Charles Sturt University Learning Spaces Strategy · Last Revised October 2019 | Charles Sturt University Learning Spaces Strategy Page 5 of 55 C. Key Concepts Active learning is

Charles Sturt University Learning Spaces Strategy

Version 3.5 Last Revised October 2019 Charles Sturt University

Last Revised October 2019 | Charles Sturt University Learning Spaces Strategy Page 2 of 55

Executive Summary

Learning that is connected to life and work captures the essence of what we stand for at Charles Sturt

University. Acknowledging the culture and insight of Indigenous Australians, Charles Sturt University’s ethos

is described by the phrase from the Wiradjuri, the traditional custodians of the land of our original campuses;

‘Yindyamarra Winhanganha’, which means ‘the wisdom of respectfully knowing how to live well in a world

worth living in’ (University, University Strategy 2022, 2019). This strategy outlines the plan for Charles Sturt

University to develop learning spaces that encourages and provides a wide range of learning and teaching

activities, guided by the Educational Space Planning Principles (the Principles) that focus on the main

purpose of the facility which is active, blended learning, research, positive student experiences, and

outcomes focusing on development of learning environments connected to the community and the world.


Contents

A. Custodian ................................................................................................................................................... 4

B. Glossary ..................................................................................................................................................... 4

C. Key Concepts ............................................................................................................................................ 5

D. Background ................................................................................................................................................ 5

E. Objectives .................................................................................................................................................. 6

F. Purpose ..................................................................................................................................................... 6

G. Audiences .................................................................................................................................................. 7

H. Assumptions .............................................................................................................................................. 7

I. The Principles - Summary ......................................................................................................................... 7

1. Identity ................................................................................................................................................... 8

2. User Experience .................................................................................................................................... 9

3. Teaching and Learning .......................................................................................................................... 9

4. Embedded Spatial Literacy .................................................................................................................... 9

5. Future-Proofing ...................................................................................................................................... 9

J. The Principles - Detail ................................................................................................................................ 9

1. Identity ............................................................................................................................................... 9

3. Teaching and Learning .................................................................................................................... 36

4. Embedded Spatial Literacy .............................................................................................................. 47

5. Future-Proofing ................................................................................................................................ 51

K. References .............................................................................................................................................. 54


A. Custodian

Division of Learning and Teaching and the Learning Environments Committee (LEC) are the custodians of this Strategy.

B. Glossary

Compiled by Charles Sturt University in accordance with its established definitions.

Active Learning see “Active learning” under topic “Key Concepts” below.

Blended Learning combines traditional face-to-face teaching and learning approaches with a variety of online digital learning technologies (Hockly, 2018). It is an interactive way of learning where the teacher becomes the facilitator and the students use modern technology to learn more from each other (Morgan, 2018).

Learning spaces in general, the agreed understanding of a "learning spaces" in the context of higher education institutions is that, while the term specifically points towards the physical "area" in which teaching and learning occurs, it also includes other, less literal spaces, such as the digital and cognitive (Oblinger, 2006). Learning spaces do not just refer to the “places”, but also the ways in which we engage our students in active learning. It is increasingly vital that we move away from the traditional notion of "classrooms" and move into a greater understanding of "learning spaces" that encompasses not the dissemination of knowledge but the shared experience of learning (ACODE, 2013).

Learning Environments see “Learning spaces”

Object Based Learning is a type of active learning (Morgan, 2018). It’s a hands on learning experience which is completed by interactions with students centred on an object (Smith, 2019) (The University of Melbourne, 2019). The object can be any item and can be used in multiple ways via ‘hands-on’ approach (experiential learning), direct interaction or close contact with objects will evoke active learning.

Online Learning uses a range of virtual learning environments and software to enable students to study online. Online Learning enables students to participate in learning without the need to physically attend traditional face to face classes (Smith, Barrett, 2016). Online Learning also provides opportunities for distance education students to participate in classroom activities virtually (Curtin University, 2015) Charles Sturt University is one of the leading providers for online learning in Australia with 57% of students studying online. Methodologies used have been created by U!magine and the Online Learning Model (OLM) team who work with the three faculties. The OLM consists of a set of elements designed to increase academic performance, student engagement, retention and overall satisfaction in the online environment.

Situated Learning places emphasis from the impact of authentic contextualisation on a student’s learning experience (Huang, Lubin, and Ge, 2011), in other words learning linked to the authentic activity, context, people and culture at the time. An example of Situated Learning opportunity is a student teacher on a field placement being asked to prepare a lesson plan (Sparks, 2013).

