Making an IMPACT: Campus-wide collaboration for course and learning space transformation

At Purdue University, the Libraries participate in a provost-initiated, campus-wide course redesign program called Instruction Matters: Purdue Academic Course Transformation (IMPACT). This initiative aims to bring active-learning to foundational courses traditionally taught through lectures. Purdue librarians recognized the IMPACT initiative as one way to enter the conversations blooming on our campus about the nature of learning, curriculum design, and how space design impacts potential learning. This article presents three perspectives: 1) the information literacy coordinator, 2) a libraries’ administrator with a gift for space planning, and; 3) an in-the-trenches liaison to course redesign projects. Each discusses the IMPACT initiative from his or her unique perspective and view of its impact on librarian roles. Collectively, the article explains why we think it is essential that this kind of campus effort is supported by libraries.

“Come in and look around.” Professional development of student teachers through public pedagogy in a library exhibition

This paper describes a public pedagogy project embedded into "The Global Teacher", a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them. Our paper describes how the project was implemented by means of close collaboration between the QUT teacher educators, curators at the State Library of Queensland (SLQ), and student groups working on visually translating their understandings of global educational issues into a public exhibition. We discuss what was learned by our students and ourselves, as teacher educators, by engaging in this public pedagogy.

Priestley College: How do you successfully develop your new learning space? ...ask your students, of course!

When Priestley College began to plan the redevelopment of its learning resource centre, it continued the culture of student involvement that exists within the College by asking students to help plan and create the new development. This case study describes how the Jisc infoKit on 'Planning and Designing Technology-Rich Learning Spaces' was used as the starting point for ideas and planning, and how the finished development was the recognisable result of students' ideas and plans.

Designing Spaces for Effective Learning: A guide to 21st century learning space design

Increasing investment in estate and learning technologies, combined with the need for more cost-effective space utilisation, is making it increasingly important for senior managers to keep abreast of new thinking about the design of technology-rich learning spaces. Designing Spaces for Effective Learning, one of a series of guides, was launched at the JISC Conference 2006 which helped to meet this need. A visually-rich publication, it was designed to promote better understanding of what makes an effective design for the 21 century and to summarise the key points to consider when approaching a refurbishment or new-build project. The publication takes the reader on a ’walk through’ an educational institution, exploring the relationship between learning technologies and innovative examples of physical space design at each stage of the journey. Discussion of the key points is illustrated by ten case studies from further and higher education, and floor plans from AMA Alexi Marmot Associates, architects and space planners, which provide up-to-date guidelines on the integration of technologies into teaching and learning accommodation.

Using an Outdoor Learning Space to Teach Sustainability and Material Processes in HE product Design.

The world is facing environmental changes that are increasingly affecting how we think about manufacturing, the consumption of products and use of resources. Within the HE product design community, thinking and designing sustainability’ has evolved to become a natural part of the curriculum. Paradoxical as the rise in awareness of sustainability increases there is growing concern within HE product design of the loss of workshop facilities and as a consequence a demise in teaching traditional object-making skills and material experimentation. We suggest the loss of workshops and tangible ‘learning by making skills’ also creates a lost opportunity for a rich learning resource to address sustainable thinking, design and manufacture ‘praxis’ within HE design education. Furthermore, as learning spaces are frequently discussed in design research, there seems to be little focus on how the use of an outdoor environment might influence learning outcomes particularly with regard to material teaching and sustainability. This 'case study' of two jewellery workshops, used outdoor learning spaces to explore both its impact on learning outcomes and to introduce some key principles of sustainable working methodologies and practices. Academics and students mainly from Norway and Scotland collaborated on this international research project. Participants made models from disposable packaging materials, which were cast in tin, in the sand on a local beach, using found timber to create a heat source for melting the metal. This approach of using traditional making skills, materials and nature was found to be a relevant contribution to a sustainable discourse.

Using Panopto in a Common Learning Space

This narrated slideshow provides a step-by-step guide to recording a lecture in a CLS room using Panopto.

Using Zappers in a Common Learning Space (Windows 7)

This 8 minute video provides a step-by-step guide for tutors wishing to use zappers (Turning Point) in a Common Learning Space with Windows 7 and Office 2010.

How to use Turning Point in a Common Learning Space

This is a quick guide based on screenshots which shows you how get started with Turning Point 5 and Office 2013 in Common Learning Spaces.

