LEARNING ENVIRONMENTSSTANDARDS

1.1 INTRODUCTION

ROLE & PURPOSE OF THE DOCUMENT

3.0 SPACE

THE SPACES WE PROVIDE

OUR PORTFOLIO

TYPES OF SPACE

2.0 PEDAGOGY

OUR FRAMEWORK FOR GLE’S

4.0 TECHNOLOGY

OUR TECHNOLOGY

AV

IT

SUPPORT

DOCUMENT CONTENTS

INTRODUCTION

INTRODUCTION

This document provides and overview of the standards for non specialist learning environments

There is currently a gap in the pedagogical elaboration of how learning spaces function at Curtin. This project to create a com-prehensive set of standards around learning spaces builds and expands on work already done by CITS-AV and Properties. University interest:University Strategic Plan (2017-2020) Distributed Active Learning aligns to the Learning and Student Experience Initiatives and Actions of the University Enabling Plan (2017-2020) including:

• “2. …expand the use of data analytics across the student experience”

• “10. Improve Student Retention” • “18. Enable and support flexible and innovative delivery of

programs and learning experiences” • “20. Implement digital and physical infrastructure which ena-

bles new delivery modes”

Purpose of the Document

This document describes the pedagogical thinking behind setting the standards for Learning Spaces at Curtin. This piece is part of the triumvirate that the University has used to reimagine tradi-tional classrooms as Global Learning Environments (GLE), which consists of a collaborative, distributed environment promoting borderless, synchronous education:This document describes the pedagogical thinking behind setting the standards for Learning Spaces at Curtin. This piece is part of the triumvirate that the University has used to reimagine traditional classrooms as Global Learning Environments (GLE), which consists of a collaborative, distributed environment promoting borderless, synchronous education:

Curtin now has 82 Collaborative Learning Spaces (CLS) and 28 high quality Distributed Learning Spaces (DL). They have been technology-enabled for Distributed Learning (DL), a flexible, inter-active mode of learning and teaching which makes the classroom

experience available to students wherever they are (any campus, any location and on any device) – a global experience.

In Semester 1, 2017, there now are 30 units distributing via Webex from Bentley to individual online users and two class-to-class models in Sarawak and Kalgoorlie campuses. The session types being distributed include; lecture, tutorial, seminar and workshop.

PedagogyHow we deliver

Our IT and AVOur Facilities

Space Technology

Global LearningEnvironments

01

02 03

Visb

ile L

earn

ing

Connected Learning

The Curtin Experience

Image 1 - Global Learning Environments combine pedagogy, space and technology

PEDAGOGY - Our Framework for learning outcomes

OUR PEDAGOGY Global Learning Environments

The concept or brand of Global Learning Environments (GLE) is the natural progression to think holistically about the CLS & DLS approaches at Curtin University. Additionally, it will:

• Foster the university’s reputation as innovative;• Give the university a competitive edge in attracting stu-

dents;• Support the university to teach increased student num-

bers; and• Support the university to cope with tight funding situa-

tions.

(adapted from Ling et al, 2014)

The learning and teaching activities conducted in GLEs need to engage students and be tailored to help them achieve intended learning outcomes.

GLEs need to provide Learning activities need to be Learning activities need to involve

Learning activities need to facilitate

Rich learning environments that reflect the real world so are:• Authentic• Complex

And use technology appropriately

Student-centred

Focussed and outcome-oriented

Interactive and collaborative in different cul-tural and societal contexts

Challenging and facilitate means for creating knowledge

Active learning strategies, including problem-based learning and tasks with depth, complexity, and duration

Networking opportunities

Feedback opportunities that are struc-tured similar to, or actually within, real-world settings

Selective engagement

Critical engagement

Opportunities to practice the skill or knowledge-in-action

Opportunities for personalised learning

RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES

Principle Layout Furniture Technologies Acoustics Lighting/colourLearning with peers:

Promote active engage-ment with one another

Learning spaces should provide features that permit students to work both individually and in collaboration with one another.

