The implementation and evaluation of a new learning space: a pilot study

Gail Wilson,Marcus Randall

doi:10.3402/rlt.v20i0.14431

Abstract

A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being placed on the design of new learning spaces, often referred to as ‘‘Next Generation Learning Spaces’’ (NGLS) and their impact on pedagogy. The traditional idea of ‘‘classroom’’ now incorporates the use of both physical and virtual space. Increasing availability of digital technologies has enabled access by teachers and students to a wider range of communication and information that can now be incorporated into the formal learning process. This change has meant a greater focus on the design and use of flexible learning spaces, more use of blended learning approaches and more personalised, individualised learning opportunities for students. While many such classrooms have been built and used in universities globally, only a few formal studies have been reported on how these spaces are used by both teachers and students. This article focuses on a pilot study of the use by academic staff and students of a next generation learning space - the Pod Room - and makes recommendations for further research into the effectiveness of new learning spaces in universities.Keywords: next generation learning spaces; blended learning; case study(Published: 6 March 2012)Citation: Research in Learning Technology 2012, 20: 14431 - DOI: 10.3402/rlt.v20i0.14431

Highlights

Bond University is a private, single campus university located on the Gold Coast in Australia, which celebrated its 20th anniversary in 2009
A few staff commented on an increase in selfreflection about their teaching and that teaching in the space over the period of the pilot study had widened their options in terms of choice of teaching strategies A couple of staff made comments about the need to redesign their subjects to better suit the capabilities of the room, and that they needed time for experimentation within the space to maximise the space’s full potential
The Pod Room space in this study was an institutional response to the challenge of building a Next Generation Learning Spaces’’ (NGLS) designed to foster collaborative and small group learning and facilitate the use of new technologies across the disciplines

Summary

Introduction

Bond University is a private, single campus university located on the Gold Coast in Australia, which celebrated its 20th anniversary in 2009. In 2007 the University revamped one of its traditional classrooms into a generation learning space called the Pod Room, taking its name from the kidneyshaped, group work desks that are a feature of the room This space was designed to facilitate collaborative group work activities across a range of disciplines. The reconstruction of this space was part of a move in other universities across Australia to create new learning spaces spurred by the emphasis of the Australian Learning and Teaching Council (ALTC)’s funding of the Generation Learning Spaces (NGLS) Project (Radcliffe et al 2009).

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