The creation of the ‘perfect’ learning space is probably a myth, but what is real is that, universities over the last decade, have had a pretty good crack at trying to create them. What has emerged, generally as a happy consequence, is a great understanding of some of the key aspects that go into to making good learnings spaces for today’s very diverse student body. In many cases this now means making available a combination of physical and virtual opportunities, to enable students to learn in ways that better suite their circumstances. This presentation will focus on some of the key lessons learned over this last decade and demonstrate how these have been put into practice across some 5 institutions. It will compare and contrast the work of these institutions, with a view to providing a set of coherent heuristics to be considered by others looking to go on this journey.

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Learning spaces as
mash-ups:
The future is nigh
Professor Michael Sankey
Learning Futures
@michael_sankey

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Introduction
 The creation of the ‘perfect’ learning space is probably a myth.
 But we have had a pretty good crack at trying to create them.
 What’s emerged is a great understanding of the key aspects of making good
learnings spaces for an increasingly diverse student body.
 We are making available a combination of physical and virtual spaces, helping
students to learn in ways that better suite their circumstances.
 We will focus on some of the key lessons learned over this last decade.
 Demonstrate how these have been put into practice.
 Compare and contrast the work of some institutions, and
 Providing a set of heuristics (rules of thumb) to consider.

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Mashups (in education)
 Are a combination of two or more data sources that have been integrated
into one source. They typically consist of graphics, texts, audio clips, and
video that have been sourced from various media such as blogs, wikis,
YouTube, Google Maps, etc., into a new product.
 Mashups rely on open and discoverable resources, open and transparent
licensing, and open and remixable formats.
 In the educational context, mashups are being used as an instructional
tool by the teacher and/or as a product created by the student who are
responsible for manipulating the data themselves.
https://en.wikipedia.org/wiki/Mashup_(education)

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The perfect learning space
 Some might say, let’s go to where the
people are – go to them
 It’s about collaboration;
 Active learning
 Peer learning
 It is all these things
 And more

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Taking the mountain to Mohamod
The Red Zone

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A Griffith model/s
 Learning by doing
• Making it a nice place to be
• Attractive
• functional

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Reconfigurable

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They are:
 Nice to be in
 Interesting
 Movable
 Break-out-able

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Training Staff
 Set-up training facilities

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An RMIT model
 Tables seating 6 students each
 Wall mounted 55” flat panel displays
 A centrally located teacher controlled station
with computer, AV rack and AV controller
 The design frees the teacher from the control
station to engage with students while
maintaining full wireless control of the
presentation
 Rooms emphasise collaborative learning
though their physical and technical features

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A Western Sydney U model
 Learning studios
 Set up trial
environments
 Built Parramatta
City Campus
 Learned many
lessons

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A USQ Model – New
 Semi-flat floored
 Chairs on wheels
 Usable as a group
learning space (at a
pinch)
 Wireless to main
console

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A USQ Model - Regenerated
 Rooms built back in the 70’s & 80’s
 Trade-off between traditional vs
contemporary (funding)
 Reconfigurable tables
 CoWs
 Wireless connectivity throughout
 Colourful (though need to be careful)
- welcoming
 Open-up-able

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Principles
 With thanks to Professor Iain Hay, Director Professional,
Learning and Engagement, Macquarie University
 Todays learning environments need to:
 Promote collaborative engagement
 Stay ahead of the curve: Implement new technologies
 Bring the teachers on the journey

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Learning Space Rating System (LSRS)
 A framework to measure the potential performance of a learning space;
to assess what the space enables learners and instructors to do.
 Helps measure progress toward designing learning spaces that support
active and engaged learning.
 Provides a common language and method to document best practices.
Part A: Campus Context, Planning, and Support Considerations
 Section 1: Integration with Campus Context (ICC)
 Section 2: Planning and Design Process (PDP)
 Section 3: Support and Operations (SO)
Part B: Environment, Furnishings, Layout, and Technology
 Section 4: Environmental Quality (EQ)
 Section 5: Layout and Furnishings (LF)
 Section 6: Technology and Tools (TT)
© 2017 Malcolm Brown, Joseph Cevetello, Shirley Dugdale, Adam Finkelstein, Richard Holeton,
Phillip Long, and Carole Meyers. This content may be shared and remixed, but any use of this
material must include attribution to the Learning Space Rating System initiative.
https://www.educause.edu/~/media/files/educause/eli/initiatives/lsrsv2.pdf?la=en

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Section 1: Integration with Campus Context
 Credits included in this section:
 1.1 Alignment with Campus Academic Strategy
 1.2 Learning Space Master Plan
 1.3 Compatibility with Technology Strategic Plan
 1.4 Commitment to Evidence-Based Research and Assessment
 1.5 Campus Leadership for Learning Spaces
 Total points available in this section: 5
 Weighted percentage of total points available: 10%

