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nuance at buildings to make prospectuses more atractive. It’s about placing people at the centre of any ambition to facilitate collaborative, active and social learning. Admitedly, such choices are not always
made on such a rational basis. Ego and budget may call for shoebox-shaped behemoths, which look impressive as an architectural concept but don’t necessarily live up to heightened expectations. Appropriately refurbishing existing space will sometimes be a more than adequate solution to creating the desired student experience. In the past, technological limitations
have also influenced teaching space, but today’s wireless capabilities and experimentation in everything from natural lighting and room colours, through to space and temperature, have shown that even subtle design shifts can significantly improve learning. Rethinking environments doesn’t always have to be expensive, but keeping users front of mind is essential.
✥ Here follow examples of what can be achieved in enhancing learning spaces:
University of Portsmouth
Earlier this year the University of Portsmouth launched a new initiative to test students on what they should know before starting lectures and seminars. ‘TEAL Studio One’ is described as a new kind of learning facility where students help each other. David Starkey, senior lecturer in
operations and systems management, championed the idea in Portsmouth Business School. He explained: “TEAL (Technology Enhanced Active Learning) Studio One is a space where lecturers become coaches and students face each other in teams.” Students are provided with
What specialist, industry-standard
equipment is available? Which social spaces re-energize their students most effectively? What’s accessibility like? Which areas genuinely inspire knowledge exchange? How will graduates be best prepared for that all-important transition into work? All these points will influence ‘customer’ choice as students embark on their most formative journey. Enhancing spaces isn’t simply about throwing money and architectural
lecture materials, videos, screencasts and pre-readings that define what they need to know before coming to class. They are also tested on each topic before it starts. Starkey continued:
“Technologies provided to each table allow students to prepare presentations, reports and screencasts together on a large table screen, where they can edit the same document at once.
Selected groups then present on larger class screens. There is no ‘back of the class’ to hide in. Every member of a group makes a contribution. “The time freed up by not delivering
a lecture enables the students to work on more difficult problems and projects in class, where the lecturer is always available to answer questions.” A well-designed learning environment
increases student ingenuity, efficiency and wellbeing. At the same time, if spaces and technology become overly complex they are likely to inhibit learning.
The University of Buckingham
An excellent example of such transformation in action can be seen at The University of Buckingham, where rethinking the design of a lobby space at the Business School’s Anthony De Rothschild Building has dramatically changed how students benefit from the space. Dean of The Business School, Jane
Tapsell, commented: “Puting two glass rooms into the lobby of the Business School has allowed students to work in groups or study on their own. We also hold some tutorials and classes there. Having glass walls doesn’t change the feel of the lobby, which is still open and spacious. “Prior to the glass-walled rooms being
built the lobby wasn’t used nearly as much. The whole area is now always busy. It has become very popular and has a real buzz. It also didn’t cost a fortune to do, but maximises the use of the area.
T HE UN I V E R S I TY OF BUC K ING H AM
Main image: © Amanda Lewis |
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