• Promote face-to-facecommunication (e.g.two rows of studentson a tier, smallgroups)

• Individuals can moveabout easily

• Unobstructed sight-lines

• Flexible seating (e.g.fixed chairs that ro-tate, movable tablesand chairs, tabletchairs on wheels)

• Intentional use offurniture of differentheights and shapes

• Shared workspaces(e.g. writable walls,digital workspaces)

• Sound zones sup-port multiple simulta-neous conversations

• Appropriate ampli-fication available(e.g. student tablemicrophones)

• Different lightingpatterns to supportdifferent activities

• Using colour todefine groups’ use ofspace

Experiences with faculty:

Promote interaction and communication

Learning spaces should facilitate communication and interaction between students and faculty

• Easy access to allstudents (e.g. mul-tiple aisles, unob-structed sightlines)

• Podium doesn’tinterfere with sight-lines, movement andinteraction, whilebeing large enoughfor instructionalmaterials

• Screen sharing• Ability to control

classroom technolo-gies away from thepodium (e.g. remotemouse, wirelessprojection)

• Flexible furnitureto support differentteaching strategies(e.g. movable, varia-ble heights)

• Sound zones sup-port multiple simulta-neous conversations

• Appropriate amplifi-cation available (e.g.wireless audio ampli-fication)

• Different lightingpatterns to supportmultiple types ofteaching tasks

• Colours distinguishpurposes (e.g.where chairs go,what groups

Campus environment:

Promoting high-quality learning spaces across campus

Learning spaces should be consistent with the university’s culture and priorities as reflected in the campus master plan, follow university design standards, and be designed with future flexibility in mind.

This category relates to the campus environment as a whole. It provides opportunities for supporting students’ learning through consist-ently high-quality learning spaces through the application of standards and design principles. For example:

• University standards applied e.g. classroom and IT standards; accessibility guidelines; recognized sustainability practices, materialsand technologies; regulated building operations (e.g. temperature and ventilation)

• Design classrooms for flexible future use where possible (e.g. raised floors for conduits to permit future classroom reconfiguration)• Design classrooms, consistent with the principles of Universal Design and Universal Design for Learning, to meet the needs of and

be used by all populations using these spaces (e.g. natural light, sufficient storage, standardised room controls to facilitate use ofmultiple classrooms)

• Design classrooms to integrate with surrounding space (informal spaces, etc)• All classrooms are thought of within the campus master plan

High-impact Practices (HIPs)

Learning spaces exist within a larger campus context; there should be an ease of transition between spaces so as to better support high-im-pact practices inside and outside the classroom.

Multiple types of campus physical environments are needed to support a variety of HIPs. Ensure availability of, and support for, a di-verse range of affordances (both physical and virtual) to maximise HIPs for student learning

SPACE - Our Portfolio of Learning Environments

OUR SPACEOverview

Curtin University is positioning itself to be a global leader in the education sector and has recognised that high quality physical spaces and places play a significant role in our brand offering.

Over the past 5 years Curtin has upgraded nearly half of its exist-ing learning spaces along with the addition of new buildings and informal environments. From a properties perspective the univer-sities goals are to:

• Provide strategic planning advice to ensure we haveworld class learning environments across all campus thatwill enable us to meet our strategic goals.

• Plan and Deliver exceptional buildings, spaces and plac-es that meet our current needs and can adapt for futureuses.

• Maintain our physical facilities to exceptional standards.• Ensure that our spaces are highly utilised.

Our Portfolio

The centrally allocated learning space portfolio is categorised into the following categories:

1. Flat floor learning2. Tiered and Case Study

CAMPUS MAP WITH ICONS

AUDIOVISUAL GUIDELINES https://properties.curtin.edu.au/workingwithus/guidelines.cfm

The purpose of these section is to provide the detailed design specifications associated with the standard room and system configurations in teaching, learning and meeting spaces at Curtin University.

It describes the detailed design specifications for the four types of Curtin standard AV systems. These designs are total digital solutions that incorporate modern AV specifications such as HDMI, wide screen projection and higher resolutions (WXGA and WUXGA).

The document should be referenced by AV consultants, designers, integrators and programmers in application of these Curtin standard AV systems to specific venue requirements.

AV SYSTEM TYPE 1AMX Massio 8-button keypad controller with FPD/projector switching. Typical installations are single display systems such as breakout (MET01), basic tutorial (LEC01) and computer suites (LEC02).

AV SYSTEM TYPE 2AMX touch panel with AMX NX 1200 controller and Extron IN1608 switching. Typical installations are single display systems able to show one source at a time such as iLecture tutorial (LEC03) and basic meeting (MET02) venues.

AV SYSTEM TYPE 3AMX touch panel with AMX NX 1200 (or higher) controller with Extron DTP Crosspoint64 switching. These venues often feature the ability to display two sources simultaneously on a Primary and Secondary display set. This system is often installed in lecture theatres (LEC04/5) and videoconference meeting rooms (MET03).

AV SYSTEM TYPE 4AMX touch panel with AMX NX 1200 controller (or higher) with Extron XTP Crosspoint 1600 (or Crosspoint 3200) matrix frame. The systems are often used to centrally service more than one venue with collaborative and/or distributive features (e.g. CLB01, CLOB02, and CLB03).