Creating great spacesgreat spacesfor learning

Andrew HarrisonAndrew HarrisonSpaces That Work Ltdaharrisonuk@hotmail.com

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Aalto University High Voltage Laboratory, Helsinki

The rules are changing…..• The internet has changed notions of

place, time and space• Emerging new methods of teaching and

learning based on an improved understanding of cognition

• Effect of demographic changes on learning population

• Changing financial context for education: increased competition, pressure on resources

• Impact of changes in government policy: funding, participation, research strategy

• Blending of living, learning, working and leisure

• Life-long learning

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g g

Source: DEGW

Learning changes Spatial changes

1. progression: shifts towards progression by stage, more independent learning

2. teacher role: more facilitation,

1. large group teaching – spaces in which to hold teacher-led activities with large groups

2. break-out areas - spaces for less didactic

3. curriculum: more diverse mix of subject based, interdisciplinary studies and thematic based

smaller group and individual activities to complement large group activities

3. learning commons – spaces in which to accommodate half yearstudies and thematic based

learning.

4. timetable: longer sessions, half day / full day timetabling

which to accommodate half-year and other large groups, often for short periods at the start and/or the end of classes.

4 learning schools – providingday / full day timetabling5. teaching: increase in paired /

team teaching6. student groupings: double

class / larger groups becoming

4. learning schools providing clusters of related and complementary subjects, with access to shared common facilities. g g p g

more common7. core model: shifts towards

more learner centric models

5. learning hubs – spatial and virtual links between different ‘learning schools’

6. personalised learning – spaces to it t d t l d l i ti iti

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suit student led learning activities.

Source: DEGW

Rethinking Universities

• Student expectations about the learning experience are also h i ( t d t tchanging (student as customer,

student as producer)

F i tit ti l i t f• From an institutional point of view resources are becoming increasingly scarce – need to do more with lessmore with less

• Many universities are facing increased competition and

Swarthmore College Science Lounge , USA

increased competition and pressures in a global educational market where students can choose where,

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students can choose where, how and when they want to learn. Centre of the Cell, Queen Mary, London

Utilisation of educational space

• Utilisation rates of 15% - 20% still common in UK universitiesM d Utili ti f f• Measured Utilisation = frequency of occupation x % of occupation

• Utilisation of specialist learning spaces such as laboratories often as plow as 8%

• Little attention paid to utilisation of library and social spaces Academic workplace utilisation• Academic workplace utilisation typically 25% - 30%

• Use of space out of core hours and term time is increasing but is still

ll lgenerally low

• Scope for major rethinking of use of space and time in education

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space and time in education

“Thirty years from now the big university campuses will y y g ybe relics. Universities won’t survive.….”

“…the cost of higher education has risen as fast as the t f h lth th t i idl b i t blcost of healthcare…. the system is rapidly becoming untenable.

Higher education is in deep crisis.”

Peter Drucker, Forbes magazine, July 1997, g , y

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Transformation not extinction: new space models • Traditional categories of space

are becoming less meaningful as space becomes less specialized, b d i bl d i

redefining ‘balance’ space

circulation as glue

boundaries blur, and operating hours extend toward 24–7

• Space types designed primarily around patterns of human interaction rather than specific

d f ti l d t t

circulation as event space

needs of particular departments, disciplines or technologies

• New space models focus on enhancing quality of life as much as on supporting the learning

i

more freely available space

group project work, solo work

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experience

Source: DEGW

Supporting new ways of learning

• Collaborative, active learning with hands-on experiences

• Integrated, multidisciplinary

• Distributed, learning takes place anywhere/anytime, mobile technology with social activity

• Immersive with simulated or real-world experiences

• Blended activities, online with face-to-face, mixed reality

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New ways of learning requiring different types of spaceyp p

• Space for flexibility • Space for technology• Space for small group working • Space to support inter-

disciplinary learning and research• Project spaces • Community spaces

• Classrooms and seminar rooms• Lecture theatres• Laboratories and research spaceLaboratories and research space• Academic and administrative

workspace• Studios and workshops Top: Central Michigan Univ.

B tt H d Si l ti C t

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p• Informal and social learning

spaces

Bottom: Harvard Simulation Center

Classrooms and seminar rooms• Ability to reconfigure furniture easily to

support multiple pedagogies• Increased space per student to allow

flexible configurationflexible configuration • Increased use of technology to deliver

blended learning• Improved quality of environment: a rich p q y

visual environment, high quality furniture and access to natural light and connection to the outside Mathew Boulton College, UK

Shared teaching space does not need to be bland teaching space

Spatial innovation is only effective if• Spatial innovation is only effective if combined with timetable innovation and the development of appropriate teaching skills to deliver

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InQbate, University of Sussex, UK

InQbate, University of Sussex, UK

Impact of flexible learning on space requirements

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MIT TEAL classrooms• Designed for Team-based Learning• Group tables and “Show and Tell”

Technology• Polling (audience response system)• Dori and Belcher (2004)

performance of physics students p p ytaught in media rich TEAL classrooms significantly better than control groups

• Improved conceptual understanding• Improved course performance• “The technology-rich engagement

atmosphere and the group interactions enabled the high achievers to blossom whileenabled the high achievers to blossom while teaching their peers. This setting also facilitated upward mobility of the intermediate and low achievers, thereby reducing failure rate and obtaining overall

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reducing failure rate and obtaining overall better results.” Journal of the Learning Sciences, 14(2), 2004 pg 34

Aga Khan University, Faculty of Health Sciences learning studio, Karachig ,

• Create a flexible learning space that is easy to reconfigure in different ways to

t id f l isupport a wide range of learning activities.