Spatial Literacy is ‘a state reached through the practice of spatial thinking’ (Jarvis, 2011, p. 294). Learners engage with a range of spatially related mediums including diagrams, graphs and maps to facilitate problem solving and decision making (Bednarz and Kemp, 2011) [51] (Carleton, 2017).


C. Key Concepts

Active learning is an approach to education that involves and engages students in the teaching and learning exchange as opposed to a transmission approach or banking model of education (Freire, 1970), which positions the instructor as the “keeper” of knowledge to “deposit” the learning in the receptacles that are the students' brains, active learning recognises the role that students hold in their own education. Further, this pedagogical approach employs meaningful and intentional activities that not only provide greater agency to students but also require thought and reflection about the learning taking place (Horton and Freire, 1990).

Active learning can essentially be defined as “students doing things and thinking about what they are doing” (Bonwell and Eison, 1991).This type of learning approach is the learning and teaching strategic approach at Charles Sturt University that aims to provide the affordances that will allow this to happen. Examples of active learning range from group work and mind mapping to project based and collaborative learning (Russell, J.D. et al, 1995). The aim is to create a learning relationship among the student, teacher, the material and the spaces that requires engagement and reflection. Keeping in mind the diverse educational, social, ethnic and economic backgrounds that can influence student academic outcomes. The focus is for students to be at the center of learning and in turn understand and having the ability to navigate in the world they live in (University, University Strategy 2022, 2019).

Constructive alignment is an outcome-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have been achieved (Biggs, 2014).”

The focus in constructive alignment is on what and how students learn (learning outcomes), rather than on the topic the teacher teaches (DLT, 2019). Learning activities (including the affordances of learning environments) are what the student undertakes to meet these learning outcomes and students construct knowledge and skills based on the learning activities by “students doing things and thinking about what they are doing” (Bonwell and Eison, 1991).

Diversity - The University is committed to providing a variety of learning environments to meet the different needs of students drawn from diverse educational, social, ethnic and economic backgrounds, Charles Sturt University Assessment Principles Policy (Charles Sturt University, 2017a).

D. Background

The Strategy is based on the learning educational space planning principles (the Principles) with the collaboration and the work of external Learning Spaces consultants with backgrounds in architecture, education, urban planning, facilities planning and timetable modelling, packaged within Australasian experience for higher education. This strategy and the Principles serve as a summary of findings from the exploration of global trends affecting learning space design and the Charles Sturt University space context from a teaching, learning and research perspective.

● 2nd March 2017 - A workshop on was conducted in collaboration with faculty members, divisional

staff and external consultants that led to various recommendations collated by New Learning

Environment (NLE). One particular outcome was to develop a set of “Educational Space Planning

Principles”.

● April 2017 to December 2018 - Ongoing consultation with New Learning Environments (NLE) and

Learning Space Lead, April 2017 - Dec 2018.


● 27th August 2018 - Workshop with divisions and faculty members which includes (Space Planning

Manager; Manager, Client Services and Computing; Director Infrastructure & Client Services;

Associate Dean Academic Arts and Education; Associate Dean Academic; Associate Professor;

Associate Dean Academic; Associate Dean, Research; Sub-Deans (Learning & Teaching); PVC

(Learning & Teaching); Executive Director Division of Facilities Management; Director, Planning,

Design & Construction; Senior Manager | Graduation, Exams & Timetabling; Director, Learning

Resources; Director Learning Design; Director, Learning Technologies; Executive Director, Library

Services; Manager, Information Services, Library Services; Project Officer, Career Development;

Manager, Adaptive Learning and Teaching Services.

● August to November 2018 - Focus Reference groups from each faculty and division, they include -

Business, Justice and Behavioural Science; Division of Information Technology; Division of Student

Administration, Faculty of Science, Faculty of Arts and Education; Division of Student Admin;

Division of Learning and Teaching; Division of Facilities Management; Division of Information

Services.

● November 2018 to February 2019 - Work on the Principles work was presented to the Learning &

Teaching Spaces Improvement Team (LTSIT) and LEC from Nov 2018 - Feb 2019.The outcome

was the culmination of the principles into a Charles Sturt University Learning Spaces Strategy

document.

E. Objectives

The key objectives in the design and use of physical learning environments are:

● Stimulate active learning through innovative layout and cutting edge but stable technologies,

appropriate technologies including support for ‘bring your own device’

● Promote mutual knowledge creation and sharing, between student peers and with their teachers

through the focus of building a learning community

● Support teaching staff in a range of pedagogies including authentic practice-based learning

● Provide facilities for synchronous interaction on-campus, between campuses and between off-

campus and on-campus students and teachers

● Promote sustainability with reasonable costs, appropriate materials, building practices, and

technologies.

