksandpapermayalsobeused.

– Multimediaequipmentforvideoandmusicviewingoroutputisingrowingdemand.Highqualityprintersaresometimesrequired.Instudioandworkshopenvironments,manydifferentformsofoutputmaybeused.

4.7 ExternalspacesExternalspaces,especiallyspacebetweenbuildings,canplayanimportantroleinaidinglearning.Freshairhelpsinkeepingpeoplealertandthereforemoreabletolearn,thoughtheamountoftimethatpeoplecanuseexternalspacesforlearningisnaturallylimitedbyclimaticandweatherconditions.Wirelessbroadbandsuppliesinformationtothesespacesinamannerthatwasformerlyimpossible.IntheUK,littleteachingandlearningtakesplaceatallduringthemorebenignsummermonths.Externalspacesincollegesanduniversitiesaremostlyusedinformallybyindividualsforreflectivelearningandbysmallgroups.Examplesfrommilderclimates,suchasexternalamphitheatresforlecturesandperformances,areunlikelytobeappropriate.However,somespacesforoccasionalgrouplearningcanbeformedthroughsensitivemicro-climaticdesignofshelteredcourtyardsandgardens.MITinCambridge,Massachusettshasmanagedtoincorporateanexternalamphitheatreandahighlevelopenplaza,aspartofthe2004StataCenter,designedbyFrankGehry,forcomputerscience,artificialintelligenceandphilosophyteaching.

19LearningandSkillsCouncil,(March2005),WorldClassBuildings:Designqualityinfurtherediucation,LSCandRIBAClientForum.20Fisher,K(opcit)21HermanMillerInc.(2004)Aviewofthechangingcampus:Howlearningenvironmentscansupportchangesinhighereducationp2.

Group teaching / learning spaces

JamesWeirBuilding,UniversityofStrathclyde(photo:AMA)

Technologyenabledactivelearning(TEAL)classroomforengineering,MIT,MassachusettsInstituteofTechnology(Image:MarkBessetteoftheCenterforEducationalComputingInitiatives)

PeterF.DruckerGraduateManagementCenter,ClaremontUniversity(photo:courtesyofCOArchitectsformerlyAnshen+AllenLosAngeles)

Immersive environments

Simulated environments

Healthskillslab,UniversityofWolverhampton(photo:AMA)

Sportsskillslab,Fossbuilding,YorkStJohnCollege(photo:AMA)

Healthskillslab,UniversityofWolverhampton(photo:AMA)

Immersiveenvironment(photo:courtesyofAmericonUSA)

Customisedlearningspace,StanfordUniversity(photo:courtesyofStanfordCenterforInnovationsinLearning)

Peer-to-peer social learning spaces

Learning clusters

Cafeteriacomputerdropin,SheffieldHallamUniversity(photo:AMA)

Computercluster,Fossbuilding,YorkStJohnCollege(photo:AMA)

Wificafeteria,UniversityofWolverhampton(photo:AMA)

Diningdecks,SouthEastEssexCollege(photo:courtesyofSouthEastEssexCollege)

Computerstations,AngliaPolytechnicUniversity(photo:AMA)

MathEmporium,VirginiaTechUniversity(photo:RickGriffiths,VirginiaTechUniversity)

‘Learningpod’,classroomofthefuture,UniversityofWolverhampton(photoAMA)

External learning spaces

Individual learning spaces

Studybedroomsneedconnectivitymorethanspecialfurnitureorfixtures(photo:RowanHuppertforAMA)

Outdoorlectureamphitheatre,AlbertsonCollege,Idaho(photo:courtesyofAlbertsonCollege)

Outdoorlearningenvironment(photo:RowanHuppertforAMA)

Individuallearningspace(photo:RowanHuppertforAMA)

Outdoorlearningenvironment(photo:RowanHuppertforAMA)

Outdoorlectureamphitheatre,AlbertsonCollege,Idaho(photo:courtesyofAlbertsonCollege

5.1 ComplexrelationshipsTheimpactofdifferentlearningspacesisnoteasytoexploreindependentlyofthelearningtechniques,teacherstyle,informationsystemsemployedandmanyotherfactors.ArecentreportsponsoredbytheScottishCouncilforResearchinEducation,(SCRE)intotheeffectofclassorclassroomsizeonlearningoutcomes,acknowledgesthedifficultyofreachingdefiniteconclusionsontheeffectofclasssizealone.Evenifarelationshipwerefound,theremaybemoreresource-effectivewaysofproducingthesameeducationaloutcome.22

Tosomeeducationalresearchers,builtspaceisnotevenacknowledgedasapossiblecontributingfactortostudentlearningoutcomes.TheETLproject(EnhancingTeaching-LearningEnvironmentsinUndergraduateCourses)modelspotentialinfluencesonstudentlearningbutexcludesthephysicalenvironment.23

Fromourliteraturereviewwehaveunearthedasmallnumberofinterestingstudiesonlearningspaces,mostlyfromtheUSA,coveringtheteachingofscientificsubjects,especiallymaths,physicsandengineering,thataredescribedbelow.Wenotehoweverthatmanydevelopmentsinimprovedlearningoccurdailythroughthoughtfulexperimentationanddevelopmentbyteachers,andareneverformallyevaluated.

5.2 OutcomemeasuresFormalresearchgivesfeedbackonmeasuressuchasclassattendancerates,dropoutratesfromcourses,subjectunderstandingandthelong-termretentionofspecificinformation.Studentsatisfactionisalsomonitored.Somestudiesarewelldesigned,exploringoutcomesforanexperimentalandacontrolgroup.Forexample,theiCampusprojectatMIT,sponsoredbytheUniversityandMicrosoftresearch,foundthatfirstyearphysicsstudentstaughtwithmedia-richvisualisationsoftwareinaclassroomredesignedtofacilitategroupinteraction,improvedtheirconceptualunderstandingofthesubjectmatter.24

5 Theeffectivenessoflearningspaces

Evaluationoftheoutcomesformorethan800studentsinexperimentalandcontrolgroupsshowthatMITstudentsintheTEALgroupdescribedearlier,improvedtheirconceptualunderstandingofthesubjectmattercomparedtothecontrolgroup.Themajorityofstudentsappreciatethebenefitsofinteractivity,visualizationandhand-onexperimentsandwouldrecommendthecoursetoothers.25

Dataon16,000traditionalandSCALE-UPstudentsatNorthCarolinaUniversity,showthatthelatterhaveanimprovedabilitytosolveproblems,increasedconceptualunderstanding,betterattitudesandreducedfailurerates,especiallyforwomenandminorities.26

EvaluationofVirginiaTech’sMathEmporiumshowedimprovedscoresonstandardtests,andreducedfailureratescomparedtoearliergroups.43%ofstudentsstronglyagreedthattheyhadmoreinteractionwithotherstudentsandinstructorsthaninotherclasses.27

AnOhioStateUniversitystudyenrolled3250studentsoveroneacademicyear.Traditionalmodesofcourseinstructionincludedthreelargeweeklylecturesplustwice-weeklylaboratorysessions.Partwaythroughthecourse,studentswereseparatedintothreegroupswhichusedteachingspacesappropriatetotheirpreferredlearningstyle,asassessedfromaquestionnaire.Onegroupwastaughtvialargelectures;anotherusedsmallgroupdiscussions,andthethirdindependentonlinelearning.Therewerenosignificantdifferencesinlearningoutcomesbymodeofdelivery.However,theendofyearresultsshowedhighergrades,lowercourseattritionandincreasedcoursesatisfaction,comparedtoearlieryeargroups.28

Theliteraturereviewfoundnoexamplesofoutcomemeasuresonwhethercitizenshipvalueshavebeenalteredthroughdifferentlearningmodesorindifferentlearningenvironments.

22Wilson,V,2002,Doessmallreallymakeadifference?Areviewoftheliteratureontheeffectsofclasssizeonteachingpracticeandpupil’sbehaviourandattainmentSCREResearchreportNo.10723Entwistle,N,(Aug2003),Universityteaching-learningenvironmentsandtheirinfluencesonstudentlearning:AnintroductiontotheETLproject,24SyllabusMediaGroup,2003,DesigningtheSpace:AconversationwithWilliamJ.Mitchell,CampusTechnology:FromSyllabusMediaGroup,June2005,http://www.campus-technology.com/article

25Dori,YandBelcher,J(2004),Howdoestechnologyenabledactivelearningaffectundergraduatestudents’understandingofelectromagneticconcepts?TheJournaloftheLearningSciences,Vol14(2)26www.ncsu.edu/per/scaleup.html;27www.math.vt.edu;www.educause.edu/ir/library/pdf/nli0012.pdf28AckerR,Miller,M,2005,CampusLearningSpaces:investinginhowStudentsLearn,EducauseCentreforAppliedResearch,ECARResearchBulletin,Vol2005,Issue8,April12.

EducationalfacilitiesgenerallyInthefurthereducationsector,itisheldthat‘excellentdesignhasthecapacitytoenrichthelearningexperience,toraisetheaspirationsofteachersandlearnersandhelpeducationandtrainingtoflourish’,and‘makeslearningstimulating’.29Justificationforthisviewisrarelyfoundinformalresearchstudies.However,thevaluetotheinstitutionofwell-designedbuildingshasbeenrecentlyexploredbyCABEandHEFCE.Theirstudyconcludedthatstaffappreciatedwell-designedfacilitiesmorethanstudents.30Arelatedstudyindicatesthatthequalityofthefacilitieshasaconsiderableinfluenceonastudent’schoiceofuniversity31.

RecentsurveysofstudentopinionaspartoftheTeachingQualityInformationsurveyshowthatstudentsgenerallyevaluatecollegeanduniversityfacilitiesfavourably.Scotland’sOnTracksurveyofmorethan7,000HEandFEgraduates32askedseveralquestionsaboutthelearningexperience.66%ofrespondentssaidtheyhaveadequateaccesstocomputerfacilities.60%thoughtthecontacthourswithteachingstaffweregood,and70%thoughtthesizeofthegroupinwhichtheyweretaughtwasgood.Thequalityofequipmentinlaboratoriesandworkshopswasratedpositivelybyonly41%.Thebalanceoftimebetweenformalattendanceandprivatestudywasfelttobepositiveby52%ofpeople.Infutureyears,itwouldbeusefultoincludespecificquestionsontheadequacyofdifferentlearningspacesinthesurvey.Nevertheless,theavailabledatahighlightsareaswhereimprovementsinfacilitiesandlearningcanbemade.

5.3 Designandspecification:scale;air/heat/light;lookandfeel

Literatureevaluatinglearningenvironmentsshowsoverwhelminglythatmanyeducationalbuildingsfailasspacesforlearningduetopoorairqualityandtoinadequateenvironmentalfeaturessuchaslightandacoustics.ThishasbeenshowninPROBEstudiesintheUK33,byChrisWatsoninmanyevaluationsmadeinAustralia,NewZealandandtheUK34,andinanexcellentUSreviewofwhetherschoolfacilitiesaffectacademicoutcomes.35

AtMIT,BillMitchelloftheMediaLab,a‘cyberguru’hasconcludedthatyouneedto‘buildspacearoundthepeopleratherthantechnology’.DespitethehugeinvestmentbyMITintotheiCampusproject,hefoundthat‘fundamentalhumanneedslikecomfort,naturallight,operablewindows,goodsocialambience,nicesortofqualityandviewsoutthewindowarestillextremelyimportantincreatinggoodeducationalfacilities.36

5.4 SustainabilityTeachingspacesshouldalsobebuiltforlong-termsustainability.Sustainabilityincollegesandhighereducationisincreasinglyexpectedtoprovidenotonlyfacilitiesthatarecomfortableandcost-effectivetooperateandmaintain,butthatalsoaffectthelearner’sunderstandingofsustainabilityaspartoftheirwidercitizenshiplearning.Bydemonstratingsustainableoperationsandspaces,themessageofhowcarefulusecanbemadeofresourcescanbetransmittedindirectly,asanimportantgoaltobeincorporatedthroughouttheirlives37.

SustainablepracticehasbeentotheforefrontinmanyrecenteducationalbuildingsinScotlandincludingJohnWheatleyCollege,LauderCollegeAspireCentre,andEdinburgh’sTelfordCollege.

5.5 Density,spaceutilisationandspacemanagement

DensityDataondensityataninstitutionallevelindicatethatuniversitiesarebecomingmorespaceefficient,atatimewhennewstudent-focussedlearningmodesarebeingintroduced.EMSdataforhighereducationinstitutionsshowaconsistentlydownwardtrendinthenetinternalareaperstudentFTE.38Inindividualbuildings,however,itislikelythatnewlearningstylesmayrequiremorespaceperstudentFTE,allotherthingsbeingequal.Wehavefoundlittlediscussionofthistopicintheliterature.

Intypicalteachingrooms(suchaslecturetheatres,classrooms,andseminarrooms),newlearningstylessometimeshavetheeffectofincreasingthespaceperseat,toallowfordifferent,flexiblearrangementsoffurnitureatdifferenttimes,orfordifferentlearningmodesinoneteachingsession.TheStrathclydeUniversitycasestudydemonstratesthat,comparedwithtypicalspaceinarakedlecturetheatreofabout0.8m2to1.0m2perseat,upto3m2perseatisneededwhenPCpositionsandswivelchairsarealsoincluded.InmanyFEclassrooms,afigureof5m2perseatisoftenrequired,dependingonthelearningformatanddiscipline.Thisvarietysuggeststhatspace

29LSC,op.cit.pp5,6.30CABE,2005,DesignWithDistinction:Thevalueofgoodbuildingdesigninhighereducation,theCommissionforArchitectureandtheBuiltEnvironment,ODPM,London,March.31Price,F,Matzdorf,Fetal(2003),Theimpactoffacilitiesonstudentchoiceofuniversity,facilities,Vol21,No10,pp212–222.32Seewww.mori.com/ontrackforresultsofstudentsatisfaction.33www.cibse.org/pdfs/8dbordass.pdf;www.usablebuildings.co.uk:ProbeStudies,post-occupancyevaluation,Mar.–Apr.2001,BuildingResearch&Information,Vol.29,No.2.34www.postoccupancyevaluation.com35Schneider,Mark,2002,Doschoolfacilitiesaffectacademicoutcomes?,NationalClearinghouseforEducationalFacilities,November.36SyllabusMediaGroup(opcit)37Bartlett,P,andChaseG,2005,SustainabilityonCampus:Storiesandstrategiesforchange,CambridgeMass.,MITPress.38EstateManagementStatistics,ThefifthEMSAnnualReport,2003-04.

normsshouldbesufficientlyflexibletoallowinstitutionsthefreedomtoplanlearningspacestomatchtheirspecificpedagogicalvision.