• Re-use of existing under-utilised Di ti H llDissection Hall

• New space will support learning activities associated with the study of A t b id th ti fAnatomy besides the practice of dissection.

• Learning studio will include fi bl f it fl ibl llreconfigurable furniture, flexible walls

and appropriate technology to support diverse learning activities.

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Future learning activities

• Seminars for 10–20 participants –Technology-enabled seminars for up to

• Full body dissection - up to six tables with 6-8 students per table. gy p

20 participants in U shaped or conference table configuration.

• Paper based examinations – Individual t bl f t 50 t d t

p• Pre/ post dissection briefings –

lecture-style setting for up to 50 students and instructors

tables for up to 50 students.• Video conferencing / distance learning

including use of Anatomy demonstrator station camera video link

• Problem based and social learning for groups of 4 to 6

• Self-directed study using physical and digital anatomy resources station camera video link.digital anatomy resources.

• OSCEs – Six OSCE testing stations

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Concept design: full body dissection

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Concept design: social and problem based learning

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Concept design: creating community space

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Lecture theatres

• Continuing role in delivery of core course material despite relatively ineffective knowledge transfer

• Expensive spaces, often under utilised• Important symbolic role of the lecture in

university life – also importance of before d ft l t i t ti

University of Strathclyde, UK

and after lecture interactions• Increased use of technology supported

lectures – clicker voting systems, twitter feeds use of VLEs to deliver supportingfeeds, use of VLEs to deliver supporting materials,

• New lecture theatre forms can combine didactic and small group working

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Laboratories• Becoming ‘social buildings’ that

foster interaction and team-based research

• Creating an appropriate balance between ‘open’ and ‘closed’ labs

• Need for flexibility to accommodate change in teams and projectschange in teams and projects

• Design for technology – provide access to electronic communications systems ythroughout the building

• Creating environmentally sustainable laboratories

• Blurring between academic and business spaces – research partnerships

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Source: National Institute of Building Sciences

Academic libraries

• Libraries are seeking to shift from their traditional role as repositories of information and other resources for individual passiveand other resources for individual, passive learning to places where learners meet, collaborate, and interact in learning processes that are much more dynamic. (Jamieson, 2005)( , )

• Static or declining physical resources, increased electronic holdings

• Increased range of library study settings supporting individual study collaborativesupporting individual study, collaborative individual working, group study

• Technology rich settings to support digital and multimedia access

• Support ability to store, personalise, manipulate, repurpose, share information locally and globally

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Generic Research Journey

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Space Preferences to support research

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University of Otago IS Building, Dunedin, New Zealand

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Hunter Centre, University of Otago, Faculty of Health Sciences

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Academic and administrative workspaceadministrative workspace• 15-30% of most universities’ estates consists of

academic and administrative offices• UK research found that a general academic

workplace costs £1500-£2000 p.a to provide• Utilisation of academic workspaces generally low

– 25-30%• Academic office model has not changed

fundamentally for well over 100 years• space for reflection• concentrated working • academic meetings with students and colleagues

b k d• book and paper storage• pastoral care for students• representation of academic status

• Traditional allocation of space for academic offices l fi i ll t i bl fno longer financially sustainable for many

organisations• Also traditional offices do not support academic

staff well for pastoral care, larger tutorial groups, i t ti b t t ff d id d i

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interaction between staff and wider academic community

Innovation in academic workplace is occurring…….• Corporate sector providing models for

innovation− Reducing office sizesg− Eliminating single person offices− Increasing open plan space− Shared desks for mobile workers

Universities increasingly benchmarking• Universities increasingly benchmarking themselves against non-academic buildings − Commercial R&D facilities

A grade office buildings− A grade office buildings

• Trend towards more open plan space• Cost drivers plus desire to increase

collaboration and innovation• Challenge is to create an appropriate

landscape of settings to support teaching and learning activities

A lt U i it B d H l i ki

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Aalto University Boardroom, Helsinki

‘Making and breaking’ spaces: studios and workshopsp• The studio has long been recognised as

the key focus for art and design education – the place where work is generated,

i d di l d d t dreviewed, displayed and stored.• Studios and workshops are space hungry

and expensive to provide• Studio space is often inadequate with poor p q p

storage, inadequate technology provision, insufficient pin-up space, poor atmosphere and lack of companionship.

• Little scope for meeting needs includingUniversity of East London, UK

Little scope for meeting needs including individual and group work, tutorials, crits and relaxation.