F. Purpose

The purpose of this strategy is to outline the design driven by effective pedagogical use of new and refurbished learning spaces at Charles Sturt University by using a set of principles outlined below. The Principles are expected to help guide and justify choices in relation to learning space design and effective utilisation. Ensuring that the design process remains focused on the main purpose of the facility which is active and blended learning, research, positive student experiences and outcomes.

This strategy aligns with the Charles Sturt University Strategy and values (University, 2019). It incorporates three focus areas:

● Our Students: Successful Graduates

● Our Communities: Vibrant Regional Communities

● Our Internal Capability: Strong University


G. Audiences

Learning and Teaching Sub Deans Learning and Teaching (faculties) to use the Strategy and Principles in collaboration with their faculty focusing on the direction of the design in learning spaces directed by Charles Sturt University L&T pedagogical principles (specific to each Faculties) and the Principles. Involvement of this strategy and principles can be used as a guide to form conversations and discussion with their staff about development/refurbishment of new spaces that will feedback to DFM/DIT.

Division of Facilities Management (DFM) and Division of Information Technology (DIT) are to use this strategy and principles to:

● Improve the alignment of Charles Sturt University strategic and spatial objectives

● Translate an educational and strategic vision into spatial concepts

● Discuss new and refurbishment of learnings spaces in the context of the Principles

● Guide their capital works

● Justify capital expenditure guided by the Principles

Division of Learning and Teaching (DLT) will be able to advise the design of spaces related to on-campus experience, course/subject design and research perspective based on the Learning Spaces Strategy and the Principles.

H. Assumptions

The principles are based on the following assumptions:

● The documents listed above that were used to inform the Principles are evidence-based (Charles

Sturt University, 2015).

● The principles will be revised in accordance with any significant updates to the Charles Sturt

University strategic plans and other documents of significance.

● The university will always wish to remain at the forefront of innovation and while a principle may

remain unchanged, the spatial implications will be reviewed with each new project to seek out

contemporary spatial solutions.

● The principles will always be applied in a manner that supports the ongoing sustainability and

adaptability of the campus in order to future-proof against pedagogical, technological, industrial,

professional and enrolment shifts.

● The principles will always be applied in a manner that preserves the Charles Sturt University brand

and identity, including that which is specific to each regional campus.

● Learning spaces at Charles Sturt University are not defined by walls (Charles Sturt University, 2015).

The Charles Sturt University brand is strongly affiliated with online learning. Therefore the ‘campus’

is both physical and virtual. The principles should be applied across the situated, online and blended

environments as applicable.

● Spatial responses to each principle will be achieved in alignment with the resources available for

each project. In some cases it may be necessary to prioritise specific principles or consider

innovative solutions in order to ensure the principles are addressed.

● Some principles will be more relevant to certain projects than others.

● The principles may be expanded in order to respond to specific project requirements e.g. a

pedagogy or space that is unique to a single discipline.

I. The Principles - Summary

The creation of the educational space planning principles (the Principles) is the first step in translating an educational and strategic vision into spatial concepts.


The principles are important because they help to guide and justify choices in relation to design and ensure that the design process remains focused on the main purpose of the facility which is active and blended teaching, learning, research, and positive student experiences and outcomes.

The principle also addresses, and is in line with, the marketing and communication vision (Charles Sturt University Marketing and Communication Vision), that is;

Create a transformational promise, products and experience that attracts students, staff, researchers, partners and donors.

Connect with communities by actively and strategically addressing their most fundamental issues- being the anchor institution within the communities we serve.

Be output and results focused, ensuring the customer is at the heart of all we do.

The principles are the essence of this Strategy and is based on consultation with University stakeholders and the following:

● Campus Learning Space Design Principles and Priorities

● Charles Sturt University Strategic Direction 2017-2022

● Curriculum Learning and Teaching Framework

● Graduate Attributes and Learning Outcomes

● Indigenous Education Strategy

● Transform Online Learning/Learning Experience Framework

● Consultation with key stakeholders as summarised in the NLE Roadmap

● Other sources as noted in the references section

There are 5 Educational Space Planning Principles:

1. Identity

2. User Experience

3. Teaching and Learning

4. Embedded Spatial Literacy

5. Future-Proofing

1. Identity

The learning environment will consist of:

1.1. Showcasing Achievements - showcase the achievements of the Charles Sturt University

community.

