The evolving learning landscape 2006

Slide1: 

The evolving learning landscape September 2006 Andrew Harrison Director, Learning Environments, DEGW plc

Slide2: 

Trends in the corporate sector: Shift from paper processing to knowledge brokering Open and non-hierarchical organisations Value in ideas not the manufacture of product Work when we like, where we like, how we like Organisation mixture of “core staff”,“freelance staff” and “partners” Boots Chemist Headquarters DEGW Architects, Interior Change Management Context: work is changing

Slide3: 

CORE SPACE icon and image space long lease/freehold prime location highly serviced FLEXI SPACE shorter leases administrative or sales space conference/training space PAY-AS-YOU-GO licensed or pay for use shared/ borrowed from partners New paradigms of space ownership “Company’s assets are ‘know how’, not physical assets”

Slide4: 

Virtual and physical space are complementary… VIRTUAL SPACE convenient efficient PHYSICAL SPACE meaningful symbolic WHAT EVER THE INTERFACE YOU ARE ALWAYS PHYSICALLY LOCATED SOMEWHERE ….one type of space does not replace the other

Slide5: 

Knowledge Systems e.g. VPN/Intranet The Hive BP e.g. Home/office ©DEGW 2002 Private protected access individual or collaborative workspace privileged invited access collaborative project and meeting space public open access informal interaction and workspace e.g. clubs, airport lounges (‘baby’) The distributed workplace e.g. café, hotel lobbies airports (Bryant Park New York) Knowledge communities e.g. IM, project extranets, video conference Internet sites e.g. public chat rooms, information sources,

Slide6: 

The city is the office ‘city is the office’ ‘office is the city’ abbey national / costa coffee / carphone warehouse shop single location, owned space multiple locations, shared spaces Increased use of distributed,shared workplaces Move from fixed to variable costs BA Waterside

Slide7: 

Are universities also changing?

Use of space in Higher Education in the UK: 

Use of space in Higher Education in the UK 1995 review of Welsh HE estate examined how space is managed and efficiency of use 1996 NAO report suggested 20% to 30% utilisation figures common. Role of effective space management highlighted Clear estate strategies and systematic measurement critical for success Provision of good practice guidance did not resulted in improved performance or significant increase in the profile of space issues in many universities Utilisation rates of 15% - 20% still common

Emphasis has been on teaching space: 

Emphasis has been on teaching space Utilization studies generally concentrate on formal teaching space Utilization of research and administrative offices is also often very low Little attention paid to how library and social spaces are used

Slide10: 

The rules are changing….. The internet has changed notions of place, time and space Space is no longer just physical; it incorporates the virtual Emerging new methods of teaching and learning based on an improved understanding of cognition Changing financial context for education: increased competition, pressure on resources Radical transformation of educational process in schools: changing technologies, spaces, relationships to the surrounding community – what will the next generation of students expect? Blending of living, learning and leisure Life-long learning

Forces Influencing Learning: 

Forces Influencing Learning LEARNING TOOLS & SUPPORT SYSTEMS

New Ways of Learning: 

More collaborative, active learning with hands-on experiences Integrated, multidisciplinary Blended, learning takes place anywhere/anytime, mobile technology with social activity Immersive with simulated or real-world experiences Hybrid activities, online with face-to-face, mixed reality Rensselaer Polytechnic Institute Harvard Simulation Center Chalmers University New Ways of Learning

New Space Models: 

New Space Models Traditional categories of space are becoming less meaningful as space becomes less specialized, boundaries blur, and operating hours extend toward 24–7 Space types designed primarily around patterns of human interaction rather than specific needs of particular departments, disciplines or technologies New space models focus on enhancing quality of life as much as on supporting the learning experience circulation as event space more freely available space group project work, solo work redefining ‘balance’ space circulation as glue

Slide14: 

the new learning landscape

Slide15: 

future environments that provide a rich learning experience for all

Slide16: 

elements of the new learning landscape

Defining the Learning Landscape: 

Defining the Learning Landscape SPECIALIZED LEARNING SPACES Tailored to specific functions or teaching modalities Limited setting types: formal teaching, generally enclosed Access: Embedded, departmental GENERIC LEARNING SPACES Range of classroom types Range of setting types: formal teaching, open and enclosed Access: In general circulation zones, access by schedule INFORMAL LEARNING SPACES Broad definition of learning space Wide range of setting types: informal and formal, social, open and enclosed Access: Public, visible, distributed, inclusive Tend to be: owned within departments, subject specific involve specialized equipment require higher levels of performance specification often higher security concerns Tend to be: generic teaching settings often limited in flexibility by furnishings used when scheduled Tend to: encompass richer range of settings allow choice be loose fit, unscheduled work as a network of spaces rather than singular settings have food!

