Project summary

Much attention has been paid recently to the design of learning spaces in the tertiary
sector. Recent studies and projects have used thematic pedagogical concepts, such as
student-centredness, active learning, collaborative group work and technological
enhancement to drive design for educational spaces. In addition, new ways of thinking
are surfacing about environments in relation to the nature of student learning, notions of
difference and inclusivity across the disciplines, economic and environmental
sustainability (Australian Learning and Teaching Council, 2008). However, to date
evaluations of learning spaces have largely focused on individual indicators, such as
student satisfaction, frequency of use or successful technological integration. While
these indicators are useful in the evaluation of particular aspects of learning spaces
from the perspectives of specific stakeholders, they do not provide a substantial,
systematic or rigorous model for evaluation of the impact across a range of criteria
related to design intent, practical implementation or staff and student learning. Without
such a model, the development of coherent and credible theory and transfer of
knowledge to drive future development is problematic.

Commencing with an examination of pertinent evaluation methods from the sector, and
from related fields such as workplace design, this project will develop a comprehensive
framework for evaluation of learning spaces that may be applied to a range of design
intention and learning contexts. Building on ideas disseminated during the 2007 Places
and spaces for learning seminar series, the project team will work with student and
academic staff reference groups, services stakeholders and management from three
Australian universities to elaborate and trial potential evaluation approaches and
strategies from a range of perspectives. The three partners are all currently engaged in
the design and evaluation of learning spaces, occupying three distinct learning contexts
and design aims: the information/learning commons (Victoria University), studentowned
project spaces (Swinburne University of Technology) and spaces oriented to
both teaching and independent learning (University of Queensland). An international
reference group will provide critical support for the project. Membership of this group will
include three international universities (University of Nottingham, University of Warwick
and Indiana University) with similarly disparate learning space innovations and
substantial experience in learning space evaluation. In addition, representatives from
the Next Generation Learning spaces project, JISC and EDUCAUSE will provide
international and national perspectives, continuity and extension with current initiatives,
ongoing evaluative critiques, and benchmarking of practice.

The outcome of this process will be a coherent model for a full evaluation cycle from
conceptualisation and design to implementation and post-occupancy, to re-integration
of findings in subsequent development cycles. Primary dissemination methods will
include the ongoing participation of groups currently engaged in the decision-making
involved in the design of learning spaces; a Learning Spaces Evaluation Toolbox; a web
site; a published guide to evaluation processes, issues and aims; a series of
stakeholder seminars; and demonstrative case study reports.