1.2. Learning on Country - honours the traditional owners and custodians of the lands on which Charles Sturt University campuses are located - the Wiradjuri, Ngunawal, Gundungurra and Biripai (or Biripi) peoples of Australia – their culture and knowledge will be valued and visible in a manner that honours and welcomes all Aboriginal and Torres Strait Island people.

1.3. Natural Environment - be environmentally sustainable and will connect users with the

natural environment.

1.4. Responding to Region - be regionally responsive, remain true to the character of regional

Australia with a mission to be ‘impactful’ and build skills and knowledge in its regions.

1.5. Faculty and/or School Identity - acknowledge the unique identity of each Faculty and/or

School within the overarching Charles Sturt University brand.


2. User Experience


2.1. Engagement and Well-Being - care for its users by supporting the 'whole' learner, developing lifelong skills, relationships and love of learning by engaging, inspiring and supporting.

2.2. Diversity and Removing Barriers to Inclusion - celebrate diversity and remove barriers to

inclusion.

2.3. Personalisation - be learner-centred, responding to the diverse needs and usage patterns

of all Charles Sturt University learners.

2.4. Professional Learning Community - support all staff as professional learners, leaders and

facilitators of learning, and members of a learning community.

2.5. Local Community - attract and welcome members of the local community.



3.1. Technology Enhanced - leverage technologies for seamless learning and professional

experiences.

3.2. Critical Literacies - help to ensure development of critical literacies.

3.3. Cooperative and Collaborative - support collaboration in learning, teaching and research with an emphasis on creative thinking and problem-solving.

3.4. Active and Authentic Learning - support active, authentic learning - general, specialist,

workplace and simulated.


The learning environment and the use of space will consist of:

4.1. Evaluation and Feedback - be continually improved through professional learning, evaluation of and feedback on the use of space.

4.2. Strategic and Operational Relevance - be a key consideration across the strategic and

operational planning of the University.

5. Future-Proofing

The learning environment will:

5.1. Spatial Agility - be flexible and responsive to change.

J. The Principles - Detail

The principles are not listed in order of priority - the principles are of equal importance.

1. Identity

1.1 Showcasing Achievements

The learning environment will showcase the achievements of the Charles Sturt University

community.


Charles Sturt University aims to be the dominant provider of higher education for on-campus students in our

regions and online higher education (Charles Sturt University, 2017).

The increasingly competitive environment within which universities operate has direct implications for the

physical assets held by universities, their management and operations, their useful life and replacement, and

importantly, the image they project. Architectural expression and the associate urban interfaces and facades

should project this identity and help shape a recognisable Charles Sturt University brand associated with our

values, which are to be insightful, inclusive, impactful and inspiring, it is our ethos (University, University

Strategy 2022 , 2019).

The CHARLES STURT UNIVERSITY brand will continue to shape the demand on research space but this

will also remain susceptible to shifts in research priorities. It will be necessary to shape research spaces that

project the desired Charles Sturt University identity but also remain flexible to change and allow for shifts in

research focus and disciplinary participation.

The physical environment should showcase learning and research by offering visual links and ground level

priority to its most engaging spaces and activities. Display spaces (both virtual and physical) will provide

opportunities to exhibit products and awards and expand potential to provide object-based learning

experiences, located in active zones within the University. Provision must be made for the rotation and

maintenance of displays, to ensure relevance. The content of the displays will be negotiated within Division

of Marketing and Communication and/or Faculties.

Case Study: Charles Sturt University, Bathurst and Port Macquarie Campuses Learning Commons


The Bathurst learning commons (building 1412)

and the Port Macquarie campus use space

starting at the ground level to provide visual links

through purposeful design of floor to ceiling

glazing and ground level priority to learning and

research environment that is engaging and

vibrant. This allows the showcasing of various

services in learning and research to the outside

world that speaks of the Charles Sturt University

brand and reinforces the Charles Sturt University

ethos.


Case Study: RMIT, Academic Street

While many universities seek out prominent architects to design flagship buildings to project their aspirations, RMIT’s new city campus Academic Street, on Melbourne’s busy Swanston Street, headed in the opposite direction. Overseen by Lyons, segments of the street were given to different small architectural firms, all of whom included RMIT alumni, to reflect the diversity of the campus, physically, socio-culturally, and professionally. “The idea was that through working with a number of architects on the redevelopment, whereby they would develop an agreed design framework and each undertake their own specific design elements, they could “create an environment that would have something of the diversity of the city… [and] build a unique student experience which was like the city, offering [students] a choice as to the types of space that might want to occupy”(Ritchie, 2017).

(Source: RMIT)

The main objectives were to remove physical barriers

between the learning spaces and the street,

maximising public access by using laneways and retail

components to break up the lower levels of the

building.