Whilegrouplearningspacestypicallyrequiremorespaceperseat,sociallearningspacescanbeprovidedefficientlywithin‘balance’areasconvertingpartoftheseareasintomoreuseablespace.Thishappens,forexample,whengroupsofcomputersarelocatedadjacenttomaincirculationroutesorinmillingspaceoutsideclassroomsandlecturetheatres.TheSaltireCentreatGlasgowCaledonianUniversitytakesthisprinciplestillfurther,asdoestheproposednewfacilityforJamesWheatleyCollege.However,thedetaileddesignofsuchspacesneedstoprovidecirculationareasgenerousenoughtoallowegressinthecaseoffire,andtoavoidunpleasantovercrowding.

Furtherinvestigationoftherelationshipbetweendensity,spaceefficiencyandlearningmodeisneeded.

UtilisationUtilisationineducationalfacilitiesistypicallymeasuredasthenumberofhoursa‘classroom’isusedcomparedtotheavailablehours,multipliedbythenumberofoccupiedseatscomparedtocapacity.Atargetof30–40%isusuallyadopted,acrossa40hourweek.Veryfewinstitutionsattainthatlevel,evenwithincreasingnumbersofstudentsanddiminishingspaceperstudentoverall.

Wherearethestudents?Theexplanationmaybefoundpartlyinthegradualintroductionofmorelearner-centrededucationalmodes.Aslongasmany,ifnotmost,lectureroomsandclassroomsarestillusedinmoreteacher-centredmodes,studentsarealsolearningintheirownstyle,intheirowntime,elsewhere.Teacherswhoaresensitivetomorelearner-orienteddiscoverymodes,maysometimeschoosetoleavetheirallocatedroomemptyandtakethelearnergroupelsewhere.Part-timework,familyresponsibilitiesandhighdropoutratesamongstudentsalsoreduceroomutilisation.

Lookingahead,itislikelythatrelativelyfewerseatswillbeprovidedinlectureroomsandclassrooms.However,theareaperseatwillincreasesignificantly,aswillthecostespeciallyfortechnology.Overall,lectureroomsandclassroomswillrequirerelativelymorespaceperstudentthantheydonow,whileatthesametime,spaceformoreinformal,unscheduledlearningspaceswillincrease.Tomaintainspaceefficiencyacrosscollegeanduniversityestates,officespaceforacademicandadministrativestaffwillbecomemoreefficient.39

SpacemanagementClassroomsdesignedfornewlearningmodessometimeshaveadaptablefurniturethatcanbeusedindifferentformats.Teachersneedtospecifytherequiredlayoutwhentheroomisbooked,andtimeneedstobetimetableforfacilitiesstafftoalterthearrangement.Thismayhavetheeffectofslightlyreducingtheutilisationofsuchrooms.Asanalternative,furniturethatcanberelocatedrapidlyandsafelybyusersavoidsthisproblem.

Mostnewlearningmodesalsorelyonahigherlevelofinvestmentincomputinginfrastructureandaudio-visualequipmentthanintraditionalteachingmodes.Ideally,suchinfrastructureneedstobesimpletouse,withstandard,robustcontrolfeatures,toavoidrelianceonIToraudio-visualstaff.

Tohelpnewlearningspacesworkwell,inputfromallpartiesinvolvedintheiroperationshouldbewelcomedindesigningandspecifyingnewbuildingsoralterationstoexistingspaces.Thisincludesacademicandtechnicalstaff,learners,ITandaudio-visualpeople,estatesandfacilitymanagers,roomtimetablersandthepeoplewhosetuptheroomsasrequired.

Littleisknownabouttherelationshipbetweennewlearningmodes,density,costinuse,spacemanagement,andstaffresources.SomeoftheUSAexamplesofnewlearningenvironmentsshowthattheywereintroducedbecauseoftheneedtouseacademicfacultytimemoreeffectively,atatimewhenstudentnumbersweregrowingandstaffnumbersdecreasing.Moreresearchisneededinthisareatounderstandthecomplexrelationships.

Learningspaceisonlyameanstoanend.Themissionoffurtherandhighereducationinstitutionsiseffectivestudentlearning,thecreationofaneducated,skilledworkforcewithstrongsocialvaluesandcitizenshipskills.Wehavefoundnoevidencethatcitizenshipisimprovedbybetterlearningenvironments.However,ifthedeliveryoftheSFCmissionprovedtorequiregreaterinvestmentinspaceandfacilitymanagementthanhasbeentraditional,togetherwithhigherlevelsofinvestmentinICTinfrastructureandtechnology,itmaybeapriceworthpaying.Ifbysodoing,academicstaffmakebetteruseoftheirtime,thenitwouldcertainlybewelljustified.

39Forafurtherdiscussionofspaceefficiency,seetheSpaceManagementGroupwebsitewww.smg.ac.ukandtheworkingpaperbyAMAAlexiMarmotAssociatesandDavisLangdon(2005),Assessmentoftheimpactofdesignonspaceefficiency.

Inthecourseofthisresearchproject,wehaveidentifiedanumberofideasthatwouldhelptoencouragemoreexperimentationanddevelopmentofeffectivelearningspacesinScotland.Someactionsarebestundertakenbyindividualinstitutions,othersbythedesignandITsector,whileSFCcanplayakeyroleinpromotinginitiativesandsponsoringresearch.

6.1 Whatindividualcollegesanduniversitiescando– Articulatealearningandteachingplanlinkedto

thestrategicdevelopmentandestateplans.– Auditthelearningstylesthatarepossible

withintheexistingestateandtechnologicalinfrastructure,andidentifyanygaps.

– Encourageexperimentationinnewlearningmodesfromenthusiasticmembersofstaffandlearners.

– Whennewdevelopmentsorrefurbishmentsareplanned,encouragediscussionbetweenpeopleinacademicdepartments,educationaldevelopment,estatesandIT,onthemostsuitablelearningenvironmentsfortheirteachingandlearningstyles.

– Usetoolstohelpacademicstaffreflectonhowbesttheywishtoteach,andhowbesttohelpstudentslearn.Questionnaires,visioningworkshopsandvisitsareallhelpful40.

– Visitgoodexampleselsewheretolearnfrombestpractice.

– Seekoutandselectarchitecturalanddesignteamsforcapitalprojectsbasedpartlyontheirfamiliaritywithnewlearningmodes.IncorporatethisrequirementintotheOJEUprocurementprocess.

– Introducemodestchangesintotraditionallecturetheatres,classroomsandseminarroomstoimprovethelearningenvironment.

– Provideappropriatetrainingandsupportforacademicstaffinlearninghowtousenewfacilitiesdesignedfordifferentlearningmodes.

– Helpinitiatenewlearnersintheuseofdifferentenvironmentsandresourcestoaidtheireducation.

– Workactivelywiththepeopleresponsiblefortimetabling,facilitymanagement,ITandaudiovisualequipmentandroomsetup,toagreehowspaceswillbemanaged.

– Seekfeedbackfromstudentsandstaffontheirresponsetodifferentlearningenvironments.

– Conductpost-occupancysurveyseverytimeamajorcapitaldevelopmentiscompletedinordertolearnlessonsandtherebyimprovingthenextinvestment.Thebestsurveysembracemanyaspectsofthebuiltenvironmentandlearningoutcomes.

– Seekfundingfromoutsidesuppliersandotherbodiestoexperimentwithlearningspacesina‘learninglaboratory’.

6.2 Whatthedesignandsupplierindustryneedstodo

– Developergonomicfurniture,whichismobile,easilyconfigurable,efficientlystackable,robustandattractive.

– Designtablesforsmallgroupstoworkcollaboratively.– InvestinthedesignofrobustICTandaudio-

visualequipment,withstandarduserinterfaces,thatisintuitivetousebyfacultyandlearners.

– Sponsorresearchtotestandevaluatenewfurniture,equipmentandsoftwaredesignedtoimprovelearning.

– Providefundingtouniversityresearcherstodevelopandtestlearningconceptsandproductsina‘learninglaboratory’.

6.3 OpportunitiesforSFC– Urgeinstitutionstoarticulatealearning

andteachingplanlinkedtothestrategicdevelopmentandestateplans.

– Encouragetheexplorationofnewideasandinnovativepilotprojectsinthedesignofneworrefurbishedlearningspaces.Forexample,makeanannualawardforthemostinnovativelearningspacecompletedinthepastyear.

– Considercreatingawebpagepublicisingthelatestinnovationinlearningspaces,linkedtorelatedwebsites.

– Supporttheexchangeofinformationwithinternationalgroupsworkingonnewlearningenvironments.

– Fosterinterdisciplinarydebatewithacademics,learningdevelopmentunits,ITandestatesgroups.

– ConsiderincorporatingmorequestionsonthequalityoflearningspacesintotheannualOnTrackstudentsurvey.

– Encouragepost-occupancyevaluationofallrecentlycompletedprojects,andtheuseofguidancefromtheHEDQF.

– Stimulatelearningfrompost-occupancyevaluation.– Sponsorfurtherinvestigationintothe

relationshipbetweendensity,spaceefficiency,spacemanagementandlearningmodes.

– Supportthedevelopmentofbriefingnotesforlearningspaces–technicaldescriptionsoftypicalnewlearningenvironments,theirfeatures,technology,furnitureandmanagement.Makethebriefingnotesavailabletoallinstitutions,inprintand/orviatheweb.

6 Creatingimprovedlearningspaces

40SeeforexamplethePrototypeLearningSpaceDesignSurveyfromtheTLTGroup(Teaching,LearningandTechnology)www.tltgroup.org

APPENDIX1:Researchmethodology

Severaldifferentmodesofenquirywereusedtoexplorethistopic,asdescribedbelow.KnowledgeofthedesignofeducationalspacesgainedfromprofessionalpracticeandresearchcarriedoutforHEFCEonspace-managementinuniversitieshasalsobeenincorporated.

Literaturereview:• Anextensivereviewofliteraturesourcedthroughweb

andprintwasconductedoverafour-monthperiod.

• Keyareasoffocusincluded: – trendsinhigherandfurthereducation – howpeoplelearnbest – therelationshipbetweentechnologyandlearning – theimpactofphysicalspaceupon

learningoutcomes

• Inaddition,ananalysisofstudentprospectusesfrommanyHEandFEinstitutionsinScotlandwasconductedtoexplorehownewpedagogicalapproachesandspacesforlearningarebeingmarketedtopotentialstudents.

Interviews:• Telephoneinterviewswereconducted

withrepresentativesoffournationaleducationalorganisations:

– HMInspectorateofEducation(HMIe) – ScottishFurtherEducationUnit(SFEU) – HigherEducationAcademy(HEA) – QualityAssuranceAgency(Scottishoffice)

• Thepurposeoftheinterviewswasto: – obtainexpertopiniononchangestaking

placeintertiaryeducation,withspecificreferencetotheScottishcontext

– obtainviewsontheimpactofphysicalspaceonlearningoutcomesandanybestpracticeexamples

– identifyadditionalrelevantresearch/materials.

• Anumberofintervieweesfromadditionalinstitutionswerecontactedbutwereunavailableforinterviewduringthestudyperiod.

Casestudies• Fourcasestudieswereconductedtoprovide

adetailedperspectiveonthequalityofnewerlearningenvironmentscurrentlybeingdesignedandbuiltinScotland.

• AlistofinstitutionswithrecentlycompletedorongoingbuildingprojectsofinterestwasdrawnupincollaborationwithSFC.Fromthese,ashortlistofeightwasreached,fromwhichspacesatthefollowingfourinstitutionswerefinallyselected:

– JohnWheatleyCollege,EasterhouseandEastEnd – UniversityofStrathclyde,JamesWeirBuilding – Edinburgh’sTelfordCollege,WestGrantonRoad – GlasgowCaledonianUniversity,SaltireCentre

• Eachinstitutionwascontactedbyletter/emailandaskedifitwouldbehappytoparticipateinthestudy.Allwerekeentobeinvolvedandweresubsequentlyvisitedbymembersoftheprojectteamwhospentseveralhoursateachsiteobservingandanalysinglearningspacesandconversingwithkeymembersofstaff.

• Eachvisitwassupplementedwithdeskresearch,floorplananalysis,andcheckingoffactswiththeinstitution.

Learningandteachingtrendssurvey• Basedonfindingsfromtheliteraturereview,a

shortonlinesurveywasdevisedtoexploretheextenttowhichwidelyquotedtrendsinhigherandfurthereducationareperceivedtobeimpactingtheScottishtertiaryeducationsector.

• Thesurveyfocusedontrendsinfourkeyareas: – studentdemographics – teachingmethods – technology – teachingandlearningspaces.

• Respondentswerealsoaskedtoratetheimpactofcertainspacesonstudentlearningoutcomesandtoprovideexamplesofanyexemplarylearningspaceswithintheirowninstitution.

• Aseriesofemailsinvitingresponsestothesurveyweresenttorepresentativesfromeachofthe65Scottishinstitutions.Intotal,121individualswerecontacted,encompassingabroadrangeofrolesandresponsibilities,including:

– Principals,ViceChancellors,otherseniormanagers – EstatesManagers – Roomtimetablers – Peopleinteachingandlearningdevelopmentunits – Peopleininformationand

communicationstechnology.

• Thesurveywasmadeavailablefortenweekstoallowpeopletorespondduringorafterthesummerrecess.Severalremindersweresentout.

• Resultswereanalysedtoexploretheoverallrateofchangepredicted.PerceiveddifferencesbetweenHEandFEinstitutionsandbetweenpeopleindifferentroleswithintheinstitutionwereinvestigated.Wherepossibleresultshavebeencomparedagainstavailabledatasources.

• AfulldescriptionoftheresultsisshowninAppendix4.

APPENDIX2:Peopleandorganisationsconsulted

Wewouldliketothankthepeoplewecontactedaspartofthisstudyandwhokindlygaveusmuchoftheirtimeandprovidedvaluableinformationandinsights.

