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I've been looking recently at a range of new builds in Universities and colleges in the UK and have been struck by the relative lack of any learning theory behind the designs. Beyond, that is, the Vice-Chancellor's evident pride at being able to point to the new coffee franchise and padded benches and say wisely "students' like to learn in these informal spaces you know". Today, ahead of some planned workshops in July, I published a short working paper entitled “Re-visioning Learning Spaces: Evolving faculty roles and emerging learning spaces“.

The paper recognises that new build and refurbishments of educational spaces can be significant financial commitments and often represent ‘flagship’ investments for many universities. It questions whether they are really supporting effective learning. This paper advocates that truly effective spaces need to be more closely associated with the particular learning contexts one is seeking to enrich. Re-visioning our learning spaces requires universities to create and engage with a conceptual model of the learner and faculty, to develop not just new spaces but support for new roles within those spaces. The SOLE model is presented as a conceptual framework through which new spaces and new faculty roles are considered.

Paper can be downloaded at Academia.edu or direct from BPP University College pages (ISBN – 9781 4453 5457 6 / Publication Date: May 2013)

Published a short working paper today entitled "Re-visioning Learning Spaces: Evolving faculty roles and emerging learning spaces". In July I'll be running some face-to-face workshops to explore the ideas in the paper and there will be a version two.
New build and refurbishments of educational spaces can be significant financial commitments and often represent ‘flagship’ investments for many universities.  However, apart from their marketing brochure appeal and the contemporary feel good factor for current students of ‘being there’, we should question whether they are really supporting effective learning.  This paper advocates that truly effective spaces need to be more closely associated with the particular learning contexts one is seeking to enrich.  Re-visioning our learning spaces requires universities to create and engage with a conceptual model of the learner and faculty, to develop not just new spaces but support for new roles within those spaces. The SOLE model is presented as a conceptual framework through which new spaces and new faculty roles are considered.
Paper can be downloaded at Academia.edu or direct from BPP University College pages (ISBN – 9781 4453 5457 6 / Publication Date: May 2013)
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