Approaches to developing a Learning Commons

1
Approaches to developing a Learning Commons

• Associate Professor Peter Jamieson,
• Office of the Provost,
• The University of Melbourne

2

• Learning Commons is a physical structure .an
  operational facility . and
• most importantly reflects how the university
  sees itself as a place of learning and the
  students relationship with the campus.

3
The context.

• Shift to student-centred learning approaches -
  driven by H.E. student learning research (Marton,
  Saljo, Prosser, Trigwell, etc)
• Tension in universities caused by increased
  student nos - traditional T L methods under
  stress student experience feedback negative!
• Appearance of new IT - empowers students, mobile,
  reduced IT-provision role of institutions

4
An evolving concept..

• Library as IT hub - including informal learning
  spaces
• Separate IT hubs
• Mixed social informal learning centres -
  learning centre student centre
• learning hub learning commons

5
Framework for conceiving learning commons?

• Must view student-centred culture as campus
  wide phenomenon - means shifting beyond view of
  campus as collection of facilities (including
  learning commons)
• Learning commons must be integrated into
  whole-of-campus approach to creating campus as a
  place of learning

6
Its about rethinking the student-campus
relationship

• Students as occupants (owners?) not users of
  campus (facilities)
• Occupants form identity in settings - users
  less likely to form attachment
• Occupants seek to shape setting
• Occupants assume responsibility
• The campus - its their place

7
Two key design challenges (regardless of design
response)

• Providing working surfaces for collaboration -
  must engage personal IT devices
• Student access to power (for IT devices) - how
  much access?

8
Juxtapose two contrasting approaches

• Massive, centralised, single centre for informal
  learning
• - architectural statement?
• - concentration of resources/limitation of
  options?
• - impedes widespread campus development?
• Precinct-based development (spread appropriately
  across campus)
• - reduced focus on architectural statement
• - part of multiple student options
• - integrated campus development strategy

9
Saltire Centre - Caledonian University, Glasgow

• Major architectural statement
• Based around key library
• Provides café social spaces
• Public space for events
• Range of informal learning settings
• Provides working surfaces

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
2. Eastern Precinct - Melbourne(also Birmingham,
Lund, Nottingham)

• Primarily refurbishment of existing buildings of
  varying quality
• Based around key library
• Integrates old new structures, indoor outdoor
  settings
• Offers mix of informal learning spaces
• Provides café social spaces
• Offers settings for events
• Mirrors campus-wide approach (Engineering other
  hubs)

24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
A variation at Lund University

• Library
• Café
• Internal public space
• Mix of informal learning settings

36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
An initiative at U. of Birmingham

• Satellite campus library
• Includes lounge informal learning spaces

45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
(No Transcript)
50
at U of Nottingham

• Key library
• Café
• Mix of informal settings

51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
Regardless of the approach to conceptualising
constructing the learning commons, key issues
include

• Empowering the student
• Setting high expectations of behaviour
• Trust is essential
• Create environments not facilities
• The message communicated to students about
  learning within that community institution