JimBoyle ProfessorofMechanicalEngineering,UniversityofStrathclyde

BruceHeil DeputyPrincipal,Edinburgh’sTelfordCollege

BobHunter UniversityofBirminghamPeterJamieson UniversityofQueenslandIanGraham Principal,JohnWheatleyCollegeAlexKirk DeputyPrincipal,John

WheatleyCollegeIainLowson HMInspectorateofEducationJohnMcCann DeputyChiefExecutive,Scottish

FurtherEducationUnitEleanorMagennis AssistantDirectorSpace-

managementandPlanning,UniversityofStrathclyde

NormanSharp DirectorQualityAssuranceAgency(Scotland)

ChristineSiebelt ClusterManager,JordanhillCrawfurdComplex,UniversityofStrathclyde

BrendaSmith AssistantDirectorofProgrammesDivision,HigherEducationAcademy

ChrisWatson Director,Post-occupancyEvaluation,Wellington,NewZealand

LesWatson ProViceChancellor,GlasgowCaledonianUniversity

Wewouldalsoliketothankthe60individualsfromthefollowinginstitutionswhotookthetimetocompletethesurveyoflearningandteachingtrends:

Banff&BuchanCollegeBellCollegeCardonaldCollegeCumbernauldCollegeDumfriesandGallowayCollegeGlasgowCaledonianUniversityGlasgowSchoolofArtHeriotWattUniversityJamesWattCollegeofFurther&HigherEducationJewel&EskValleyCollegeJohnWheatleyCollegeKilmarnockCollegeNapierUniversity

OatridgeCollegePerthCollegeRobertGordonUniversitySabhalMorOstaigStowCollegeUHIMillenniumInstituteUniversityofAberdeenUniversityofAbertay,DundeeUniversityofDundeeUniversityofEdinburghUniversityofGlasgowUniversityofPaisleyUniversityofStAndrewUniversityofStirlingUniversityofStrathclydeWestLothianCollege

APPENDIX3:Educationaltrends

Thissectionsummariseskeytrendsthatinfluencethecreationofeffectivelearningspaces.Itisnotintendedtobeanexhaustivereviewoftheenormousbodyofliteratureavailableoneducationalpolicy,e-learningandotherrelevanttechnologies,orthepsychologyoflearning.Relevantpolicies,theoriesanddatathatinformdesignhavebeenselected.Educationintheneweconomy

• Knowles(1984),“Themostsociallyusefulthingtolearn[ing]inthemodernworldistheprocessoflearning”.41

• Approachestowhatconstituteseffectivelearninghavechangedoverthepast50years,fromtherotememorisationoffactsandfigurestoanabilitytoproblem-solveandapplyknowledgetonewsituations.

• Whileearly20thcenturyeducationfocusedontheacquisitionofknowledgeandspecificskills,thereistodayagreaterfocusoncriticalthought,clarityofexpressionandcomplexproblem-solving.Hence,thecomplexityandrangeoflearningrequirementshavechanged.

• Thisisprimarilydrivenbychangesintheskillsrequiredforworkinthenewknowledgeeconomy,whichdemandsamorequalified,highlyskilled,creativeandflexibleworkforce.

• Asaconsequence,theeducationsectorwillcontinuetoplayanincreasinglyimportantpartinmostpeople’slives.Tomorrow’sworkerswillneedtobemorepreparedthaneverbeforetochangeemployersandrolesregularlyandtocontinuelearning,trainingandacquiringskillsthroughouttheirlifetime.

• Sinceemployabilityisakeygoalformostlearners,itfollowsthat‘oneoftheprimaryobjectivesofcollegesandhighereducationinstitutionsmustbetohelplearnersto[buildon]theirpreviousexperience,and[givethem]opportunitiestodevelopenterprisingskillsandattitudes’42.

41Wilson,Jenny,2004,Understandinglearningstyles:implicationsfordesigneducationintheuniversity,UniversityofTechnology,Sydney,p394,January.42SFCHE/SFCFELearningtoWork,EnhancingemployabilityandenterpriseinScottishfurtherandhighereducation(2005),p10.

• InlinewiththetargetsoftheScottishExecutive,thefundingcouncilhasavision‘tocreateanddevelopanoutstandingandsustainablesystemoftertiaryeducation,learning,trainingandresearch’focusedon:theimprovementoflearningandskillsinScotland;fairaccess,participationandprogressioninandthroughtertiaryeducation;thecreationandtransferofknowledge;acoherentsystemofwell-led,innovativeandresponsivecollegeandhighereducationinstitutions.

• Tofurthertheseaims,theformerlytwofundingcouncilsforFurtherandHigherEducationhaverecentlymerged,creatingtheunifiedScottishFundingCouncil(SFC).

WhostudiesinScotland?

• ThetotalnumberofstudentsinvolvedinhigherandfurthereducationinScotlandisontheincrease.TheparticipationratewithinScotlandisalreadyover50%46andScottishuniversitiesarepopularwithinternationalstudents.

• AsshowninFigure1thereareapproximately402,000studentsstudyinginFEcollegesinScotland(anoverallincreaseof5%from1998-99figures)andapproximately196,000studentsstudyinginHEinstitutions(anoverallincreaseof11%from1998/99figures).

• Parttimestudentsaccountfor27%ofstudentsatHEinstitutions,and82%ofstudentsinFEcolleges(figure1).

• StatisticspublishedinareportbytheScottishExecutive47showthat:

– 76%ofallstudentsinScotlandareScottish. – Themajorityofnon-Scottishstudentsare

fromotherpartsoftheUK,withapproximately2%fromotherpartsoftheworld.

– SlightlymorethanhalfofstudentsinScotlandarefemale.

– 94%ofScottishstudentsareCaucasian.

• AsillustratedinFigure2,maturestudentsover25yearsofagewithinFEcollegesmakeup56%ofthestudentbody.

• Unfortunately,therearenodirectlycomparabledataforHEinstitutions.However,figuresshowthat60%ofthestudentbodyareagedover21.

PolicyandeducationalcontextofScottishFurtherandHighereducation

• Thereare43furthereducationcollegesand21highereducationinstitutionsinScotland.

• FundingwithinthetertiaryeducationsectorisdistributedviatheScottishFundingCouncil(SFC)–non-departmentalpublicbodyresponsibleforthedistributionofmorethan£1.5billioneachyear.

• TheScottishExecutiveholdsresponsibilityforeducationalpolicy.TheExecutivehassetoutanagendaforthemodernisationofthetertiaryeducationsectorinScotland.ItemphasisestheroleofeducationandtraininginthegrowthoftheScottisheconomyanditsroleintheprovisionoflifelonglearning,socialinclusionandcitizenshipandthecreationofanenterprisingworkforce.

• Thelife-longlearningstrategydevelopedbytheScottishExecutivehighlightsthegrowingimportanceofskilldevelopmentincreatingacompetitiveeconomyasScotland’sworkingpopulationages.Thestrategyisaimedatachieving‘thebestpossiblematchbetweenthelearningopportunitiesopentopeopleandtheskills,knowledge,attitudesandbehaviourswhichwillstrengthenScotland’seconomyandsociety’.43

• Inlinewiththisstrategy,Scottishuniversitiesandcollegesaremakingeducationaccessibletoawideningbandofstudentsbyofferingagreaterrangeofflexibleorparttimestudyoptions.Manyoftheseinstitutionsoffer‘flexiblelearning’opportunities,someofwhicharealsomarketingtheironlineanddistancelearningcoursestofurtherwidenpotentialparticipationrates.44

• Toimprovetheopportunitiesforlife-longlearningandsocialinclusion,theScottishExecutiveislookingtothefurthereducationsectortoimprovecollaborationandinnovation,highlightedinagrowingtrendtowardsmergersbetweencolleges.InanarticlepublishedbytheScottishFurtherEducationUnit,Irons(2003)45suggeststhatwillingnessandabilitytocollaboratewillbeanecessaryelementinthedevelopmentofcolleges.

• Thereisalsoadrivetoblurtheboundariesbetweenfurtherandhighereducationthroughinitiativessuchasthe‘2+2’model.Morethan40%ofScottishhighereducationiscurrentlydeliveredthroughfurthereducationinstitutions.

43ScottishExecutive,2003,Lifethroughlearning:Learningthroughlife,ThelifelonglearningstrategyforScotland,ScottishExecutive,February.44Analysisof2005availableScottishprospectusesconductedbyAMAaspartofthisresearch.45ScottishFurtherEducationUnit,2003,Collaborationandthecollegeestate,Iron,A

46Brown,Mike,2005,Mergersurge:Scottishcollegesarefindingstrengthinunity,TheGuardian,7thJune,pp21.47ScottishExecutiveStatisticsPublicationNotice,11May2005

Waysoflearning:theoreticalapproachesineducationalpsychology

• Early20thcenturyattemptstostudylearningsystematicallytookanobjectiveapproach,viewingitasaprocessofformingconnectionsbetweenstimuliandresponse(behaviouristapproach).

• Whilethisapproachservedtoexplainsimplecauseandeffectlearntresponses,itfailedtocapturethemorecomplexrelationshipsbetweenemotion,cognition,motivationandlearning.

• Duringthe1950’s,aseriesofseminalstudiesintochildcognitionbyJeanPiagetillustratedthatlearningisadevelopmentalprocessinwhichfixedconceptualisationsoftheworld(‘schemas’)canbechallenged–andultimatelychanged–throughtheactiveexplorationofconcepts.Insimpletermsthiscanbeunderstoodas‘learningthroughdoing’.

• Piagetwasoneofthefirsttheoriststorecognisetheimportanceofsocialcontextinthelearningprocess.Piaget’swork(1962)builtuponearlierworkbyVygotsky(1896–1934),whose‘socialdevelopmenttheory’recognisedcognitivedevelopmentasalife-longprocess,drivenbysocialinteractionandsociallearning.

FigureA2:Maturityofstudentsbyinstitutiontype,1998–2004

(1) FiguresforstudentsinSHEFCfundedinstitutionsHESA2003-04byheadcount. FiguresexcludetheOpenUniversityinScotlandandtheUHIMillenniumInstitute.(2) FiguresprovidedbytheSFCinhousestatistics. Note:FiguresforHEdefine‘mature’asagedover21.FiguresforFEdefine‘mature’asagedover25.

• Vygostky’stheoryisofparticularrelevancetoeducationasherecognisedthekeyrolethatteachersandpeerscanplayinwideningthegapbetweenknowledge(attainablethroughindependentlearning),andin-depthunderstanding(attainablethroughdirectedandcollaborativeproblemsolving).Inotherwordshedemonstratedthatstudentsareabletoperformtaskswithadultguidanceorpeercollaborationthattheycouldnotachievealone.

• MorerecentconceptualisationsofVygostsky’sworkcanbeseeninthetheoryofsocialconstructivism,whichholdsthatallmeaningandknowledgeiscreatedthroughsocialinteraction.Centraltothistheoryistheideathatnewknowledgeandunderstandingarecreated,basedonwhatpeoplealreadyknowandbelieve.Translatedintoaneducationalsettingthispowerfullysuggeststwothings.Firstly,successfultuitionrequiresanunderstandingoftheviewsanindividualorgroupalreadyhold.Secondly,thatactiveparticipants,betheystudentorteacher,areengagedinthelearningprocess.

FigureA1:Changesinstudentnumbersbyinstitutiontype1998–2004

(1) FiguresforstudentsinSHEFCfundedinstitutionsHESA2003-04byheadcount. FiguresexcludetheOpenUniversityinScotlandandtheUHIMillenniumInstitute.(2) FiguresprovidedbytheSFCin-housestatistics.

Type Mode source1998–99 2003-04

%growthheadcount % headcount %

Fulltime 1 131,239 74.3% 143,134 73.0% 9.1%

Parttime 1 45,365 25.7% 53,053 27.0% 16.9%

TOTAL 1 176,604 196,187 11.1%

Fulltime 2 66,268 17.4% 71,807 17.9% 8.4%

Parttime 2 314,496 82.6% 330,410 82.1% 5.1%

TOTAL 2 380,764 402,217 5.6%

Type Age source1998–99 2003-04

Young 1 70,189 39.7% 72,765 37.1% 3.7%

Mature 1 106,415 60.3% 123,422 62.9% 16.0%

TOTAL 1 176,604 196,187 11.1%

Young 2 154,523 43.8% 155,134 41.9% 0.4%

Mature 2 198,017 56.2% 214,993 58.1% 8.6%

TOTAL 2 352,540 370,127 5.0%

• Advancedstudiesofcognition,mostnotablyinthefieldofcognitivescience,havedemonstratedthatsuccessfullearnersalsoengagein‘metacognition’–theydemonstratean‘awarenessoftheprocessoflearning’.Studiesintothedifferencesbetweenexpertsandnovicesinsubjectareassuchasmathematicsandphysicshaveillustratedthatexpertsaremoreabletoreflectontheirprogresswhilelearning,makechangesandadapttheirlearningstrategiesiftheyarenotperformingwell.

• Therehasbeenmuchdebatewithinpsychologyandeducationastotheimportancethatindividualdifferences(suchasgenderandage)haveonpreferencesforlearningstylesandcomprehensionlevels.Whilemanystudieshavebeenconductedinthisarea,therelationshipbetweentheseandothervariablessuchasmotivation,IQ,andsocialcontextareverycomplexandthereforenoconclusivefindingscanbereported.

• AnextensiveliteraturereviewbytheNationalAcademyofSciences(2000)48identifiedthreekeylearningstyles,consistentwiththetheoriesoutlinedabove,whicharesupportedbyastrongknowledgebase.Thesecanbesummarisedas:

– learningthroughreflection– learningby‘doing’– learningthroughconversation.

• Consistentwiththetheoriescitedabove,approachestolearningarechanging.Traditionalteacher-centredmodels,wheregoodteachingisconceptualisedasthepassingonofsoundacademic,practicalorvocationalknowledge,arebeingreplacedwithstudent-centredapproaches,wherecontentandknowledgeareconstructedthroughasharedunderstanding.ThisiswelldescribedbyBarrandTagg(1995)astheshiftfroman‘instruction’paradigmtoa‘learning’paradigm49.

Empiricalandappliedresearchfindings

• Whiletherearemanystudiesofcognitivesciencethatexplorelearningstyles,therearefewempiricalstudiesthatlinkthisbodyofresearchtotheenvironmentinwhichlearningtakesplace.However,muchoftheresearchquotedbelowhasbroadimplicationsforthedesignoflearningenvironments.

• Studieshaveshownthatwithoutabreak,themaximumconcentrationspanofstudentsinlecturesisabout10–15minutes50.

• Bligh(1998)51concludedfromanextensiveliteraturereviewofstudieswhichcompareteachingmethodsthatlecturesare:

– nomoreorlesseffectivethanothermethodsintransmittingfactsandinformation

– notaseffectiveasdiscussionmethodsinpromotingthought

– relativelyineffectiveforteachingvalues,inspiringinterestinasubjectorforpersonalorsocialadjustment

– relativelyineffectiveforteachingskills.