(Source: Lyons)


1.2 Learning on Country

The learning environment will honour the traditional owners and custodians of the lands on which

Charles Sturt University campuses are located - the Wiradjuri, Ngunawal, Gundungurra and Biripai

(or Biripi) peoples of Australia – their culture and knowledge will be valued and visible in a manner

that honours and welcomes all Aboriginal and Torres Strait Island people.

“Yindyamarra winhanganha” is a Wiradjuri phrase meaning 'the wisdom of respectfully knowing how to live

well in a world worth living in', which is not only the enduring Wiradyuri way of living and being, but forms the

foundation of the Charles Sturt University ethos (Charles Sturt University, 2017). It is, however, important to

ensure that each campus footprint acknowledges the unique language and culture of each Nation.

A key Charles Sturt University graduate attribute is to become an agent of change through Indigenous

Cultural Competence Charles Sturt University Curriculum, Learning and Teaching Framework. The learning

environment will need to support the following objectives identified in the Charles Sturt University Indigenous

Education Strategy:

● Promote and enhance national and regional reconciliation.

● Make Indigenous people, culture and knowledge a valued and visible aspect of the life and culture of

the University and its campuses.

● Establish Charles Sturt University as the preferred higher education provider for Indigenous students

and Indigenous Education, particularly from Charles Sturt University’s regional footprints.

● Improve the four key indicators of Indigenous educational outcomes: access, participation, retention

and success.

● Incorporate Indigenous Australian content into all of the University’s undergraduate course offerings,

and embed related descriptors into the University’s Graduate Attributes.

● Increase Charles Sturt University’s research output relating to Indigenous specific issues by

developing a cross-discipline and divisional scholarship of Indigenous learning, teaching and

research, based upon Indigenous community involvement and University staff commitment to the

advancement of the principles of social justice to achieve equality and self-determination for

Indigenous Australians.

● Enhance the profile of Charles Sturt University as the preferred employer of Indigenous people

through strengthened programs and initiatives specifically designed to attract and support

Indigenous staff.

● Develop and advance the professional profiles and research skills of the University’s Indigenous staff

through extended opportunities for professional development and advancement.

● Develop clear and accountable governance and management structures to develop, implement and

monitor progress in achieving this Indigenous Education Strategy.

Where a major new location and development is to be established, the University will ensure engagement

with the location-specific indigenous community representatives to maximise the opportunity to integrate the

Learning on Country objectives and spatial considerations outlined in this Section.

Spatial considerations can include:

● Gathering space at the ‘heart’– this could be indoors or outdoors e.g. a fire-pit is an ideal example as

closed spaces don’t work as well for ceremony, song and dance.

● Opportunities, indoors and out, to explore history, culture, knowledge and to tell the stories of the

community, such as views to significant landmarks etc.


● Points of arrival that welcome Aboriginal people, particularly Elders and a considered response to

common usage patterns. The flow of circulation into and around the space is important.

● The relationship between landscape, points of significance and targeted student services.

● Opportunities to integrate Aboriginal culture across disciplines e.g. object-based learning

approaches that can be employed through curated exhibits, natural landscapes etc.

● Aesthetic qualities that reflect local Aboriginal culture within Charles Sturt University branding

guidelines i.e. the use of colour and artwork.

● Use the naming of spaces and signage to preserve language and ensure this is done in a manner

that acknowledges the language and culture of the Aboriginal Nation/s of each Charles Sturt

University campus.

● Curation and management of culturally significant spaces and collections.

● Spaces that celebrate the achievements of Aboriginal people e.g. galleries displaying the successes

of former students, elders etc.

● Indigenous presence and consideration in online learning content and delivery.

● Outdoor lecture areas with technology incorporated (i.e. moveable shades and sheltered areas with

walls that can be removed for example in the warmer months) which we think could be a first.

Case Study: Charles Sturt University, Australian Centre for Christianity and Culture


The Australian Centre for Christianity and Culture (ACC&C) is a place where culture and knowledge are valued. The meeting place with twelve stones is a gathering place where ceremony, song, and dance can be held. The twelve stones also signify the biblical Christian tradition story of the twelve apostles, reflecting on the scholarly culture of the School of Theology.

Source: https://arts-ed.csu.edu.au/centres/accc/about

Case Study: Charles Sturt University, Port Macquarie, Indigenous Courtyard

Port Macquarie campus has an indigenous courtyard with a fire pit and amphitheatre with seating for community events and outdoor teaching activities. The space promotes regional reconciliation and is a place where culture is valued and visible. The fire pit is a place where ceremony, song and dance can take place. This space is also designed to be used for learning to encourage that learning spaces, driven by learning communities does not need to be defined by walls.