Is availability of public open space equitable across areas?

This study examined whether availability of public open spaces that can be used for recreation varies according to neighbourhood socio-economic disadvantage. Density and area of public open spaces were examined using a geographic information system and postal boundaries were used to define neighbourhoods. Neighbourhood socio-economic status (SES) was stratified into quintiles. Once neighbourhood population and geographic area were considered there were no differences in the number or total area of free-access, restricted access or sporting/recreation open spaces across quintiles of neighbourhood SES. Future research should examine whether the quality of public open spaces differ by neighbourhood SES.

Library learning space design : a good student fit

We are seeing a renewed interest nationally and internationally in the design and development of new learning environments. There is, at Deakin and more generally in the higher education sector, recognition that the students' experience of a flexible and supportive educational environment is central to excellent teaching and fosters student success. Recent Carrick Institute (now the Australian Learning and Teaching Council) grants have supported the need for a greater understanding of good practice, with workshops being held around the country.

The student experience is integral to planning the re-purposing of Library spaces at Deakin's two larger campuses, Waurn Ponds and Burwood. The physical spaces within the Library will be flexible and provide support for individual learning and study, group learning and discussion, with ubiquitous ICT access and assistance services readily accessible. The improvement to the amenities, including contemporary, wired casual spaces, will encourage students to come on to campus and stay, strengthening opportunities to build a learning community. This learning community can extend through opportunities for social networking to students studying online and off-campus.

Library services and spaces will align with the new pedagogical needs of the university, providing holistic support for students' flexible learning experiences.
"We know that space can have a significant impact on teaching and learning . . . What we know about how people learn has changed our ideas about learning space. There is value from bumping into someone and having a casual conversation. There is value from hands on, active learning as well as from discussion and reflection. There is value in being able to receive immediate support when needed and from being able to integrate multiple activities [and multiple information sources] to complete a project." (Diane Oblinger, Learning Spaces, EDUCAUSE, 2006).

The Harbour outdoors: Investigating how children and educators engage with the outdoor learning space at the Harbour Family and Children's Centre

The aim of the research was to carry out an in-depth case study of the outdoor space at a purposively designed outdoor learning space in a demonstration childcare program in an Australian city. The design of the outdoor space emphasises natural elements and sustainability, while the program uses an indoor/outdoor approach with multi-age sharing of the space. The report included staff, management and researcher perspectives on how the outdoor space worked for children and staff, and provided findings that could inform the ongoing professional processes of reflection on the learning environment at the centre. In addition, the researchers also sought the views of the original designers of the outdoor space, and od centre management at the time when outdoor space was being designed and built. The researchers considered that their perspectives, along with those of current management and staff, could assist in addressing questions of long-term sustainability and practicality in the design of outdoor spaces in childcare centres.

Remote Development of Distance Course Using Virtual Learning Space ‘Web-Class Khpi’

An approach to a specialized website creation – club of distance courses authors – on the basis of Virtual Learning Space “Web-Class KhPI” is implemented and suggested in the article.

Urban agriculture up-scaled: economically and socially productive public green space

'Space is fundamental in any form of commnunal Life; space is fundamental in any exercise of power' (Foucault & Rabinow, 1984: 252). Public green space has the potential to provide one our last remaining free sources of access to open land, clean air, vegetation, water and soil within the urban realm. In most developed countries, this space - due to complex, interconnected legacies of enclosure, privatisation, population growth, urbanisation and 'modernisation' - typically exists as controlled, contrived, scenic picturesque landscapes, unavailable for forms ofcivic, productive and generative activities at scale, such as public urban agriculture. Narrow assessment of green space's on-going financial and maintenance costs fail to recognise wider gains (such as physical and psychological wellness, increased property value , decreased crime rates) (Maller, 2002· Woolley, 2004; Sherer, 2006) and despite attempts, studies that present financial benefits of green spaces have not yet managed to stem the tide of budget cut and reduced spending. Perhaps more importantly, income-generating strategies within public green spaces have not been sufficiently explored. Such approaches could help to develop more convincing arguments analogous with the measurement metrics and quantitative language threatening green space's optimisation and survival. By 'up-scaling' public green space's productive capacity within an ethical framework, we have the potential to greatly enhance social and environmental performance - shifting the existing paradigm from passive to active, consumptive to generative and centralised to collective.