Our approach is to look at the campus in terms of examining all space for its education potential.
Wilson Architects developed the ‘Learning Spectrum’.
We use this tool to recognise the need to have a range of learning experiences that capture at one extremity ‘Teacher-led’ spaces and at the other extremity ‘Student directed’.
The Spectrum begins to imagine a range of enabled learning modalities the idea of extending learning beyond the classroom and generates a dialogue to critically discuss potential directions.
We consider all spaces on campus as opportunities for learning and use embedded technology to support the learning experience wherever a student might be.
The findings of our research, including the ALTC research project, allow us to develop new and better strategies for designing education spaces for the 21st Century. The keys to our strategy are:
1. All space should support a range of learning modalities.
Didactic, active, discursive and reflective modes are all considered and students are encouraged to logically extend learning from teacher-led space into student-directed study areas.
2. Education facilities should be conceived as connected learning places shifting the balance and relationship between libraries and learning spaces.
The Library is no longer seen as an isolated facility within a campus. Instead it is embedded within a broader educational context, blurring the boundaries between learning modalities and opening up the possibilities for richer learning experiences.
3. Technology is embedded within learning space, rather than acting as a driver for planning.
This allows technology to support and enable all forms of curriculum, without becoming the dominant focus of education.
4. A comprehensive understanding of the make-up of various cohort groups.
From whole school, year, discipline and group work cohort enables for better integrated planning as well as time tabling.
5. Space + Places need to reinforce communities.
All members of the education community (students, academics, non-teaching staff and parent groups) all need to be able to identify with place and their community to be able to develop better support networks and a sense of belonging.