Slide18: 

supported by appropriate technology Basic open access areas, cafes, circulation Enhanced all teaching spaces, LRC, labs Advanced selected teaching & specialist areas Cutting- edge specific use, e.g. simulation

Slide19: 

redefining ‘balance’ space circulation as glue increasing informal interaction events space enhancing general awareness

Slide20: 

recognising changing needs Timetabled space lectures, seminars, tutorials More freely available space group project work, solo work, browsing

Slide21: 

supporting live-in & drop-in needs live-in drop-in

Slide22: 

Integrating physical & virtual Crerar computing lab, University of Chicago Cybercafé web-stations General computing area Multimedia wall Collaboration booth (3 person tables) Seminar area (6 person tables) Video-conferencing Teaching assistant's desk Computing assistant's desk Print station

Slide23: 

clustering specialist provision

ensuring settings for staff interaction : 

ensuring settings for staff interaction ‘we want a place to come home to’

Slide25: 

providing food with everything …

Slide26: 

extending campus boundaries Apple Mac shop in Chicago Library in Orchard shopping mall

Slide27: 

seeking creative funding solutions Shell Leadership Centre - Training centre during week - Holiday Inn at weekend Signage changes accordingly

Slide28: 

symbolic space Icon and image space Long lease/freehold Prime location Highly serviced research Interaction space student to student staff to staff staff to student staff-student to business staff-student-business to community Amenity space functional space Shorter leases Administrative and Departmental space Teaching space Low-tech research space Business ventures on-demand space Licensed or pay for use Shared/ borrowed from partners Amenity space - catering - meeting space - project space managing space flexibly

Slide29: 

Research and teaching centre, completed 2003 4,600sqm joint venture between Universities of Sussex and Brighton Building integrates two research groups from different locations, environments & cultures Aim was to support: long-term collaborative projects interactive working methods new ways of teaching, learning and research inclusion of all members of the academic community diversity of user interests Shift from cellular to more open accommodation with a larger proportion of shared space Approx. 9.5sqm per person NOA including ancillary meeting and storage (not including seminar rooms) Freeman Centre, University of Sussex

Slide30: 

Case study Freeman Centre academic work settings “we will evolve with the building”

Slide33: 

Hybrid academic and commercial space based at the London School of Economics and Political Science 220 sqm innovation space to support government corporate client and a five year innovation research programme Range of work environments to support workshops, group and individual work plus research and social space Cabinet of Wonder – 11m cabinet, 30+ artefacts, soundscape, 2500 ft cat 5 data cabling plus 6 computers BOX website – creating a virtual cabinet of wonder BOX

Slide37: 

MMU is embarking on a major review of its estate Consolidation onto three campuses All Saints Didsbury Crewe Major improvements to the quality of the teaching and learning environment High quality, highly utilised, effective buildings to support the academic programme Manchester Metropolitan University

Slide38: 

Facilities that are fit for purpose: well utilised, effective space Stronger MMU identity across all sites and buildings Improved student experience More opportunity for interdisciplinary working Opportunities to work in different ways, being more creative with space and technology What will the consolidation strategy achieve?

Slide39: 

Private Invited Public Faculty Hub Staff work areas Staff resource centre and social space Faculty support Post graduate centre Teaching and Learning Centre Lecture and seminar rooms General purpose computer rooms Informal individual/ group working settings Exercise and Sports Science IRM Research Institute Contemporary Arts specialist teaching and research facilities ‘Student centre’ Student Services ‘One stop shop’ Student Union, student lockers Bars, cafes Reception 24/7 ‘Reebok’ Sports Centre Arts and Performance Centre Exhibition and performance spaces Sports hall Gymnasium Swimming pool University gateway Retail Retail Research Centre Research Centre MMU Cheshire space model Cheshire Business School Institute of Education Department of Interdisciplinary Studies Learning Resource Centre Social learning space