• Researchinotheracademicenvironments,includingprimaryandsecondaryschools,canprovidesomeindicationastohowlearningoutcomesareinfluencedbyspacetypes.KeyresearchconductedinAmericanschoolsexploringtheimpactofsizefoundthat,ingeneral,studentsinsmallerclassesperformedbetter52.

• Manystudiesalsopointtotheuseofspacetofacilitategroupdiscussionandinformaltuition.Student-ledsessionshavebeenfoundtoresultinwider-rangingdiscussionsandmorecomplexlearningoutcomes(Tang,1998),andsomeresearchindicatesthatgroupproblem-solvingissuperiortoindividualproblem-solving(Evans,1989)53.

• Evidencefromarchitecturalcoursessuggeststhatstudentslearntechnicalskillsmoreefficientlyandincorporatethemmorereadilyintothebuildingdesignprocesswhentheyareacquiredonanas-neededbasisduringongoingdesignprojects(Allen,1997)54.

• Thereisalsoevidencethatsuggestsprivatestudyspaceisimportant.Teachingpracticescongruentwithametacognitiveapproachtolearning(thatfocusonsense-making,self-assessment,andreflectiononwhatworkedandwhatneedsimproving)havebeenshowntoincreasethedegreetowhichstudentstransfertheirlearningtonewsettingsandevents.

• Differencesinlearningstylessuggestthatarangeofteachingapproachesisappropriate.A10-yearresearchprogrammeattheUniversityofTechnology,Sydney,demonstratedthatbyhelpingstudentstounderstandtheirownlearningstyles,improvedcomprehensionlevelsandreducedattritionrateswereachieved.55

• Insummary,evidencesuggeststhatarangeofteachingandlearningenvironmentsshouldbeavailable.Thesespacesshouldbeaviewedbyacademicprofessionalsastoolssuitedtoparticulartasksanddesignedtosupporttheparticularmodeofrequiredlearning.

48Bransford,JohnD,Brown,AnnL,Cocking,RodneyR,2000,HowPeopleLearn:brain,mind,experienceandschool,NationalResearchCouncil,NationalAcademyPress,WashingtonDC.49Barr,RandTagg,J(1995)AnewparadigmforUndergraduateEducation,FromTeachingtoLearning,Change,November,p13-2550Bligh,Donald,2000,What’stheuseoflectures?,Jossey-Bass,SanDiego,California.

51Bligh,Donald,2000,What’stheuseoflectures?,Jossey-Bass,SanDiego,California.52Pate-Bain&Achilles,1992,Classsizedoesmakeadifference,PhiDeltaKappan,November53AllstudiesquotedinBransford,JohnD,Brown,AnnL,Cocking,RodneyR,2000,HowPeopleLearn:brain,mind,experienceandschool,NationalResearchCouncil,NationalAcademyPress,WashingtonDC.54Allen,Edward.(1997).Secondstudio:Amodelfortechnicalteaching.JournalofArchitecturalEducation,V51,Issue#2,November.55Wilson,Jenny,2004,Understandinglearningstyles:implicationsfordesigneducationintheuniversity,UniversityofTechnology,Sydney,January.

Type Mode source1998–99 2003-04

Fulltime 1 131,239 74.3% 143,134 73.0% 9.1%

Parttime 1 45,365 25.7% 53,053 27.0% 16.9%

TOTAL 1 176,604 196,187 11.1%

Fulltime 2 66,268 17.4% 71,807 17.9% 8.4%

Parttime 2 314,496 82.6% 330,410 82.1% 5.1%

TOTAL 2 380,764 402,217 5.6%

Technology,e-learninganddistance-learning

• Theterm‘e-learning’hasbeenusedtocoverabroadrangeofissues.ItwasrecentlydefinedinanSFCreportas‘networkedaccesstodigitallearningmaterialsandcommunicationsystemstodeliverandsupportlearning’56.

• Thepotentialroleofe-learninginrevolutionisingthedeliveryofeducationhasbeenmuchvaunted.Asthecostofhardwarecontinuestofall,connectivitybecomesfasterandsimpler,andmoresophisticatedsimulationtechnologiesaredeveloped,thereisnodoubtthiswillcontinue.

• AdiscussionpaperfromProjectKaleidoscope57,aUSnetworkofscience-basedteachingprofessionals,citesanumberofareasinwhichtechnologycanbeusedtoenhancelearning,including:

– developingauthenticproblemsparalleltothoseadultsfaceintherealworldandfacilitatingreflectiveinquiry

– usingmodellingtobridgebetweenexperienceandabstraction

– providingarangeofmediaandtoolstosupportindependentlearning

– facilitatingincreasedinteractionbetweentutorsandstudentsthroughtheuseofemailanddiscussionforums

– enablingstudentstolearnfromadiversepopulationoftutorsandpeersthroughthecreationofvirtual‘cyberlabs’

– increasingthequalityandavailabilityoflearningresourcesbycreatinginterdisciplinaryonlinetoolssharedwithotherinstitutions.

• Scotlandhasbeenparticularlyinnovativeintheuseoftechnologyande-learningtosupportdistance-learninginitiatives,possiblybecauseitscollegesanduniversitiesaredistributedacrossadiverselandscape,fromlargecitiestoremotehighlandareas.

• OneScottishuniversity,theUHIMillenniumInstitute,isavirtualnetworkof15collegesandresearchinstitutionslocatedthroughouttheHighlands&Islands.Theinstitutesupportsalargeremotepopulationandhasbeendesignatedahighereducationinstitutionsince2001.

• Statisticssuggestthatthenumberofstudentsindistancelearninghasbeenincreasingsteadilyoverthepastfiveyears.10%ofhighereducationstudentsinScotlandarecurrentlydistance-learners.Interestingly,thenumberofstudentsintheOpenUniversityinScotlandgrewby21%between1998and2004.

• Whiletherearemanyexcellentexamplesofe-learninginitiatives,thereisatendencytoexaggeratetheanticipatedrateandnatureofchange.Tomanyeducationalists,theimpactthatdigitaltechnologyishavingonpedagogywithintraditionalteachingspaceswillbemoresignificantinthelongrun.

• ArecentstudybyJISCintotheimpactoftechnologyonphysicalspaceconcludesthatlearninginthefutureislikelytobetailoredtoindividualneeds.However,therewillstillbeschools,collegesanduniversitieswithaphysicalpresence,albeitusedinamoreflexibleway.Lecturers,teachersandtutorswillstillbeattheheartofthelearningprocessbuttheirrolewillevolve.58

• TheJISCstudyalsosuggeststhatitisimportanttounderstandfullythepedagogicandoperationaldriversbehindtechnologicalinnovationinspace.Wheretherearenopedagogicdriversinthecreationoftechnology-enhancedspaces,effectivenewteachingstylesareunlikelytodevelop.

• ThisisinlinewithconclusionsinarecentreportbySFC59exploringthefutureroleofe-learninginScottishtertiaryeducationwhichstatethate-learningtendedtosucceedwhendrivenbypedagogicalneeds,notbytechnology.Giventhateducationisasocialprocess,thereportrecommendsthatinstitutionsshouldconsiderhowe-learningtechniquescouldbebestintegratedwithtraditionalteachingmethodsinordertoachievea‘blendedlearning’approach.

• TheSFCreportintothefutureofe-learningalsonotesthat,forScottishinstitutionstotakeadvantageofe-learningopportunities,thereisaneedforcontinuedinvestmentintheJANETnationalinfrastructure(JointAcademicNETwork).Italsostatesthatfore-learningtohavethepotentialtotransformtheeducationallandscape,thereisaneedforgreatercollaborationbetweeninstitutionsandothernationalorganisations.

• Investmentisalsoneededintechnologiesbasedonmobiletechnology–‘m-learning’.AreportbyJISC60onthefutureofmobiletechnologiescitesthreereasonswhytheywillplayastrongroleineducation:prevalenceofownershipinthe16-24agegroup;supportofthelifelonglearninginitiativethroughaccesstonewaudiencesandwideningparticipation;andthattheysupporttheprevailingconstructivistpedagogy.

56JointSFEFC/SHEFCE-LearningGroupFinalReport,2005,p1157PKALRoundtableoftheFuture,2001,InformationTechnologyIntheServiceofStudentLearning,ProjectKaleidoscope.58JISCstudy(2005)Howinnovativetechnologiesareinfluencingthedesignofphysicallearningspacesinthepost16sector59JointSFEFC/SHEFCE-LearningGroup:FinalReport(2005)60Anderson,Paul,Blackwood,Adam,2004,MobileandPDAtechnologiesandtheirfutureuseineducation,JISCTechnologyandStandardsWatch:04-03,November.

APPENDIX4:Learningandteachingtrendssurvey

Whoresponded?

• Atargetresponserateof51%wasachieved(62responsesto121invitations)

• Responseswerereceivedfromatotalof29individualinstitutions:

– 16colleges – 13HEIs

• ThemajorityofresponseswerereceivedfromSeniorManagers,EstatesManagersandITprofessionals.

Summaryofkeyfindings

• Thesurveyidentified37keytrendsrelatingtochangesinthe:

– demographicdiversityofstudentintake – institutionalapproachtoteachingandlearning – ITprovision,useofmultimedia

andcampusconnectivity – provisionoftraditionalandinnovative

teachingandstudyspaces.

• Mosttrendsidentifiedinthesurveywereperceivedtobeontheincrease.However,therewasaperceivedreductionintheuseoflecture-styleteachingmethodsandinthenumberoftaughtcontacthoursperstudent.

• AdetailedanalysisofthedatabyinstitutiontyperevealedthattheperceiveddeclineintheuseoflecturestyleteachingmethodswasspecifictoHEinstitutions

• ThetopfivetrendsidentifiedallinvolvedtheapplicationofIT.Insomecasesthishadadirectrelationshiptophysicalspace,suchastechnology-enhancedsocialspacesanduseofwirelessnetworkingacrosstheinstitution.

• WhilethisgeneralviewwassharedbetweenFEandHEinstitutionsthereweresubtlevariations.WhereHEinstitutionsfocusedontheuseofinteractivetechnologyintheclassroomenvironment,FEcollegesfocusedontheuseofmultimediatechnology.

• Acomparisonofthetopfivetrendsnotedbyrespondentsfromdifferentprofessionalgroupsidentifiedsignificantlydifferentkeytrends.ITprofessionalssawIT-relatedtrendsasthegreatestgrowthareaandestatesmanagementprofessionalswerefarmoreinclinedtopredictchangesinthenatureofthephysicalspacesbeingprovided.Seniormanagersappearedtotakeamoreholisticview,incorporatingsomeaspectsofIT,physicalspace,sustainabilityandcitizenshipissues.

• Morethanthree-quartersofrespondentsperceived

thatthediversityofstudentsenrolledattheirinstitutionwouldincreaseovertime,withincreasesinthenumberofinternationalstudentsandpart-timers,culturally-diverseandmaturestudents.

FigureA3:Perceivedchangesinstudentdemographics

Percentageofinternationalstudents(n=54)

Percentageofparttimestudents(n=54)

Culturaldiversityofstudents(n=54)

Studentsatoutreachcentres(n=54)

Percentageofmaturestudents(n=54)

Percentageofstudentsenrolledonvocationalcourses(n=54)

Percentageofstudentscompletingpartoftheircourseatoneormoreotherinstitutions(n=53)

significantincrease slightincrease remainthesame slightdecrease signifcantdecrease don’tknow

41 48 7 4

31 50 11 2 6

30 44 22 4

26 20 37 15

24 56 11 2 7

13 28 44 13

6 53 21 2 19

%ofrespondents

Source:AMAlearningandteachingtrendssurvey,September2005Note:Percentagesmaynottotal100percentduetorounding

• Thepercentageofinternationalstudentswasperceivedasthemaingrowthtrend,with41%ofrespondentsanticipatingasignificantincrease.

• Morethanhalfoftherespondentsfeltthatstudentswereincreasinglylikelytocompletepartoftheircourseatmorethanoneinstitution.

• Almosthalffeltthatagrowingnumberofstudentswouldbetaughtthroughoutreachcentres,althoughasimilarnumberfeltthiswouldremainunchanged.

• Slightlylessthanhalfoftherespondentsexpectedincreasedenrolmentsonvocationalcourses.

• FigureA4illustratestheactualtrendsinstudentdemographicsforasix-yearperiodfrom1998.Itisinterestingtonotethatthecurrentpercentagesofpart-timestudents,maturestudentsandnon-Scottishandnon-UKentrantshavenotchangedgreatlyovertime.Thepercentageofnon-Caucasianstudentsinhighereducation,whichhasalmostdoubledinbothHEandFE,isthemaindiscernibletrend.

• Theuseoflecture-styleteachingmethodsandthenumberoftaughtcontacthoursperstudentarethemaindownwardtrendsnotedbyrespondents.Norespondentsfeltthateitherwouldincreasesignificantlyovertime.

Datasourcedfrom(1)HESAStatsand(2)SFCStatsand(3)ScottishExecutive*Note:ForHEmaturestudentsare21oroveron31stofAugustoftheacademicyear**Note:forHEmaturestudentsincludethosestudentsaged25andolder

FigureA5:Perceivedchangesinteachingmethods

Source:AMAlearningandteachingtrendssurvey,September2005

Useofmultimediaforteachingorassessment(n=51)

Useoftaskandproblembasedteachingmethods(n=50)

Useofgroupassessmentteachingmethods(n=50)

Teachingduringtwilighthours(6pm-9pm)(n=51)

Useofsmallgrouptutorials(n=49)

Useofapprenticeshipteachingmethods(n=50)

Numberoftaughtcontacthoursperstudent(n=50)

Type DataSource 1998–99 1999–00 2000–01 2001–02 2002–03 2003–04

%ParttimeHE 1 25.7 27.0

FE 2 82.6 82.3 82.9 83.9 83.1 82.1

%MaturestudentsHE 1 60.3 62.9

FE 2 56.2 56.8 57.2 57.2 58.1 58.1

%Non-caucasianHE 1 5.0 9.0

FE 2 2.4 2.9 2.9 3.4 4.2 4.5

%Non-ScottishstudentsHE 3 29.6

FE 2 3.1 2.2 1.5 1.8 1.4 1.5

%Non-UKstudentsHE 1 7.6 13.7

FE 2 1.3 1.1 1.1 1.1 0.9 1.0

%MaleOverall

3 46 45.6 44.8 44.5 44.4 44.2

%Female 3 54 54.4 55.2 55.5 55.6 55.8

FigureA4:Studentdemographics,1998–2004

Provisionofdistancelearning(n=50)

Roleoftheinstitutioninthedevelopmentofcitizenshipskillsamongststudents(n=50)

Useoflecturestyleteachingmethods(n=50)

%ofrespondents

31 4 4

40 42 12 6

26 38 26 10

20 54 14 2 10

30 2 10

51 25 4 4

14 33 33 10 10

8 30 18 6 2 36

6 16 48 24 6

4 14 56 16 10

Note:Percentagesmaynottotal100percentduetorounding

• Theuseofmultimediaforteachingorassessmentandtheprovisionofdistancelearningwereperceivedtobeincreasingsignificantly.

