Recommendations and Conclusion - Part 2

Recommendations:

It is essential that the University Council support the project to rebuild the learning space in S308. From  the research it has been shown that:

1. The current space has serious Universal Design (UD) Issues. Students with disabilities are impaired from all access in this space. The furniture and digital connections (i.e. conduit) is fixed and therefore, cannot be moved when a student with needs accesses the room. Moreover, it hinders any learner within the space, and restricts the lecturers ability to both see and move around the space. The new design overcomes these UD principle issues, and will allow greater support for all learners.

2. From the first assignment, there were many issues with environment controls. The room has both fixed windows and poor lightning control. When the air-conditioner has failed, users could not access fresh air. Poor psychological issues also impacts students ability to learn, and for the lecturer to instruct.  The new room will improve the overall well-being of the space users health and physical comfort which will reduce stress.

3. The current space is technologically outdated. The new design utilized advanced technology to assist students with group interaction, and a change of teaching style to student-centered. From the research the university needs to reflect the changes in teaching approaches for new century learners.

4. The New design also enhances the interaction of student and lecturers. With greater social interaction this is also a psychological benefit to the learner, and the university. Learners that have positive attitudes  to their institution will foster long term bonds with the institution and promote the institution in the greater community.

5. The new design is future proof, as it does not rely on one technology, but because of its ability to use new wireless technology which now is in the hands of the everyday learner, they can access the material and group work from within the new learning space or virtually anywhere.

6. Pedagogical effects will improve as learners become more engaged in their learning and take greater self-responsibility. Moreover, the new design can accommodate both current and evolving pedagogies.

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 Conclusion:

          Technology is changing faster than we can imagine: a redesign learning space needs to reflect tomorrow’s technologies rather than rely on today’s, fleeting moment. The motivation of learners is the ultimate end product. The views of learners should underpin the development of strategies for teaching and learning, and learning space design.
          Moreover, what is important is that designs of physical spaces are linked to the institution’s strategic vision for teaching and learning, and that this is articulated in every detail of the design and shared with all stakeholders, including learners. . Achieving spaces that foster long-term effective learning will require a holistic approach, but must include a designing process and dialogue with all key stakeholders.

The 21st century society will need to be ‘a learning society’ in which knowing ‘what’ is less important than knowing ‘how to’ (Kirkwood & Price, 2005). This shift in approach to learning and teaching will require staff that are well prepared for change. Staff development programs focusing on teaching and learning in a technology-rich environment are essential to build understanding as well as confidence. A small-scale highly equipped space, that this new design encompasses can act as a catalyst for wider change and become a test-bed for new pedagogic approaches, across the university. 

References:

Kirkwood, A., & Price, L. (2005). Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?. Studies in Higher Education, 30(3), pp. 257-274.