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1.1: Alignment with Campus Academic Strategy
Intent
 To align learning spaces with strategic academic plans or initiatives, including institutional accreditation and
accountability activities (1 point).
Criterion for the point
 Provide evidence of alignment of learning space planning with campus strategic academic plans, major campus
academic initiatives, and/or institutional accreditation processes.
Evidence for this credit
 Provide documentation that demonstrates alignment between the learning space’s design and established, written
institutional academic strategies.
Additional considerations
 Map learning space planning or design directly to campus academic goals. For example, a team-based space
design could be aligned to the goal of increasing student engagement and collaboration skills.
 Weave the learning space design directly into a major campus initiative. An example might be including mobile
projection in the space’s design to align with a campus tablet initiative.
 Substantiate the above by describing specific learning space references in publications or academic, school, or
department strategic plans and showing how the learning space’s design addresses those ambitions.

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1.2: Learning Space Master Plan
Intent
 To ensure that learning spaces are designed in accordance with institutional
strategic directions for its learning spaces (1 point).
Criterion for the point
 Provide evidence of close alignment of the room’s design with an existing campus
learning space master plan.
Evidence for this credit
 Document the ways in which the learning space’s design conforms to the
guidelines of the campus learning space master plan.

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1.3: Compatibility with IT Infrastructure and Plans
Intent
 To ensure that the planning, development, and operation of learning spaces is supported by the
institution’s technology infrastructure (1 point)
Criterion for the point
 Demonstrate specific ways in which institutional technology infrastructure and strategic plans support
learning spaces.
Evidence for this credit
 Provide documentation on how the institution’s IT plans support learning space development and
operation.
 Provide evidence that the refresh cycles of network and other technology infrastructure align with learning
space needs.
Additional considerations
 Involve academic technology and information technology professionals as part of planning teams, as
described in Section 2: Planning and Design Process (PDP).
 Ensure that technology budgets provide for upgrades, maintenance, and refresh cycles for technology.

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1.4: Commitment to Evidence-Based Research and
Assessment
Intent
 To develop and implement a regular, iterative process of research and assessment that
informs development of learning spaces and contributes to an institutional culture of
evidence-based design (1 point).
Criterion for the point
 Create and maintain a learning space assessment and evaluation plan that involves
multiple campus stakeholder groups with defined iterative evaluation cycles.
Evidence for this credit
 Provide research and assessment plans and reports, including evidence of campus
stakeholder engagement.
Additional considerations
 Conduct postoccupancy space performance evaluation(s).
 Provide regular, ongoing forums for user feedback on specific learning space(s) to improve
support and operations.

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1.5: Campus Leadership for Learning Spaces
Intent
 To provide leadership, i.e., through creative, innovative projects, in integrating learning spaces with
academic or IT strategies (1 point)
Criterion for the point
 Integrate learning spaces with strategic IT, school, and/or academic department contexts in a creative or
innovative way that falls outside ICC credits 1–4.
Evidence for this credit
 Provide evidence of an initiative, project, policy, or procedure that integrates learning space planning or
design with the academic or campus IT context and in a new or innovative way.
Additional considerations
 Demonstrate impacts of innovative leadership, such as new policies or practices around learning space
development and design.
 Establish new benchmarks for renovation or new construction of learning spaces with institutional buy-in.
 Create a campus learning space committee or similar body that provides principles and guidelines for
learning spaces.

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 Utilising the space available to its full potential.
 Investing in the resources and technology needed to achieve our
teaching objectives and deliver our stated learner outcomes.
 Creating a visual environment to have a big impact on your learners.
 A recent study from University of Salford found a clear link between
classroom design and learning performance.
 They found that, design and layout can positively impact learning
performance in pupils by up to 25%.
 Good visual design and interactivity can deliver the concept and values of
our learning ethos, and used to inspire learners and to motivate staff.
Great learning space design includes

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Design heuristics
 Design: support brand, attract and inspire learners, increase a sense of belonging, motivate staff and
boost morale. This means being:
 Flexible – to enable space to be reallocated and reconfigured
 Bold – to create an impact
 Creative – to energise and inspire
 Nurturing – to foster a supportive, collaborative environment and a sense of belonging and pride.
 Motivation: Well laid-out spaces infused with natural light provide a pleasurable place of work.
 Collaboration: Learners benefit academically from social interaction with their peers. Informal learning
areas provide environments that support these collaborative activities.
 Personalisation: Injecting a bit of personality into the environment can reinforcing your brand, ethos
and values and can have a motivating impact on your learners and staff.
 Inclusion: Visual cues can assist learners’ navigation and help them to adjust their behaviour
according to the purpose of the space.

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ACODE
The Australasian Council on
Open, Distance and e-Learning
(ACODE)
The peak Australasian
organisation for universities
engaged or interested in
technology enhanced learning
and teaching.