• Increaseswerealsoanticipatedintheuseoftaskandproblem-solving-basedteachingmethods,smallgrouptutorialsandgroupassessment,althoughthelatterwereconsideredtobelesssignificant.Resultsalsosuggestedthatanumberofrespondentsfeltthesepracticeswouldcontinueatthesamelevel,whichmayindicatethattheyhadalreadybeenintroduced.

• 67%ofrespondentsfeltthatteachingbetween6pm-9pmwaslikelytoincreaseinthefuture,althoughmostfelttheincreasewouldonlybeslight.

• Allrespondentsfeltthattheirinstitutionwouldcontinuetoplayaroleinthedevelopmentofcitizenshipskillsamongststudents.

• Theprovisionandsubmissionofcoursematerialsonlinewasseenasasignificantgrowthtrendbythemajorityofrespondents.Thisisalliedwithasignificantgrowthintheuseoftechnologytodelivercoursestoremotestudents.

• Almostallinstitutionsanticipategrowthintheuseofwirelessnetworking,with85%anticipatingthatthiswillincreasesignificantly.Thisisparalleledbyaslightlysmallernumberofrespondentswhoindicatedthattheprovisionofhighspeedbroadbandinstudentresidenceswasontheincrease.

• Theuseofstudentcommunicationdevices,includinginteractivetechnologyintheclassroomenvironment,andtheprovisionofcourserelatedmaterialsviatextmessagewerealsoperceivedtobegrowthtrends,althoughlesssignificant.

• Resultsalsosuggestthat,whiletheprevalenceofstudentowneddevicesisincreasingsignificantly,institutionsarealsothinkingaboutmakinginstitutionowneddevicesavailabletostudents,with49%seeingthisasagrowingtrend.

• Almostallrespondentsfeltthattheprovisionoftechnology-enabledsociallearningspaceswouldincrease,with67%believingtheincreasewouldbesignificant.

• Theresultsstronglyindicatedthatmanyinstitutionsunderstoodtheimportanceoftheflexibilityofspace,astheyforeseeincreasedprovisionofroomsthataccommodatemultipleusesandmultiple,concurrent,teachingactivities.

• Theprovisionofspecialistspaces,includingsimulationenvironmentsandsoundprooffacilitiesformultimediaspaces,wasalsoperceivedtobeincreasing,althoughlesssignificantly.

FigureA6:Perceivedchangesintechnologyinlearningenvironments

Provisionofcourse-relatedmaterialsonline(n=48)

Submissionofcourseworkonline(n=45)

Prevalenceofstudentowneddevices(n=49)

Useoftechnologytodelivertaughtcoursestophysicallyremotestudents(n=49)

Provisionofhighspeedbroadbandinuniversity-providedhallsofresidence(n=44)

Useofinteractivetechnologyintheclassroomenvironment(n=49)

Provisionofinstitution-owneddevicestostudents(n=49)

Percentageofinstitutionwhichiswireless-enabled(n=44)

Provisionofcourse-relatedmaterialsviamobilephones/textmessaging(n=48)

%ofrespondents

81 15 22

74 17 6 2

65 33 2

55 31 8 6

47 13 21 19

39 53 6 2

33 46 17 4

18 29 39 6 8

numberofstudentsinoutreachcentresandthenumberofstudentscompletingpartoftheircourseatmorethanoneinstitution.

• FEcollegesalsoanticipatedamoresignificantgrowththanHEinstitutionsinthenumberofstudentscompletingvocationalcourses.Theyalsoperceivedthemselvesasplayingafargreaterroleinthedevelopmentofcitizenshipskillsamongsttheirstudents.

• Theprovisionofinstitution-owneddevicestostudentswasperceivedtobeagrowingtrendbytwiceasmanyrespondentsfromFEcollegesasfromHEinstitutions.

• Withregardtochangesinthetypesofteachingspacesprovided,FEcollegesperceivedagreaterincreaseinboththeprovisionofroomsabletoaccommodatemorethanoneteachingactivityatthesametimeandtheprovisionoflargeaccesscomputerroomswithfixedPCs.

• Whileincreasesintheamountofteachingduringtwilighthours(6pm-9pm)wasseenasagrowthareabybothtypesofinstitution,thetrendwasperceivedtobegreaterwithintheHEsector.

• Moretraditionalteachingandlearningspaces,includingenclosedspacesforgrouplearning,largeaccesscomputerrooms,andspacesforindividualandinformalstudywereperceivedtobeontheincreasebysome,althoughroughlyaquarterofrespondentsanticipatedthatprovisionwouldremainthesame.

• Therewasgreateruncertaintyregardingtheprovisionofspacesforgrouplearningwithinstudenthallsofresidence,with33%ofrespondentssuggestinganincrease,butothersanticipatingthatitwouldremainthesameorthattheysimplydidnotknow.

• 86%ofrespondentssawtheprovisionofsustainableenvironmentsasakeytrend.

HowdoperceptionsdifferbetweenFEandHEinstitutions?

• FigureA8providesacomparisonofthenumberofrespondentsperceivinganincreaseforeachtrendincludedinthesurvey.Themostsalientpointsidentifiedareoutlinedbelow.

• FEinstitutionssawamorediversefutureintermsofthelocationsinwhichstudentsmightcompletepartoftheireducation,withover20%ofrespondentsidentifyinganincreaseinthe

FigureA7:Perceivedchangesinteachingandlearningspaces

Provisionoftechnology-enabledsociallearningspaces(n=49)

Provisionofroomsabletoaccommodatemorethanoneteachingactivityatthesametime(n=48)

Provisionofenclosedspacesforgrouplearning(n=48)

Provisionofspacesforinformalstudy(n=49)

Provsionoflargestudentaccesscomputerrooms(n=48)

Provisionofsimulationenvironments(n=48)

Provisionofspacesforgrouplearningwithinstudenthallsofresidences(n=46)

Provisionofflexibleteachingspacetoaccommodatemultipleuses(n=49)

Provisionofsoundprooffacilitiesformultimedia(n=46)

Provisionofsustainableenvironments(n=48)

Provisionofspacesforindividualstudy(n=49)

%ofrespondents

50 38 6 6

42 44 6 8

40 35 17 8

33 38 23 2 4

33 41 22 22

27 27 23 13 8 2

25 46 15 15

22 49 24 4

14 39 37 6 4

7 26 35 33

Howdoperceptionsdifferaccordingtorespondents’roles?

• Estatesstaffweremoreinclinedtopredictchangesinthenatureofphysicalspacesbeingprovided.Inparticular,theysawgreaterincreasesintheuseoftwilighthoursforteachingandtheprovisionofmoreflexibleteachingspace.

• Conversely,ITprofessionalssawIT-relatedtrendsasbeingthegreatestgrowtharea.

• Seniormanagerswereslightlymoreinclinedtoperceivechangesinarangeoffactors,includinggreatervariationinstudentintake,someaspectsofIT,physicalspace,sustainabilityandcitizenshipvalues.TheywerealsomorelikelytopredictanincreaseintheuseofapprenticeshipteachingmethodsandsmallgrouptutorialsalthoughthismayreflectthefactthatmoreseniormanagerrespondentscamefromtheFEsector.

FigureA8:Trendsbyinstitutiontype(percentageofrespondentsperceivinganincrease)

Overall HE FEVariationbetweenHEandFE

Provsionoflargestudentaccesscomputerrooms(withfixedPCs) 54 37 83 46

Roleoftheinstitutioninthedevelopmentofcitizenshipskillsamongststudents(valuesskillsandunderstandingnecessarytoactandbehaveasanactivecitizeninsociety)

64 48 89 41

Provisionofhighspeedbroadbandinuniversity-providedhallsofresidence 60 73 35 38

Provisionofinstitution-owneddevicestostudents(e.g.laptops,mobilehandsets) 47 33 68 35

Percentageofstudentsenrolledonvocationalcourses 41 30 57 27

Provisionofroomsabletoaccommodatemorethanoneteachingactivityatthesametime

75 66 89 23

Designoftheplaceofresidence 57 50 73 23

Percentageofstudentscompletingpartoftheircourseatoneormoreotherinstitutions 58 50 71 21

Studentsatoutreachcentres 46 39 57 18

Provisionofspacesforinformalstudy 73 80 63 17

Provisionofsustainableenvironments(e.g.reclaimedbuildingmaterials,energyuse,recycling)

85 79 95 16

Provisionofspacesforindividualstudy 53 47 63 16

Percentageofmaturestudents 80 85 71 14

Teachingduringtwilighthours(6pm-9pm) 67 72 58 14

Useofsmallgrouptutorials 47 42 56 14

Provisionofspacesforgrouplearningwithinstudenthallsofresidences 33 38 24 14

Provisionofenclosedspacesforgrouplearning(e.g.seminarrooms,groupworkroomsinlibraries)

71 76 63 13

Useofmultimediaforteachingorassessment(videoclips,flashanimations) 92 88 100 12

Campus(environmentgenerally) 76 71 83 12

Provisionofsoundprooffacilitiesformultimedia(training,recording,playback) 71 67 79 12

Useoftechnologytodelivertaughtcoursestophysicallyremotestudents(eitherinreal-timeorrecorded)

86 90 79 11

Provisionofsimulationenvironments(e.g.skillslabs,HIVES) 71 67 78 11

Numberoftaughtcontacthoursperstudent 4 0 11 11

Othersocialfacilities 50 54 44 10

Connectivityintheplaceofresidence 76 72 81 9

Provisionofcourse-relatedmaterialsviamobilephones/textmessaging 79 76 84 8

Useoftaskandproblembasedteachingmethods 74 71 79 8

Useofgroupassessmentteachingmethods 58 55 63 8

Useoflecturestyleteachingmethods 6 3 11 8

Locationfactors 60 58 65 7

Useofapprenticeshipteachingmethods 38 35 42 7

Submissionofcourseworkonline 91 89 95 6

Percentageofinternationalstudents 89 91 86 5

Provisionofdistancelearning 82 84 79 5

Useofinteractivetechnologyintheclassroomenvironment(e.g.audienceresponsesystems) 92 93 89 4

Prevalenceofstudentowneddevices(e.g.laptops,mobilehandsets) 98 97 100 3

Whatattributesofthephysicalenvironmenthaveapositiveimpactonthestudentlearningexperience?

• Thequalityoftheoverallcampusenvironmentandtheprovisionofinternetconnectivitywithinstudenthallsofresidencewereconsideredtohavethehighestimpact.

• Thelocationoftheinstitution,theprovisionofothersocialfacilitiesandthedesignoftheplaceofresidencewerealsoperceivedasimpactingonlearningexperiencesbyapproximatelyhalfoftherespondents.

• TherewerenosignificantdifferencesinopinionbetweenrespondentsfromHEandFEinstitutionsinrelationtophysicalenvironmentattributes.

• Whileseniormanagersperceivedagrowthintheprovisionoflargeaccesscomputerrooms(withfixedPCs)andtheprovisionofsimulationenvironments,thisviewwasnotsharedbyrespondentsfromITdepartments.

• Overall,seniormanagersweremorelikelytorespondthatmostaspectsoftheenvironmenthadapositiveimpactonthestudentexperience.

• Respondentsfromestatesmanagementperceivedafargreaterimpactofthedesignofthestudenthallsofresidencethanotherrespondents.

ExemplaryprojectsAspartofthesurveyintrendsinlearningandteaching,respondentswereaskedtoidentifyanyrecentprojectstheythoughtdemonstratedaninnovativeapproachtotheprovisionofspacesforlearning.FigureA7belowliststheseprojectstogetherwithdetailsoftheinstitutionandthetypeofspacetheyrepresent.

– Over27projectsinmorethanthirteeninstitutionsweredescribedbyrespondents.

– Manyoftheseinvolvedthecreationofsociallearningspacesforinformalcollaborativegroupwork.Café-stylefacilitieswereintegralcomponentsofseveral.

– ManyinstitutionsalsoreportedthecreationorrefurbishmentofLearningandResourceCentre(LRC)environments.

– Projectsincludedtheuseofwirelessnetworkingandtherefurbishmentoflecturetheatreswithstate-of-the-artIT.

– Mostprojectsreportedatleastsomeformofstudentconsultationinboththedesignandevaluationofthespace.