The indoor and outdoor spaces around the courtyard give opportunities to explore history, culture and knowledge.

https://arts-ed.csu.edu.au/centres/accc/about

https://arts-ed.csu.edu.au/centres/accc/about


Case Study: Curtin University, Centre for Aboriginal Studies

The centre provides “a place on campus which holds for them a sense of belonging, autonomy and strength. Aboriginal students have a base on campus that encourages them to be in control of their own learning that provides support services structured in a way to empower them. In this sense, the design of the centre and its operations function as a mode of Aboriginal self-determination” (Curtin University, n.d.). The design of the centre offers a “feeling of open space and light; where wood and stone and ochre tones are combined within the circular central area in a building based on curved lines distinctly different from most of the other buildings on the campus” (Curtin University, n.d.). Natural resources are used through including clay-tile roof and timber. The main lobby serves as the “heart of the Centre…used to hold exhibitions, functions and special ceremonies” (Curtin University, n.d.).

(Source: Curtin University)


(Source: Curtin University)

Case Study: University of Tasmania Riawunna, Aboriginal Studies Centre, Launceston Tasmania,

Cultural landscape (Peter Elliot Sinatra Murphy in association with Urban Initiatives Pty Ltd.)

The plan shape is pincer like, with a smooth curving exterior enclosing a protected north-facing courtyard. Encircling the building is a field of totem rocks, set in a sea of shell grit. The landscape setting is of special significance, with the design of the garden being undertaken collaboratively with the local indigenous community.

“The landscape became Riawunna – the circle – and the building sits within Riawunna…for the garden symbolises the coming together of people, which is represented in the placement of rocks and plants from different areas in Tasmania”,

"The rocks in the current garden represent all nine different nations in Tasmania.”

"We are looking to create a women's, men's and communal space with an interpretative walk.”

The pepper berries, kangaroo apples, climbing blueberries, currants and other bush tucker would be used in cooking, while other plants would be propagated and used as education tools.

https://www.examiner.com.au/story/351940/unis-native-garden-to-bridge-community-gap/

(Source

https://www.facebook.com/RiawunnaCentre/)

(Source:

http://www.sinatramurphy.com/html/riawunna.html)



https://www.facebook.com/RiawunnaCentre/



http://www.sinatramurphy.com/html/riawunna.html




(Source:

http://peterelliott.com.au/projects/educational/riawunna-

aboriginal-education-centre)

1.3 Natural Environment

The learning environment will be environmentally sustainable and will connect users with the natural

environment to enhance both user wellbeing and educational experience.

Charles Sturt University identifies as being a ‘university of the land’ (Charles Sturt University, 2017) and

seeks to shape graduates that are agents of change in sustainable practice (Charles Sturt University, 2019).

The benefits of connecting people with nature include

● Improved learning behaviours and outcomes

● Addressing barriers to inclusion and engagement

● Relevance to learning needs and preferences of some Aboriginal and Torres Strait Islander students

● Improvements to overall health and wellbeing

● Enhanced visual, social and physical amenity

● Enhanced potential for community partnerships

● Improved environmental sustainability and user relationships with the natural environment

Charles Sturt University outdoor learning spaces should be treated with the same care as interior space and

be supported by Wi-Fi and power outlets, active surfaces such as display and writable walls, exploring

potential for formal, informal, reflective and specialist (mainly authentic) learning activity and shaping the

entire campus as a tool for learning. Where possible, a link between the indoor learning spaces and the

outdoor learning spaces should be provided by the use of large sliding doors or at the very least, doors and

windows, to facilitate the delivery of education in a seamless manner. Some weather proofing on these

linked outdoor spaces should be provided so as to extend their use in the often harsh climates Charles Sturt

University campuses experience.

When considering a high rise, the use of rooftops and terraces will help provide these connections.

http://peterelliott.com.au/projects/educational/riawunna-aboriginal-education-centre

http://peterelliott.com.au/projects/educational/riawunna-aboriginal-education-centre


Case Study: Charles Sturt University, Port Macquarie Campus

The Port Macquarie and Wagga Wagga campus are environmentally sustainable with roof mounted solar PV to enhance Charles Sturt University’s reputation as a leading practitioner of sustainability. With high floor to ceiling height glazing that maximizes natural ventilation and lighting, allows users to connect with the environment by enhancing both the users’ wellbeing and educational experience.

