1. What value is there in involving academics and students in the design of the learning environment? – efficiency lost in translation? Learning Landscapes and the Idea of the University Efficiency, Effectiveness and Expression Jim McConnell Director of Estates

2. Contents Estates Responsibilities Estates Experience Estates Skills Academic, Student and Estates relationships Speaking another Language Translation and Interpretation –Exercises –Design Processes –New Skills for Estates and Stakeholders Lessons from the Project

3. Estates Responsibilities 2008 SURVEY Key areas directly affecting the development of Learning and Teaching Spaces

4. Estates Experience 2008 SURVEY

5. Estates Skills Surveyors@ 31% RICS Builders@ 22% CIOB Engineers@ 9% EC UK Architects@ 6% RIBA Facilities Managers@ 30% BIFM Members of HE Academy? 2009/10 Report & Review

6. Academics, Students and Estates Relationships Academics –Focused on research –Aim to minimise Teaching Time –Teach on a Tuesday and maybes a Thursday Students –Focused on value for money from Learning –Aim to maximise Teaching Time –Turns up on a Thursday and maybes a Tuesday Estates –Focused on cost, quality, timely supply of space –Regularly disrupt Teaching Time –Try to turn up Monday to Friday AV, ICT, Telecoms, Security, room booking?

7. Speaking another Language? DidacticBlendedModules Distance Peer to PeerGroupsTutorialLectureDebateRole Play Academics speak the language of Pedagogy (Activity) SimulationImmersionIndividualInformal LECTURE THEATRE SEMINAR ROOM BREAKOUT ROOM EXAMINATION HALL LABORATORIES SPECIALIST SPACES CONFERENCE HALL Estates speak the language of Location (Space) SOCIAL SPACE LEARNING CLUSTERS EXTERNAL SPACE LIBRARY

8. The Lecture Theatre – A mature Pedagogy? Chalk Boards?

9. Exercises Translate –to turn from one language into another or from a foreign language into one's own Interpret –to give or provide the meaning of; –explain; explicate; elucidate –to translate orally www.dictionary.com

10. Beard and Wilson (2006) Experiential Learning Beard, Colin., & Wilson, John. (2006), Experiential Learning: A Best Practice Handbook for Educators and Trainers, (2nd Ed.) London, Kogan Page.

11. Belonging - What do you Think?

12. Doing - Who do you think this space is for?

13. Sensing - What do you Feel?

14. Sensing - What do you hear?

15. Sensing - What do you See?

16. Belonging - What do you think?

17. Doing - Who do you think this space is for?

18. Sensing - What do you feel?

19. Sensing - What do you hear?

20. Sensing - What do you see?

21. Integrative, Interdisciplinary and Inclusive Design

22. Location, Location, Location Postgraduate Centre Learning Cafe

23. The Current Design Process?

24. The Future Design Process?

25. Skills for Estates Appreciation of learning styles and theory –Kolb (experiential) –Gregorc (perceptual) Understanding of pedagogy –The art or science of teaching –Flexibility! Awareness of Audio Visual and ICT options –Integrated solutions –Standardisation? - Chalk or Visualiser! Recognise the opportunity for Marketing –Learning and Teaching Space as the Student ‘Shop Window’ –Use L+T spaces to promote marketing messages

26. Skills for Stakeholders Appreciation of Estates Processes –Project Briefing –Design stages Understand every project is a prototype Awareness of technical limitations –Building –AV/ICT –Flexibility –Sustainability Be prepared to take ownership –Experiment pedagogically –Sign off accountability

27. Lessons from the Project Academics –Add value by taking the lead and embrace the client role –‘Teach with space in Mind’ adopting approaches to pedagogy that are clear and convincing Students –Add value by acting as a client, consultant and ambassador for the learning landscape Estates –Remember there is no ‘standard issue’ academic or student –Use ‘Walk around’ and reconnaissance to experience the learning environment –Translate and interpret what is possible rather than prescriptive –Use integrative, interdisciplinary and inclusive design approaches –Create a learning environment that is teacher-centred and student-centred –Remember students don't want to dance like their Dad –Experiment and rehearse the play together with stakeholders

28. Conclusions and Lessons Learned from LLiHE Project Universities –Appoint a ‘Go-Between’ with Professional Expertise at Senior Management level –Introduce committees that promote innovative, creative and critical thinking –Don't have to be ‘funky’ or radical –Enable spaces to grow organically –‘Talk your Future into Being’ by developing a ‘Common Language’ Articulated and documented Through conferences, Imagineering, workshops and projects Local ‘dialects’ accepted

29. Hey Dude – where’s my Chalk? Abdulwahed, Mahmoud., Nagy, Zoltan.K., & Blanchard, Richard. (2008) Beyond The Engineering Pedagogy: Engineering The Pedagogy, Modelling Kolb’s Learning Cycle Proceedings of the 2008 AaeE Conference, Yeppoon