FigureA9:Perceivedimportanceofphysicalenvironmentonstudentlearningexperience

Campus(environmentgenerally)(n=46)

Connectivityintheplaceofresidence(n=45)

Designoftheplaceofresidence(n=37)

Othersocialfacilities(n=46)

Town(n=43)

Locationfactors(n=43)

Cateringoutletswithinthecollege/university(n=44)

%ofrespondents

24 51 22 2

22 35 38 5

17 33 41 9

15 40 45

14 27 41 14 5

7 35 40 12 7

FigureA10:Projectsidentifiedinsurveyoflearningandteachingtrends

Fullnameofinstitution:Typeofinstitution:

Nameofproject: SpaceCategory

Banff&BuchanCollege College Improveflexilearningcenre Individuallearningspace

Banff&BuchanCollege College NavigationControlSimulation Simulatedenvironment

Banff&BuchanCollegeofFE College VentilatedCateringKitchen Simulatedenvironment

BanffandBuchanCollege College FlexibleLearning Learningcluster

BellCollege HEI Creationoftrainingward Simulatedenvironment

GlasgowCaledonianUniversity HEIEnhancedmultimediapresentationfacilitiesinlabs

Groupteaching/learningspaces

GlasgowCaledonianUniversity HEI LearningCafé Learningcluster

GlasgowCaledonianUniversity HEI SaltireCentre Learningcluster

GlasgowCaledonianUniversity HEI Real@Caledonian Peer-to-peerandsociallearning

GlasgowCaledonianUniversity HEI LearningCentre various

Heriot-WattUniversity HEI HallsofResidence Individuallearningspace

Heriot-WattUniversity HEI ResidencesBar Peer-to-peerandsociallearning

JamesWattCollegeofFurther&HigherEducation

College CommunityLearningCentre Learningcluster

JohnWheatleyCollege College EastEndCampus various

NapierUniversity HEI Groupteaching/learningspaces

NapierUniversity HEI AVProvisioninteachingrooms Groupteaching/learningspaces

NapierUniversity HEI JackKilbyComputerCentre Learningcluster

NapierUniversity HEI CraiglochartCampus Learningcluster

PerthCollege College WirelessLaptopProject Peer-to-peerandsociallearning

PerthCollegeUHI HEI OpenAccessITCentre Learningcluster

PerthCollegeUHI HEI CampusLink Peer-to-peerandsociallearning

StowCollege CollegeSuperFlexandEngineeringTechnologyCentre

Learningcluster

StowCollege College TheLearningHub Peer-to-peerandsociallearning

TheGlasgowSchoolofArt HEI LightingWorkshops Simulatedenvironment

TheUniversityofStirling HEIUpgradingandExpansionofStudentIT/LanguageFacilitiesinPathfootBuilding

Groupteaching/learningspaces

TheUniversityofStirling HEIUpgradeofFacultyofManagementandRelatedTeachingFacilitiesinCottrellBuilding

Learningcluster

UniversityofDundee HEI TowerExtensionLectureTheatre Groupteaching/learningspaces

UniversityofDundee HEI NewTeachingBlock Groupteaching/learningspaces

UniversityofGlasgow HEI GibsonStreetChurch Learningcluster

UniversityofPaisley HEI InternetCafé Peer-to-peerandsociallearning

UniversityofStAndrews HEI SchoolIIILectureTheatreRedesign Groupteaching/learningspaces

UniversityofStAndrews HEI ButePCLaboratoryredevelopment Groupteaching/learningspaces

UniversityofStirling HEI LectureRoomrefurbishment Groupteaching/learningspaces

UniversityofStrathclyde HEI WirelessLawn Externalspaces

UniversityofStrathclyde HEI JamesWeirTeachingCluster Groupteaching/learningspaces

UniversityofStrathclyde HEI JohnAndersonteachingcluster Groupteaching/learningspaces

APPENDIX5:Summaryofinterviewswithkeyorganisations

Telephoneinterviewswereconductedwiththefollowingindividuals:

BrendaSmith HigherEducationAcademyNormanSharp QualityAssurance

AgencyScotlandJohnMcCann ScottishFurtherEducationUnitIainLowson HMInspectorateofEducation

Thecommonthemesthatemergedfromtheseinterviewsaredescribedbelow.

• The1990ssawarevolutioninteachingmethods,particularlywithintheFEsector.Themaindevelopmenthasbeenamovetowardsastudent-centredapproach.

• ThisisreflectedinevaluationandassessmentmethodsinScotlandwherethemainfocusisonhowwellthestudentissupportedinthelearningprocess.

• Thereisahugeamountofliteratureandpublishedresearchontheprocessbywhichpeoplelearnwhichhassupportedthisdevelopment.Thisisprimarilyfocusedondeliveryandoperationalissues.

• Thereislittlepublishedresearchontheimpactspacemayhaveoneffectivelearningoutcomes.Mostevidenceiseitheranecdotalorbasedonmeasuresofstudentsatisfactionwithcourses,anddoesnotdirectlyaddressissuesrelatingtotheimpactoftheenvironment.

• Inspatialterms,theearlyforerunnersofstudent-centredapproacheswereLearning&ResourceCentres,whichfocuseddirectlyonstudentrequirements.

• Thereisacleargrowthintheprovisionofsociallearningspaces,particularlycafés,inbothHEandFE.Thesespacesaresuccessfulbecausetheyaresocial,accessible,friendlyandproviderefreshments.Theybestsupportinformallearningstylesandsmallgroupwork.

• Themosteffectivenewlearningenvironmentsseeninthesectorhaveinvolvedjointplanningfromallinvolvedpartiesattheoutsetoftheproject.

• InFEtherehasbeenagrowthintheprovisionofroomstoaccommodatemultipleactivitiesandlargeaccessITroomstosupportindependentlearning.However,therearesomeconcernsthatthereistoogreatafocusonindependentlearninginFE.

• Spacehasapsychologicalimpact–highqualityfixturesandfinishescanincreasemotivationtoattendcourses.

• Forteachingspaces,theoverridingrequirementisflexibilityofuse.Thiswillincreaseinimportance,andisakeyrequirementofnewbuildorrefurbishedspaces.

• Thereisaneedforinclusivedesign,bothintermsofphysicalaccessibilityandtechnologicalcompetence.Whiletechnologyisheraldingchangeinthesector,supportmustbeprovidedtothosewhoareleastcompetent–amongbothstudentsandstaff.Technologywillnotremovetheneedforphysicalspaceforlearning.Itwillbemostsuccessfulinaugmentingteachingmethods(blendedlearning)andinmaintainingqualityconnectionswithstudentswhoareremotefromtheirinstitutions.Thereisaneedformorestructuredresearchintotheimpactofspaceandtechnologyonlearningoutcomes.

Establishedin1989,JohnWheatleyCollege(JWC)isaFEcollegelocatedinthesociallydeprivedareasofEasterhouseandGlasgow’sEastEnd.Describedasa‘collegewithoutwalls’,itsprimarymissionistomakeeducationaccessibletopeoplewhohavemissedoutontraditionalroutes.Itputsgreateremphasisontheteachingrelationshipthanonthephysicalenvironmentinwhichteachingtakesplace.

JWCspecialisesinnon-advanced,mainlypart-timeeducationandpaysparticularattentiontostudentswithlearningdifficultiesanddisabilities.Itsbroadcurriculumincludesbuildingandconstructiontrades,businessadministration,childcare,computingandinformationtechnology,hairdressing,hospitality,photographyandgraphicart.

Themaincampus,onWesterhouseRoad,inEasterhouseandcurrentlyJWC’sonlypurpose-builtbuilding,isbeingenlargedtoincorporateacommunitylibrary,theatreandswimmingpool.ThedesignbothofthisandofitsproposednewEastEndcampusbuildinginHaghillisdrivenbytheeffectthelearningspacehasonstudentattitudesandbehaviour.

TheWesterhouseRoadbuildingTheWesterhouseRoadbuildingwascompletedin2001totheadministration’sspecificationwithinSFEFCfundingguidelines.Itisa4,700m2concreteframebuildingconstructedona6mmodule,withdemountablestudpartitioningorsliding/foldinginternalwalls.Itiseasilynavigableandnon-institutionalinfeel,despiteitstraditionalcentralliftlobbyandcorridorwith‘classrooms’downeitherside.Keepingthefiredoorsinthecorridoropenonmagneticreleasescreatesabright,lightcirculationspacewithaclearviewdownitslength.

The40m2classroomsofferreasonablelayoutflexibility,at7.3mdeepand(around40m2).Ceilingheightis2.7m,givinganeasydomesticfeelandprovidinggoodvisibility.Mostareequippedwithanelectronicwhiteboardandceilingmountedprojector.DadotrunkinggivesaccesstoafullynetworkedICTsystem.

Overall,thespacesarearrangedinawaythatmeetstherequirementsofthetypeofteachingJWCoffers.However,insomeinstancesflexibilityofroomsizeishinderedbecausepoweranddataservicesarefixedtowallsbetweenclassrooms,andtherearenoisetransferenceproblemsbetweenrooms.Also,thecollegefeltthattheprescriptive

Casestudy1JohnWheatleyCollege,EasterhouseandEastEnd

ExternalperspectiveofthenewbuildingnowunderconstructionintheEastEnd.(image:courtesyofABKArchitects)

natureofSFEFCfundingpreventeditfrommakingthemostofthecorridorspace,aproblemithastriedtoovercomeinthenewEastEndcampusbuilding.Interestingly,theleastusedroomsaretheoneformallecturetheatreandtheoneseminarroomtoosmallforagrouplayout.

TheEastEndCampusThisbuilding,locatednexttoTheForgeshoppingcentreandcurrentlyunderconstruction,istheresultofaspecificbriefingprocessinvolvingallstaff.ComparedwithotherJWCbuildingsitisamajorstepforward.Itislargerandmore‘special’thanthelow-keyWesterhouseRoadbuildingandgoesbeyondwhattheCollegewasabletoachievethere,yetfeelsmoreestablishedandinstitutional.

ThemaindifferencetotheWesterhouseRoadbuildingisthewaythecirculationspacehasbeenconfiguredtoprovideinformallearningandinteractivespaces.

NewEastEndcampussouthelevation.(image:courtesyofABKArchitects)

NewEastEndcampusgroundfloor.(image:courtesyofABKArchitects)

Whilerespectingthe50/50teaching/non-teachingspaceratioofthefundingcriteria,thisbuildingmovesawayfromthestraight-jacketofanarrowcorridorfeedingtraditionalclassrooms.Insteadithasacentralconcourse,whichincorporateswirelesslearning‘hotspots’withinformallearningfacilitiesincludingover40workstations,inlinewithJWC’saccessibilitymission.

TheclassroomsdifferfromthoseatWesterhouseRoadinthatmostofthemarebigger(49.5m2).Theyaresimilarlyequipped,withceilingmountedprojectors,interactivewhiteboards,videostreaming,andsimple,stackabletables.Raisedfloorsallowflexibilityinthearrangementofcomputerfacilitiesandanimprovedcable-managementsystemallowsforeasierupgrades.Recognisingtheimportanceoffurnitureandfittingout,£700,000ofthe£12millionbudgetisallocatedtothis.

ConclusionTheEastEndcampusbuildingisanimprovementonJWC’sotherbuildings.Itislikelytobebetterlookinganditslivelyconcoursewillbecomeitssocialheart.However,theclassroomsdifferlittlefromthoseinotherbuildingsorinEdinburgh’sTelfordCollege(seecasestudy3).Whilethecablemanagementsystemwillincreaseflexibility,higherspecification(egbettersoundproofing)mayreduceit.Providingapplied-skillslearningspacesalmostalwayscompromisesflexibility.Theadvantagesofdrawingstudentstogetherandencouraginganoverlapbetweendisciplinesneedstobeweighedagainstthedifficultiesofaccommodatingbuilding-specificteachingspaceswithinaloose-fitenvironment.

Thatthesimple,robustteachingspacesaresimilartothoseintheWesterhouseRoadbuilding,evenafterextensivediscussionswithstaff,isanendorsementoftheirfunctionality.Itisinterestingtonotethattheflexiblelearningspacesdonotdiffermuchfromthegeneralteachingclassrooms,againafterextensiveconsultation.

JWC’sheadwantedtomaintainanddevelopthecollege’sexcellentrelationshipbetweenstaffandstudents.Asyouwouldexpectwithitsmissiontoattractyoungpeoplefromdeprivedbackgroundsintoeducation,JWCisgoodatthisandplaceshumanrelationships,ratherthanstate-of-the-artequipmentandstylisharchitecture,atthecentreofwhatitdoes.

JohnWheatleyCollege,WesterhouseRoad.(photo:AMA)

Simulatedenvironment:physiotherapyandbeautysalon.(photo:AMA)

Simulatedenvironment:kitchen.(photo:AMA)

Simulatedenvironment:hairdressingsalon.(photo:AMA)

Simulatedenvironment:teachingkitchen.(photo:AMA)

Foundedin1796andconstitutedasauniversityin1964,theUniversityofStrathclydehasamixtureofbuildingtypes,agesandquality.Althoughconstrainedbythecharacterofitsbuildingstock,ithasnonethelessencouragedinnovationsintechnologythatextendbeyondthecampusandofferaflexibilitydifferenttothatbeingpioneeredinotherinstitutions.

TheinnovationsatStrathclydestartedwiththeDearingCommittee’sreviewofhighereducationin1995,whichhighlightedtheneedtorefocusonteachingandlearningandthefactthatfewHElecturersweretrainedtoteach.ProfessorArbuthnot,fromStrathclyde,satonthesubcommitteelookingattheuseoftechnologyinteachingandchallengedtheuniversity’sfacultiestorespondtothis.Thedepartmentofmechanicalengineering,basedintheJamesWeirbuilding,successfullyrequestedfundingtotrialtheclassroom-basedfeedbacksystemthenbeingpioneeredbyHarvardandtheUniversityofMassachusetts,Amherst.Afurtherinfluencewasthegrowthofcustomised,user-orientatedteachingmaterial,whichthestaffinthemechanicalengineeringfacultywerequicktoadopt.

Also,despiteitsinternationalreputationandfiercecompetitionforplaces,thedepartmentwasconcernedbythedropoutrateofover25%ofstudentsinthefirsttwoyears.Theyattributedthistoafailuretoengagetheinterestsofstudents,andinparticulartothelargelectureroomswherestudentsatthebackfeltalienatedfroma‘chalkandtalk’lectureratthefrontwithoftenindifferentteachingskills.

Therewasalsoadesiretointroduceawidervarietyofteachingmethods,eitherinoneplace,orinaclusterofcloselyrelatedspaces.Thishasbeenachievedbyusingtechnologytofreeupsometraditionalspacesfordifferentusesplus,inresponsetothechangingprofileofcourses,asuiteofspacesmadeavailabletolecturersonanadhocbasis.SpacesofthistypenowexistintheJamesWeirandGrahamHillbuildings,intheCrawfurdComplexandontheJordanhillCampus.

TheJamesWeirbuildingConstructedin1964asastate-of-the-artmechanicalandchemicalengineeringteachingfacility,theJamesWeirbuildingisagoodillustrationofhowflexibilityisdictatedbythestructuralanddimensionalcharacteristicsofabuilding.Itisbuiltonasteephillandhasbespokeengineeringlaboratoriesinthebasementandgroundfloors.Therequirementforbothspecificandgenericteachingspacesresultedinaconcreteframebuilding21metreswide,witha3metrewidecirculationcorridorgivingaccessto8.8metredeepteachingspacesoneithersideandaslightlydifferentconfigurationontheupperfloors.

Someconventionalauditoriumstyle-seatinghasbeenreplaced.Oneauditoriumnowhasswivelchairs,allowingstudentstoturnroundandaccesscomputerworkstationsonaworksurfacebehindthem;inanother,seatsaredividedintofourpersonbanana-shapedtablesforgroupworking.Intheremainingconventionallecturetheatres,largerwritingtableshavebeeninstalledtoallowforlaptopsaswellasA4writingpads.Similarprincipleshavebeenappliedtootherrooms,suchastheBusinessDepartmentandtheseminarroomsintheCrawfurdComplex,whereloosefurniturecanbeconfiguredingroupsoffourtosixtoallowteamworkinginaninformalatmosphere.

