1. Designing new ways to support student learning Ms Dee MacCormack (Student Services), Mr Rene Meijer (Information Commons), Mrs Lyn Parker (University Library) Ms Chetna Patel (LeTS),

2. Overview Introduction and discussion questions Learning space – IC 301, the new student skills and development centre Student enhancement service - MASH Questions and discussion

3. Introduction Learning space Layout Technology Environment Curriculum design Partnership Collaboration Student enhancement services Drivers and barriers

4. Designing spaces for effective learning (HEFCE, 2006 )

5. Questions for discussion How do we integrate the development of transferrable skills into the curriculum? How should professional support services support students and academics in the development of these skills? What are the requirements of learning spaces (virtual and physical) in order to facilitate this development?

6. THE INFORMATION COMMONS Innovative learning spaces and services: 14/10/2015© The University of Sheffield

7. Formal collaboration

8. Informal collaboration

9. Media in the IC Format agnostic Integrated workflow Easy to use

10. Next to teaching space Can be booked separately Blue wall Suitable for small groups Next to teaching space Can be booked separately Blue wall Suitable for small groups

11. Learning technologists support academics and students. Looking at integrating IL-support from library

12. Development of various literacies in the 21 st century Taken from Secker, J. et al. (2011) A new curriculum for Information Literacy; an Ancil workshop held at the University of Sheffield 10 th November 2011. 14/10/2015© The University of Sheffield

13. Academic Student Formal, structured Informal workshop drop-in skills suite signposting student-requested session peer problem-solving session peer mentoring induction Lecture/demo Who delivers the support? Personal tutor, professional services? How deliver? Online, f2f, via phone, email, chat, social networking tool.....? Part of the subject curriculum Generic rather than subject

14. 301 – a new student skills and development centre opening at 301 Glossop Road in autumn 2012.

15. Why? To improve our offer to students To help meet a number of strategic priorities e.g. employability, recruitment, retention To provide a more effective service for students and academic departments To create opportunities for collaboration and new ways of working

16. What will be there? Flexible, multi-use space which includes: Open plan study area Self-access resources library Languages learning suite Group/workshop space Self-service computer kiosks 1-1 student interview/guidance rooms

17. 301 Academic skills and development services Blue = Student Services Red = other providers Green = under development Languages for all MASH Union training (leadership ) Skills for Life Careers Module ELTC Modules Financial literacy (SSG and SAC) PGR Development IT & media skills (CiCS ) USE opportunities & MIH Information literacy (Library) TASH Peer support training Identity (IF tandem learning ) Discover & Understand Skills for Success Sports leadership Support Workers’ Service Transitions skills sessions International exchange Skills for Work How2 Writing Advisory Service (WAS) English Language Support Service (ELSS) HEAR

18. A final point… 301 isn’t just for students who are struggling with personal or academic issues - it’s somewhere for all students to access a range of expert services to help them get the most out of both their current learning experience - and their future career.

19. MASH – currently At Octagon Centre Voluntarily, referred or encouraged Drop-in, appointments, small groups and workshops Tutors and self-study material Study space and tea/coffee facilities 2 PC’s Office hours

20. MASH – future at 301 Larger space and more technology Opportunities for setting up study groups Ease of setting up workshops Collaborative study space Integrated delivery of enhancement services Synergy of collaboration

21. Questions for discussion How do we integrate the development of transferrable skills into the curriculum? How should professional support services support students and academics in the development of these skills? What are the requirements of learning spaces (virtual and physical) in order to facilitate this development?