The open outdoor rooms extend out into enclosed spaces, crossing over the boundaries between the indoor and outdoor spaces. This allows for a wide variety of learning and further emphasising that Charles Sturt University learning spaces are not define by walls or be seen as just “classrooms”.

The outdoor facilities have active surfaces, 24/7 Wi-Fi and power outlets to support learning the same as being indoors. This design places the entire campus as a tool for learning.

Port Macquarie campus

Wagga Wagga campus

Port Macquarie campus


Case Study: University of Singapore, Zero Energy Design School

The aim [of the facility] is to demonstrate to students how important it is to consider sustainability in design. "As a design school with an emphasis on energy-efficient technologies, this building had to embody the principles it espoused and be an exemplar to the students, faculty and extended design community," said the architects

(Source: Dezeen)

1.4 Responding to Region

The learning environment will be regionally responsive.

Charles Sturt University desires to remain true to the character of regional Australia with a mission to be

‘impactful’ and build skills and knowledge in its regions (Charles Sturt University, 2017). Regional tertiary

institutions should seek to:

● Provide an educational experience that is relevant and appropriate to the region that links directly to

the local industry needs, as well as to local jobs and further educational opportunities.


● Improve regional quality of life through quality teaching and research activities that address the

economic and social issues, and increase the opportunities and well-being for people living in rural

areas.

● Ensure the campus engages its users and the broader community to enhance the socio-economic

wellbeing and cultural richness of the city and the broader region.

● Positively impact and remove barriers to access to, and participation in, higher education in the

region.

The physical environment should respond explicitly to the needs of its region: the specific student needs;

desired skill-sets beyond the generic graduate attributes; and the trends relating to the predominant student

cohort and user profile. The spatial implications for this principle will vary from campus to campus.

Case Study: Charles Sturt University, Port Macquarie Campus

Port Macquarie Charles Sturt University campus will be part of the health and education precinct. The campus is designed to engage it’s users and the broader community to increase economic input, support and well-being of the community. The precinct engendered such facility as public and private hospital, local shopping centres, area of religious faith, public and high school surrounding the Port Macquarie campus. The campus will reinforce the vision for an active, healthy, and high amenity centre of excellence that includes education. The campus aims to identify opportunities in investment that has links to local jobs and further educational opportunities, especially in the health and educational sector.

Port Macquarie Health and Education Precinct area

(Image: Port Macquarie-Hastings Council)


Case Study: James Cook University, The Cairns Institute

Designed by Woods Bagot architects, the building aims to reflect the topography of the campus, drawing “the tropical landscape into the heart of the campus…plant species are native to the region, with some added New Guinea species to make a link with the wider tropical study region of the Institute”(James Cook University, n.d.). The trellis enveloping the building is capable of supporting a green wall to further integrate the building within the landscape.

(Source: JamesCook University)

Case Study: Duke University, Marine Lab Campus

Completed on a "fixed and modest" budget, the new research facility incorporates design solutions that address hurricane-force winds, sea-level rise and storm-surge concerns. At the heart of the ground floor is an area named the Collisional Commons, where ideas from researchers are meant to "collide informally". Designed to be visually and spatially porous, the commons connect to outdoor porches that are shielded from seasonal winds.


(Source: Dezeen)

1.5 Faculty and/or School Identity

The learning environment will acknowledge the unique identity of each Faculty and/or School within

the overarching Charles Sturt University brand.

Discipline specific professional practice is identified as a key objective in both the Charles Sturt University

Graduate Attributes and Learning Outcomes and the Curriculum, Learning and Teaching Framework. The

latter also identifies a need to meet industry standards wherever possible. The physical environment must

therefore acknowledge the special role that each faculty plays within the building of the Charles Sturt

University brand. The research endeavours, enterprise activity and community partnerships as well as any

pedagogical variation employed to achieve discipline-specific learning outcomes is a critical factor in both the

collaborative design process and shaping of responsive spaces. While there will be increased attention paid

to inter-disciplinary activity, there should also be a clear attempt to build distinctive faculty/school identity in

accordance with faculty/school-specific strategic objectives, that they may use to showcase their

achievements, establish a global presence and attract and retain the desired cohort of staff and students.

The design characteristics can be informed by input from the Charles Sturt University marketing division.


Case Study: Charles Sturt University, Bathurst Engineering

Bathurst engineering showcases physical environment that has a unique identity. This is a discipline specific professional practice space. The space itself is a story, and the story tells about the Engineering industry with special and visual design that reflect engineering labs, symbols and visual identity, for example the building design promotes active learning that supports engineering students becoming engineers as opposed to student of Engineering.

