project

1. project Learning Landscapes: clearing pathways, making spaces – involving academics in the leadership, governance and management of academic spaces Lead HEI: University of Lincoln with DEGW, a leading international design company: www.degw.com Project Sponsor: Professor David Chiddick Project Director: Professor Mike Neary Funded by HEFCE/HEFCW/SFC - £294k

2. research Investigate ways to facilitate academic engagement with estates and other key stakeholders in the development of new teaching and learning spaces in higher education Provide research data on the levels of academic participation - academics are increasingly involved in the development of new academic spaces, but there has been little research into the nature of this involvement Produce a range of change management tools to support academic involvement in the design of teaching and learning spaces, and a common language to promote discussion with key stakeholders

3. Significant interest The relationship between virtual space and physical space in the design of teaching and learning spaces The emergence of spaces in HE that support connectivity between teaching and research Encourage the promotion of students as providers of services and support for teaching and learning spaces

4. universities Newcastle – Culture Lab Warwick – Teaching Grid Loughborough – engCETL Oxford Brookes – Reinvention Centre Reading – Students Access to Independent Learning: S@IL Glasgow – Postgraduate Study Centre Napier – Media Centre Queen Mary, London – HIVE: social learning space Wolverhampton – New Technology Centre Glyndwr – Creative Industries Building York – Law School: problem based learning Lincoln – Great Central Warehouse Library

5. the concept ‘The Learning Landscape is the total context for students’ learning experience and the diverse landscape of learning settings available today – from specialized multipurpose, from formal to informal, and from physical to virtual…campuses need to be conceived as “networks” of places and learning, discovery, and discourse between students, faculty and staff, and the wider community…campuses need to use academic space more effectively as well as efficiently’ (Dugdale 2009).

6. key findings Relationships of trust against negative stereotyping: academics and estates Raising the Student Voice Charismatic leadership and the problem of ownership Real innovation is rare: incremental development Supportive service models ( staff and students) at the project and institutional level Re-engineering the relationship between teaching and undergraduate research

7. change tools Campus Profile Maps: visions and mission – between rhetoric and reality Pragmatics of Place: understanding the role of the space manager Teaching and Learning with Space in Mind: designing spaces for effective teaching and learning Talking our Future into Being – designing the educational brief for new university spaces The Idea of the University? re-imagineering the future of Higher Education

8. Teaching with Space in Mind • Supports a sense of spatial imagination and a heightened consciousness about the importance of space in the teaching and learning process. • Encourages academics to make use of the literature on effective teaching when designing new teaching and learning spaces. • Key principles: • Student as Producer: Collaboration and engaged teaching - supporting a paradigm shift • Critical Pedagogy: Difference, Diversity and Dissensus • Solidarity: Student Leadership - managing teaching and learning spaces • Reward and Recognition: Feedback and Assessment - encouraging intellectual engagement • Academic Commons: Technology and the Classroom - open, networked and connected • Learning from Each Other: the Scholarship of teaching and learning: evaluation plus research

9. the future – struggle over ideas Graham (2002) Universities: The Recovery of an Idea ‘British universities have been guilty of a failure to redefine their identity in a new diverse world of higher education…The most essential task is to recreate a sense of our own work by refashioning our understanding of our identity – our understanding of what the word ‘university’ means.’ ‘…it’s time for another revolution in the idea of the university’ (David Lammy, Minister of Higher Education, Demos, 23 June 2009).