• Move towards shared workshops and studio space providing “drop in” accessstudio space – providing drop-in access to space and resources rather than individually owned spaces

• the nature of studio identity is being i i l f d b t th th

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increasingly forged by events rather than space

University of Birmingham, UK

Social learning spaces

• The importance of non-designated space for students to work together outside the classroom is increasingly beingclassroom is increasingly being recognised for its educational value and contribution to creating a sense of community.

• Blending classroom and online work and increased need for group study outside of class time will demand more informal work

Swarthmore College Science Lounge , USA

will demand more informal work settings campus-wide

• Re-appropriating the 30-40% of balance space to create learning

lecturetheatre

individualstudy

breakoutlab buildingbalance space to create learning and social settings

• Using balance space to tell stories express ideas celebrate

workspacethe space

betweennetworking

y

classroom

meetingmeetingrooms

groupstudy

socializing

co-creating

eating

designing

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stories, express ideas, celebrate success

g

inventingseminarrooms

workspace

Source: DEGW

Summary: creating spaces to support the pedagogy• Thinking spaces

− spaces for conceiving ideas, deliberating, brainstorming

• Documenting spaces − spaces for describing and informing specific

activities, objects, or other actions

• Designing spaces − spaces for putting structure, order, and context to free-ranging ideas

• Making spaces− spaces for creating objects and artefacts

using diverse materials and processes

• Collaborating spaces − spaces for enabling team activities

• Presenting spaces

• Practicing spaces − spaces for investigating specific disciplines

• Sensing spaces g− spaces for showing things to a group

• Debating or negotiating spaces− spaces for facilitating negotiations

− spaces for pervasively monitoring a location

• Operating spaces − spaces for controlling systems, tools, and p g g

complex environments

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Creating an effective learning landscape

SPECIALIZEDGENERIC LEARNING SPACES

INFORMALLEARNING SPACESBroad definition of learning spaceSPECIALIZED

LEARNING SPACESTailored to specific functions or teaching modalities

Limited setting types:

Range of classroom types

Range of setting types:formal teaching, open and enclosed

Wide range of setting types:informal and formal, social, open and enclosed

Access:formal teaching, generally enclosed

Access:Embedded, departmental

Access:In general circulation zones, access by schedule

Public, visible, distributed, inclusive

Tend to be: Tend to be: Tend to:Tend to be:

• owned within departments, subject specific

• involve specialized equipment• require higher levels of

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, unscheduledrequire higher levels of

performance specification• often higher security concerns

used when scheduled be loose fit, unscheduled• work as a network of

spaces rather than singular settings

• have food!

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The future learning experience

• Layered experience• Creation of flexible activity zones

to support learning, living and working

• Users choosing appropriate settings and technology for the tasks they want to achievetasks they want to achieve

• Space and experience changing over the course of the day: changing to reflect different types g g ypof users at different times of the day

• Blending of physical and virtual hresearch areas

• Blurring of learning with working, living and leisure

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Department of Architecture, TU Delft

The original BK City, TU Delft BK City after the fire

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BK City Julianalaan, TU Delft

BK Cit J li l TU D lft

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BK City Julianalaan, TU Delft

Get Vitra image of building

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Aalto University Design Factory and Venture Garageg• Design Factory is a “passion based co-creation platform”• Innovation space housed in a redundant engineering workshop building

at Aalto University in Helsinkiat Aalto University in Helsinki• Interdisciplinary projects: science, engineering and business • Researchers occupy the space to work on specific design and

development and projects. • Access to prototyping workshops as well as a range of work and

meeting spaces• Aalto Venture Garage started as grassroots initiative by a group

of students and entrepreneurs at Aalto Universityof students and entrepreneurs at Aalto University• Runs a growth entrepreneurship program, Bootcamp, four times a year.

− Start-ups build up their product and test their ideas in a competitionWi i 5000€ i d f di l i hi− Winners receive 5000€ in seed funding, exclusive coaching and workspace in the Garage

http://aaltodesignfactory.fi/http://aaltovg.com/

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Implications for the future corporate workplaceworkplace

• ‘Borrowing’ learning settings from academic institutions provide opportunities to create new types of workspace

• Academic library – model for spaces that support contemplation and knowledgesupport contemplation and knowledge development

• Status of library on campus signals the importance that the institution places on these p pactivities

• Creation of spaces to accelerate innovation and creativity – ‘lab’ spaces such as Design F t D S h l t St f d BOX t thFactory, D.School at Stanford, BOX at the LSE, Media Lab at MIT• Not just interesting space – facilitated

innovation processes assembling of

British Library informal work setting. Photo: BL

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innovation processes, assembling of expertise to support co-creation, blend of innovation experiences and processes

Academic innovation models

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© STW 2012

Implications for the future corporate workplaceworkplace

• University is about self-determination and choice – studying/ working how and where you want – providing flexibility and spaces that can be appropriated – loose fit!appropriated loose fit!

• Providing blended spaces that support integrated use of digital and physical information resources

• Creating shared facilities – bringing multiple organisations into spaces to support knowledge creation

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Aalto TracksThe Hospital Club, London

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Microsoft, Helsinki

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BBC Worldwide

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