Atthestartoftheircourse,studentsareassessedontheirsubject,computingability,personality,wheretheyarelivingorwheretheyarefrom,andplacedin‘cohorts’fortheyear.Studentsineachcohortthengettoknowandhelponeanother,andworktogether.The‘banana’seatingconfigurationwasdevelopedtoaccommodatethesecohortsoffourpersons.Itencouragesstudentstolearnfromandinteractwitheachother,enablesthemtoswitcheasilybetweengroupworkandformalteaching,andusestechnologytofacilitatethepresentationofinformation.Theformula,whichhasbeeninplaceforfouryears,isconsideredtobehugelysuccessful,with90%continuingattendance,comparedwith50%fortheold-styleclasses.

Casestudy2TheUniversityofStrathclyde,JamesWeirBuilding

Groupteaching,JamesWeirBuilding.(photo:AMA)

Itssuccesspromptedtheuniversitytodevelopsimilarsuitesofspace,usingtechnologyandinnovativeseatingarrangements,whenitrefurbishedthethirdandfourthfloorsofthebuilding.

ProfessorJimBoyle,HeadoftheMechanicalEngineeringDepartment,saysthatinanidealworldhisdepartmentwouldhaveathirdofitsspaceforstudiowork,athirdforcoreengineeringteachingandathirdforproblem-basedlearning.AtStrathclyde,itwasnotpossibletoaccommodatethisinonelarge,flexible,multi-functionalstudiospaceandthechangesmadetotheJamesWeirBuildinghaveachievedagoodcompromise.Theflexiblespacesaregenerallyfullybooked,eventhoughtheywouldfunctionbetteriftheywereclosertogether.

Lightingthecentralcirculationareas(3and4.5metreswide)hasbeenimproved,thewallsrepaintedandthespacemademoreuseablebyremovinglockersandinstallingseatingforoccasionalworkinginsomeoftherecesses.Thishasimprovedstudents’attitudestothebuildingbyprovidingausefulfacility.Unfortunately,theseatingisofpoorqualityandisshowingsignsofwear.

ConclusionsWhilethechangesareasuccess,theyhavebeenrestrictedbybudgetandbythebuildingitself.Mostroomsstilloperateasconventionallecturetheatres(althoughimprovedbytheinstallationofinteractivetechnologyincludingpersonalresponsevotingsystems).

However,Strathclydehasthoughtthroughwhatitcanachieveandimplementediteffectively.Ithastakenthesophisticateduseoftechnologyastagefurtherthanmostotherinstitutions,bothintermsofhowteachingspacescanbestbeused,andinthewaythatcoursematerialcanbedrawnfromarangeofsources,compiledtoahighstandard,tailoredforindividualsanddistributedelectronically.Thereduceddropoutratesillustrateclearlythebenefitsofengagingwithstudentsandtheimportanceofhavingavarietyofteachingspacestosupportthedifferentmodesofteachingandlearning. Doubleprojectionscreen,JamesWeirBuilding.

(photo:AMA)

Grouplearning,JamesWeirBuilding.(photo:AMA)

Bananashapeddesksassignedtofourpersonstudentcohortstofacilitateinteraction.(photo:AMA)

Floorplanoftherefurbishedspaces,JamesWeirBuilding.(image:courtesyofUniversityofStrathclyde)

With20,000students,Edinburgh’sEdinburgh’sTelfordCollegeisoneofthelargestFEcollegesinScotland.Establishedinthe1960s,itcurrentlyextendsacrossthreecampusesinthesociallydeprivedareasofPiltonandMuirhouseandafourthsiteattheGyle.However,anewcampusatWestGrantondueforcompletionin2006willreplacethese.

WestGrantonRoadCampusLikemanyFEestablishments,Edinburgh’sTelfordCollegeneedstobreakdownbarriersagainsteducationamongpeopleforwhomformaleducationhasfailed.WhileEdinburgh’sTelfordCollegeseekstopreparesomestudentsforhighereducation,thefocusisfirmlyonvocationaltrainingandgainingemploymentwithinlocalindustry.

ThecollegerecognisestheimportanceofmakingfulluseofflexiblelearningandICT,particularlywithregardtomakinglearningasaccessibleaspossible.Itgoesfurther,helpingstudentslearncommunallybygearingteachingspacesforinteractionanddiscussion,andblurringtheboundariesbetweenformalteachingcirculationandsocialspaces.This

playstothepsychologyofagenerationthatseestechnology-driveninteractionasfun,therebymakinglearningmorefashionableandattractive.

TheWestGrantonRoadcampusimplementstheabovestrategywithintheconstraintsofthesiteandthishasresultedinatightlypacked,four-floorbuilding.ThebuildingisU-shaped,withtwolongarmsextendingaroundanopencourtyard.Thereisthedramaticsocialspace,thehub–asignificantshiftawayfromthelowstatuscanteenontheoldcampus.Onthetwoupperfloorsofthebuildingareopenplanstaffareaswherethemajorityofstaffwillbehotdesking,somethingnewineducationbuildings.

TheLearningResourceCentre,aflexible,openplanspace,isasignificantimprovementontheequivalentspaceintheoldcampus.Itcombinesatraditionalbookandcomputer-orientedlibrarywithenclosedandsemi-enclosedworkandprojectareas.ItislikelytobemorestructuredandquieterthaneithertheGlasgowCaledonianUniversitySaltireCentre(seecasestudy4)orthecentralconcourseoftheWesterhouseRoadCampusatJohnWheatleyCollege(seecasestudy1).Thespaceis18x70mandsimilar

Casestudy3Edinburgh’sTelfordCollege,WestGrantonRoad

ModelofthenewEdinburgh’sTelfordCampus,WestGrantonRoad.(image:courtesyofHOK)

incharacterandstrategicapproachtoalarge,openplanoffice.Itmakesefficientuseofspaceandintroducesanatmosphereofinnovationthatspillsoutintothecollegeasawhole.

Fromhere,extendingdowneither‘arm’aretwo‘learningstreets’,whichservicethefirstfloorclassroomsthatmakeatransitionfromindependentlearningtoteaching.Thestreets,generouscentralcirculationspaces,incorporatealcovesfor‘purposefulsocialisation’equippedwithcomputerworkstations,liketherestofthecampus,andwirelessdataaccess.Thelearningstreetsarekeytothecollege’sflexiblelearningplanandwillensurethatlearningisnotrestrictedtoformalclassrooms–theywillhelpcreateanatmosphereofpervasivelearning.

Thestreetsandteachingclassroomsareequippedwithraisedfloorstoaccommodatefuturetechnology.Verticalductsandthearrangementofpermanentandmoveablewallswilldeterminetheconfigurationoffuturemodifications.ThroughoutthecollegeandwhereverInternetaccessisavailable,studentscan‘enter’theVirtualLearningEnvironment,throughwhichtheycancommunicatewiththeirtutorsandfellowstudentsaswellasaccesslearningmaterials.

Flexibilityhasbeenincorporatedintothegeneralteachingspacesinavarietyofways:

- raisedfloorsprovidecablingtoallareas- studwallsbetweenclassroomsenable

easyremovalormodification- sliding/foldingdoorsareprovided

betweensomeclassroomsforflexibilityinclassroomsize

- mainsserviceswithinwallsisrestrictedtocorridors,(althoughinafewinstanceselectronicwhiteboardsandotherequipmenthasbeenlocatedoncrosswalls,limitingtheirflexibility)

- wetservicesareprovidedwherepossibleforflexibleuses

- cablemanagementiskeptseparatefromloosefurniture(exceptinspecificcomputertrainingareas)soitcanberearrangedquickly

- roomsizesvaryfrom30m2to72m2.- Computerlaboratoriesarepaired,with

glazedwalls,andmaybeeitherusedastwoseparatelabs,orasonelargeteachingspace.

Adistinctioninpossibleflexibilityisdrawnbetweenspacesforpracticaltradesandgeneralteachingspaces.Simulatedenvironments,suchasthehairdressingsalons,havespecificdesignrequirementsfordrainage,specialventilationoradditionalfloorloadingcapacity.Thesedeterminehowtheycanbeused.

Theclassroomsaredividedbywallswithhighspecificationforsound-proofing.Thedesignisalsoinfluencedbythesustainabilityagendaanduseofnaturalventilation,whichhasresultedinopeningsontothelearningstreetsandatriumthataffectthearrangementofthestreetlevelsandthewallspaceavailableintheclassrooms.Mostroomshavebeenmadeasopenplanaspossibleinordertoenableeasychangeandreconfigurationasindustryoreducationalneedschange.

Externalperspectiveofthenewcampus.(image:courtesyofHOK)

Internalviewofthemainreception,(image:SteveAtkinson)

Viewofsocialanddiningspace.(image:SteveAtkinson)

ConclusionThecampusrepresentsasignificantstepforwardintheprovisionofinnovativeteachingandlearning,especiallywithitsfacilitationofindependentleaning.NewAVequipmenthasbeenintroducedintomostclassroomsaswellaswifithroughoutthecollege.Thelayoutisefficientandlikelytogenerateanexcitingandenergeticatmosphere.Interestingly,theformalteachingspaces,whileincorporatingcertainelectronicfeatures,donotdiffersubstantiallyfromtheclassroomspacesoftheoldcampus.Rather,emphasisisontheeasyavailabilityofelectronicdataviacomprehensivecablinganddatainfrastructure.ThismakesgoodsenseasITequipmentwillundoubtedlychangewhilethecabling/datainfrastructurewillchangelessfrequently,andismoreimportantinyieldingteachingopportunitiesovertime.

Thebiggestchangehasbeenthemoveto‘independentlearning’,wheregeneralaccesstolearningiskey.Thispsychologicalshiftawayfromlearningonlyinclassroomstoanenvironmentwherelearningispossibleanywhere,atanytime,isenhancedbythedesignofthecampus.

Viewoftypicallearningstreetatfirstfloorlevel.(image:courtesyofHOK)

GroundflooroftheWestGrantoncampusbuilding.(image:courtesyofHOK)

GroundfloorplanofLearningResourceCentre.(image:courtesyofHOK)

GlasgowCaledonianUniversitywasgranteduniversitystatusin1993andquicklyestablisheditselfasafully-fledgedinstituteofhighereducation.Itdescribesitselfasa‘21stcenturyuniversity’andisdeterminedtoputlearningandteachingonthesamelevelasresearch.Ittakesprideinthefactthatover27%ofitsstudentscomefromdeprivedcommunitiesandthatitbridgesthegapbetweenhighereducationandthepracticalworldofbusinessandindustry.

GlasgowCaledonianhasembarkedonanambitiousrebuildingprogramme,pullingtogetherdisparatebuildingsintoacampusthatisverymuchpartofthecity.RecentprojectssuchastheMbekiBuilding,theARCandthehighlysignificantSaltireCentreallhelpgenerateasenseofplacewithoutbeingexclusive.Theprogrammeisasmuchabouttechnologyandfacilitatinganewkindofteachingasitisaboutphysicalspaceandfacilities.Theinternationally-acclaimedSaltireCentreisaprimeexampleofhowthiscanbeachieved.

TheSaltireCentreLesWatson,aProVice-ChancellorofGlasgowCaledonianUniversityandtheprojectchampion,describestheuniversity’sprimarychallengeasthatofreachingouttoincludethosewhohavenotpreviouslyconsideredenteringhighereducation.Itmustengagewithitsstudents,makethemwanttobethereandmakethemexcited,notintimidated,bytheprospectoflearning.Ithastomakeeducationfashionableandfun.LesWatsonpointsoutthatinbusinessandindustrypeoplelearnfromeachotherand,forstudentsespecially,thisisthemostpowerfulwayoflearning,complementedbyformalinstructionandreflectiveunderstanding.

TheSaltireCentrerecognisestheimportanceofflexiblelearning,supportedself-learningandsimilarlearningconceptsthataremadepossiblebytheelectronicdeliveryofinformation.Itgoesfurther,bymakingitselfthestartingpointofthelearningprocessandbyencouraging‘deliberatesocialising’.Thisincludesacceptingnoise,combininglearningenvironmentswithfoodanddrinkwiththeassociatedriskofdamagetoequipmentandproperty.Thisapproachplacesconfidenceinthestudents,trustingthemtoidentifywhatconstitutesacceptablebehaviour.TheUniversityhasprovedthatthisapproachcanwork,albeitonasmallerscale,atitspopularLearningCafé.

TheLearningCafé,launchedin2001andlocatedonthegroundfloorofthemainlibrary,wasbuilttoencouragesociallearning.Ithasamixtureofcomfortablefurniture,servesgoodcoffeeandfoodandwelcomesmobiletelephoneuseandgeneralchat.Itssuccesswithstudentsandstaffresultedintheapproachbeingexpandedtothelarger,1,800seatSaltireCentre.

TheSaltireCentre,comprising10,500m2overfivefloors,ismulti-functional,flexibleandopenplananddeliversthefullrangeoflibraryservices.Itdoesthisbyfocusingonpeopleandtheprocessoflearning,ratherthanonstorageandresourcemanagement.Oneachfloortherearebooks,onopenshelvesandcompactshelving,andfacilitiesforstudying,browsingandborrowing,aswellasforrelaxingandsocialising.

Casestudy4GlasgowCaledonianUniversity,SaltireCentre

ViewofthefrontentrancetotheSaltireCentre.(image:RichardBarrett,courtesyofGlasgowCaledonianUniveersity)

Thegroundfloorconsistsofa2,500m2‘servicesmall’,whichprovidesaone-stopaccesspointforallservicesforstudents.Amainservicedesk,auxiliarydesks,servicekiosks,meetingpods,semi-privateinflatablemeetingcorners,sixprivateconsultingroomsandaccesstotheconsultingsuiteareallsetwithinalivelymixtureofstudyspace,acaféandaccessto40%ofthecentre’sbookstockoncompactshelving.

TheSaltireCentrecouldbeseenasanunstructured‘educationalsoup’and,atninetimesthesizeoftheLearningCafé,mightnotbesoeasytooperate.Yetoncloseexaminationitisclearthatithasbeenwellthoughtthroughandisbasedonsoundresearchintotheworkingsofopenplan,flexiblespace.Ascanbeseenfromtheplanandsection,thecentreoffersawiderangeofspacestosuitdifferentpeople,learningmethodsandstyles–fromopenandinteractivetoclosed,structuredstudyspaces.Thelarge,opengroundfloorcontrastswiththesmallerscaletopfloor,andthereisagradualshiftfromnoisyfrontgroundfloortoquietbacktopfloor.Theinteriordesign,furniture,fixturesandfittingshavebeencarefullyselectedtocomplementtherangeofspaceswithintheCentre.

ConclusionTheSaltireCentreturnscirculationandinformalteachingspacesintoamajorresource.Ithighlightstheessentialrolethistypeofspaceplaysinmodernteachingandencouragesthecombinationofsocialisingandlearninginamuchmoreradicalmannerthaninmanyothereducationalestablishments.

StudentsintheLearningCafé(photo:courtesyofGlasgowCaledonianUniversity)

ViewofgroundflooroftheSaltireCentre.(photo:RichardBarrett,courtesyofGlasgowCaledonianUniversity)

InternalviewoftheSaltireCentreatrium.(photo:RichardBarrett,courtesyofGlasgowCaledonianUniversity)

StudentsintheLearningCafé,thepredecessoroftheSaltireCentre(photo:courtesyofGlasgowCaledonianUniversity)

APPENDIX7AbbreviationsandGlossary

Manyorganisationsandconceptshavebeenreferredtoduringthisproject.Asanaidtothereader,thefollowingguideisoffered.

CABE CommissionforArchitectureandtheBuiltEnvironment

FE FurtherEducationFEC FurtherEducationCollegeFTE Full-timeequivalentGCU GlasgowCaledonianUniversityHE HigherEducationHEA HigherEducationAcademyHEDQF HigherEducationDesignQualityForumHEFCE HigherEducationFundingCouncilofEnglandHMIE HMInspectorateofEducationHEI HigherEducationInstitutionJANET JointAcademicNETworkJISC JointInformationSubCommitteeLSC LearningandSkillsCouncilPRS PersonalResponseSystem(electronicvoting)QAA QualityAssuranceAgencySCRE TheScottishCouncilforResearchinEducationSFC ScottishFundingCouncilSFHEFC ScottishFurtherandHigher

EducationFundingCouncilSFEU ScottishFurtherEducationUnit

Asynchronouslearning–learningwhichdoesnottakeplaceinrealtime(eglearningviaemail,videomessaging,onlinecoursework)

Activelearning–learningwherethestudentisengagedinthinkingcriticallyabouttheirexistingknowledgeanddirectingfuturestudy

Blendedlearning–e-learningcombinedwithtraditionallearning

Computercommons–socialspaceequippedwithcomputers

Collaboratory–aplacedesignedtosupportcollaborativelearning(seebelow)

Collaborativelearning–learningthatinvolvesinteractionbetweenstudents/peers

Cybercafé–seeinternetcafé

E-learning–networkedaccesstodigitallearningmaterialsandcommunicationsystemstodeliverandsupportlearning

Immersiveenvironment–spacewithseverallargescreensforprojectinginformationsothatoccupantsareimmersedinthedata;3-dimensionalsimulationssometimesincluded

Informationcommons–libraryspaceforteachersandlearnerstoexploreinformationandresources

Internetcafé–spaceprovidingcomputeraccesstotheinternetplusrefreshments

Learning-centredenvironment–anenvironmentthatpayscarefulattentiontotheskills,attitudesandbeliefsthatlearnersbringtotheeducationalsetting

M-learning–mobilelearningviawirelessaccesstomobiledevices(laptops,handheldsorphones)todeliverlearningmaterialsandsupportservices

Openlearningcentre–physicalplacefacilitatedwithexperts,onlineandpaperbasedmaterials,wherestudentscanstudyattheirownpace.Suchspacesareoftenprovidedwithinlibrariesandcanincludepresentationrooms

Peer-to-peerlearning–learningwhichtakesplacebetweenoneormorestudents.(Seealso‘collaborativelearning’)

Pedagogy–studyofthemethodsandapplicationofeducationaltheory

Self-directedlearning–learnerassumesprimaryresponsibilityforplanning,implementingandevaluatingthelearningprocess.(Seealso‘activelearning’)

Skillslaboratory–spacewherehands-onpracticalteachingandlearningtakesplace

Student-centredlearning–teachingmethodsthatpaycarefulattentiontoskills,attitudesandbeliefsthatlearnersbringtotheeducationalsetting

Synchronouslearning–learningthattakesplaceinrealtime(egclassroomsituations,video-conferencing,synchronisedchatrooms)

Teachingcluster–agroupoflearningspacesofferingavarietyoflearningmodes

Transparenttechnology–supportivetechnologywhichiseasyandintuitivetouse

Virtuallearningenvironment–virtualforumwhichintegratesonlinelearningwithdeliverymethodsandstudentstracking

VirtualClassroom–onlinediscussionforumsupportedbydigitalmaterials

Wi-fi–commonlyusedtosignifythe802.11bstandard.Aformofwirelessnetworkingwhichallowstheconnectionoftwoormorecomputerswithouttheneedforphysicalcabling

APPENDIX8ConferenceOctober2005–Summary

TodisseminatethefindingsofthisreporttoScottishHigherandFurtherEducationinstitutions,theSFCarrangedtheSpacesforLearningconference,whichtookplaceon31October2005atGlasgowCaledonianUniversity.RepresentativesfromEstates,ITandtechnology,SeniorAdministration,LibrariesandLearningSpecialistsattendedfromseventeenHigherEducationand32FurtherEducationCollegestodiscussandcommentonthedraftreport.Thedaywaswellattendedby130delegates,andthereportwaswellreceived.

FollowinganintroductionbyIanMurning(SFC)theSpacesforLearningreportwaspresentedby(AMAAlexiMarmotAssociates).Thepresentationfocusedoncasestudyexamplesoftheportfolioofspacetypesthatareemergingtomeettheneedsofthenewpedagogy,toexploittheopportunitiesbroughtbytechnologyandthechangingdemographicsofthelearningpopulation.Essentialdesignqualitiesofthesespaceswerediscussedandtwelvekeysstepstoprovidingsuccessfulspacesforlearningidentified.

ThiswasfollowedbyapresentationbyFionaParsonsontheE-spacesstudyconductedforJISCbytheUniversityofBirmingham.Thepresentationgaveanoverviewoftheresearchmethodologyandguidelinesfortheeffectiveintroductionoflearningtechnologiesintolearningenvironments.Casestudyexampleswereincluded.

Sixworkshopswereoffered(eachrepeatedtwice)togeneratefurtherdiscussion.WorkshopsexploredtheportfolioofspacetypesidentifiedintheSpacesforLearningreport:Groupteaching/learningspace;Simulationandimmersiveenvironments;Social/peer-to-peerspaces;Learningclusters;andPrivatestudy&externalspaces.Inaddition,aworkshoponLearningTechnologieswasofferedbytheUniversityofBirminghamteamandahard-hattouroftheSaltireCentre,whichwasunderconstructionatthetime,wasgivenbyLesWatson.

Awiderangingsetofthoughtfulcommentswererecordedfromtheworkshopparticipants.Thesearesummarisedbelow:

Oncreatinggoodlearningenvironments:

• Thebasicsofgoodlight,temperatureandairquality,suitablelocations,arealwaysprerequisitesforsuccessfulspaces.

• Differencesbetweenuniversitiesandcollegesmustalwaysbetakenintoaccount.Collegesmayneedmoresupportforchange.

• Examplesandsitevisitsprovideinvaluableopportunitiesforlearning.

• Theimportanceofastrongprojectsponsorwillingtokeeptheprojecthighprofileamongststaffandstudents,cannotbeunderestimated,

• Obtainingstudentviewsandneedshelpstocreatetherighttypeofplaceandatmosphere

• Itisimportantthatappropriateguidanceandmaterialsareavailabletosupportlearningandteachinginnewenvironments.Highlycommittedstudentsandlecturersareessentialtotakenewtypesofspaceandteachingmethodsforward.

• FeedbackandPost-OccupancyEvaluationisessential,alongwithdisseminationoflessonslearnedtothesector.Understandingoftheimpactofspaceonlearningeffectivenessisneededasthiscouldhelpsecurefundingfornewdevelopmentsthatisotherwisehardtoget.

Onfundingmechanisms:

• Itseemsthatthecurrentdriverinthesectoristoreducethefloorareaoftheestatestobemoreefficient.Ifspaceutilisationisnottobeadeterminantoffunding,whatis?

• Newapproachestospaceutilisationsmeasureswillneedtobeconsideredfordifferentusepatternsandawiderrangeofspacetypes-itisstillanimportantconcept.

• Thevaryinglevelsofavailablefundingandtimescalesforprojectsimpactontheabilityofinstitutionstoconsultwidelyandreallythinkaboutestatesstrategies.

OnGroupTeaching/LearningSpaces:

• Traditionallecturetheatreswillstillbeusedinthefuture.Studentsandstaffstillvaluefacetofacemethods,increasinglysupportedbyIT.

• Newteachingmethodsseemtorequiremorespacewhichmaybeintensionwithmessagesaboutspaceefficiency.Thereisclearlyscopetoconsidertheuseofbetterdesignedfurniturealthoughthisisnotalwaysaffordable.

• Centralisedtimetablingcanaidefficiency,butthereisaneedtoachieveabalancebetweenefficientuseofresourcesandappropriatelearningenvironmentsforeachsubject.

• Collegestudentsoftenworkinverysmallgroupswithahighdegreeoftechnologyandthisrequiresmorespace(s)todivideupclassesintomanygroups.

OnLearningClusters:

• Furniturerearrangementsorvariedroomsizerequirementsoverthedaymayreducerealflexibility-clustersofroomscanbemanagedasagrouptohelpmitigatethis,ideallywithalocalclustermanager.

• Spaceclustersareusuallyfoundtobebetterutilisedthanotherspaces.

• Concernsfromcollegesthatthereareadditionalcostsinvolvedinthemanagementofflexiblespace.Ifthisisnotunderpinnedbyfundingforongoingsupportthenitislesslikelythattheywillbeimplemented.

OnSocial/Peer-to-peerspaces:

• Weneedtostoptalkingaboutsocialspaceandembracetheterm‘learningspace’becauseevencirculationspaceisbecominglearningspace.

• Socialspacesarebestlocatedinopenareaswithalargethroughputofpeopletoencourageusagebyabroadpopulation.

• Questionsaroseastohowyoujustifysocialandpeer-to-peerspacesinanoutlinebusinesscase?Moreevidenceondemandandeffectivenessneedtobegathered.

• Somecollegesreportedbeingunabletousecorridorspacesduetofireregulations.Howdoyoubalancenon-combustible,fixedfurniturewithcomfortandaffordability?

• TheextenttowhichsocialareasareprovidedwithfixedITneedstobethoughtaboutinrelationtotheviewthatstudentsneedsome‘downtime’areaswithoutPCs,suchascafes.

Ontechnology:

• InnovativeteachingmethodsoftenrequiresignificantITsupport.Thisismuchmoremanageableifthereisapolicyofstandardisedspecificationandequipment.

• Theskillsetrequiredtodeliverteachinginadigitalagemustbeconsidered.Knowledgegapsshouldbeaddressedbymoretrainingforteachingstaff.

• Inthefuturemorestudentswillowntheirowntechnologykitbutissuesofsocialinclusionwillremain.Currently,desktopPC’sprovidedonsitearethemachineofchoiceformoststudents.

OnPrivate/ExternalSpaces:

• CurrentlytheSFEFCfunding/bursarymodelrequiresarecordofphysicalattendancethatisperceivedtodiscouragethecreativeuseofoff-campuslearning.

• LearningshouldbedrawnfromtheFEsector,whichhasextensiveexperienceofnon-campuslearning(e.g.communitypremises,workplaces).IssuestoconsiderincludeaccesstoPCs,linkingtocollegeITnetworks,andhealthandsafetyresponsibilities.

APPENDIX9–References

Thefollowingreferencesareofferedforreadersinterestedinfurtherpursuingthesubjectmatterofthisreport.

Anderson,P,Blackwood,A2004,MobileandPDAtechnologiesandtheirfutureuseineducation,JISCTechnologyandStandardsWatch:04-03,November.

Barr,RandTagg,J,1995,AnewparadigmforUndergraduateEducationFromTeachingtoLearning,Change,November,pp13-25

BartlettP,andChaseG,2005,SustainabilityonCampus:Storiesandstrategiesforchange,CambridgeMass.,MITPress.

Bransford,JD,BrownAnnL,Cocking,RR,2000,HowPeopleLearn:brain,mind,experienceandschool,NationalResearchCouncil,NationalAcademyPress,WashingtonDC.

CABE,2005,DesignWithDistinction:Thevalueofgoodbuildingdesigninhighereducation,theCommissionforArchitectureandtheBuiltEnvironment,ODPM,London,March.

LearningandSkillsCouncil,March2005,WorldClassBuildings:Designqualityinfurthereducation,LSCandRIBAClientForum.

PKALRoundtableoftheFuture,2001,InformationTechnologyintheserviceofstudentlearning,ProjectKaleidoscope.

SchneiderM,2002,Doschoolfacilitiesaffectacademicoutcomes?,NationalClearinghouseforEducationalFacilities,November.

ScottishExecutive,2003,Lifethroughlearning:Learningthroughlife,thelifelonglearningstrategyforScotland,ScottishExecutive,February.

ScottishFundingCouncils,2005JointSFEFC/SHEFCE-LearningGroup:FinalReport,SHEFC.

WilsonV,2002,Doessmallreallymakeadifference?Areviewoftheliteratureontheeffectsofclasssizeonteachingpracticeandpupils’behaviourandattainmentSCREResearchreportNo.107

www.cpmag.com CollegePlanning&ManagementMagazine

www.educause.edu/Educause

www.smg.ac.uk SpaceManagementGroup

www.tltgroup.org Teaching,Learning&TechnologyGroup

http://web.mit.edu/ MassachusettsInstituteofTechnology

http://scil.stanford.eduStanfordCenterforInnovations&Learning

ScottishFundingCouncilDonaldsonHouse97HaymarketTerraceEdinburghEH125HD

Tel:01313136500Fax:01313136501Email:info@sfc.ac.ukwww.sfc.ac.uk

AlexiMarmotAssociatesLintonHouse39HighgateRoadLondonNW51RS

Tel:+44(0)2072845888Fax:+44(0)2072845889Email:mail@aleximarmot.comwww.aleximarmot.com

haadesignlimitedCentralChambers109HopeStreetGlasgowG26LL

Tel:01412216234Fax:01412216543Email:hugh@haadesign.co.uk

www.haadesign.co.uk

DesignedbyD

raughtAssociates

ISBN 978–0–9552528–0–8 0–9552528–0–6

PublishedbyAMAAlexiMarmotAssociates,2006Thisreportisavailableonlineatwww.sfc.ac.uk

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