Case Study: Flinders University, Tonsley Campus

Flinders at Tonsley showcases the faculty’s

research using transparency – the ability to see

into the research spaces from the public spaces.

Making use of an existing industrial roof, the

building is now known as the ‘largest’ shed on the

Southern Hemisphere, providing functional ‘pods’

that secure and display the University’s research

and teaching facilities to campus visitors.

(Source: NLE)

2. User Experience

2.1 Engagement and Well-Being

The learning environment will support the ‘whole’ learner developing lifelong skills, relationships and

love of learning by engaging, inspiring, supporting and caring for its users.


The key actions of the Transform Online (TOL) project will address improvements to:

● Pathways, entry points and re-usable products

● Interactions between students

● The quality and amount of teacher presence and feedback

● Real and simulated interaction with industry and professionals

● Flexible and adaptive learning

● Interactive resources

● e-Assessment

● Student support through learning analytics, coordination of support functions across

Divisions and Faculties, tools for self-regulation and self-tracking, access to out of hours

support including library services.

● Subject delivery and development.

Charles Sturt University desires to develop holistic, far-sighted people and has key strategic objectives to be

an inspiring and insightful learning institution (Charles Sturt University, 2017). Charles Sturt University

strives to offer a sense of belonging and engagement with support for progress in learning, professional

placements and academic success and the knowledge, skills, attitudes, habits and professional networks for

a meaningful life and successful career (Charles Sturt University, 2017). Capacity for lifelong learning is a

key graduate attribute with students expected to critically appraise and continue to develop personal and

professional capabilities (Charles Sturt University, n.d.-a).

The campus will be enjoyable to use both in how students navigate and experience the campus, in the

aesthetic qualities of its buildings and grounds, and in the diversity of spaces offered (e.g paddock,

‘classroom’, online). The ability to control elements of the environment (e.g. lighting, ventilation), either

manually or via embedded technology, is also important. The clustering of learning and research spaces will

encourage the cross-fertilisation of ideas and offer convenience.

Some possible spatial implications are as follows:

● Wayfinding and precinct development

● Social hearts and student learning commons

● Learning space vocabulary consistent across all sites, timetables & room booking systems

● Extended access hours (24/7) to reflect the varied student body and conflicting demands on

students’ time

● Space evaluation criteria relating to student experience both from a facilities planning and student

feedback perspective

● Provision of spaces for educators to both interact with students and each other, professionally and

socially


Case Study: Charles Sturt University, Dubbo and Port Macquarie Learning Commons

The learning commons spaces across Dubbo and

Port Macquarie campuses are modern student

centred spaces. These spaces are open plan,

taking advantage of the landscape and climate for

better user and learning experience.

The learning commons is a social heart of the

campus where students develop lifelong skills

with 24/7 access. The variety of specially

designed private and social spaces provide a

range of services and resources to support their

academic, administrative, and social needs.

Dubbo campus


Case Study: University of Adelaide, Professions Support Hub (Nexus 10)

The Professions Support Hub provides a range of

services, information, support, advice and

assistance to students including:

● Counselling

● Health

● Uni-Thrive program (well-being and

resilience services)

● Targeted Aboriginal and Torres Strait

Islander support

● Accommodation information

● Clubs and societies information

● Employment Services

● Student Union

● English Language Support

(Source: University of Adelaide)

2.2 Diversity and Removing Barriers to Inclusion

The learning environment will celebrate diversity and remove barriers to inclusion.

Our mission is to build skills and knowledge in our regions. We offer choice and flexibility to students and

work hand in hand with our industries and communities in our teaching, research and engagement that

promotes inclusion (University, University Strategy 2022, 2019).

Inclusion initiative also identifies key objectives in student support and service provision such as job seeking

services, preparatory workshops over the summer, on campus sessions for senior high school students,

visible services in learning commons and study coach programs such as ALLaN. Learning Commons in

particular Student Central aims to improve the student experience by providing “learner centered spaces


designed to allow students access to a range of services and resources to support their academic,

administrative, and social needs.

All Charles Sturt University Learning Commons accommodate the campus Library and Student Central, as

well as Learning Skills and various other learning support staff on some campuses. Student facing services

will provide service opportunities from a central point (Student Central) by encapsulating design

considerations for staff to conveniently resolve the query or refer students to the appropriate services. The

centre point should also include efficient self-servicing opportunities and allow for a natural thoroughfare for

students wanting to self-select. The spaces provide 24/7 student access to computers, internet, kitchenettes,

and printing and copying services. A mix of open collaborative spaces and re-configurable furniture

encourages socialisation and group work, in addition to quiet, individual spaces for deeper, focused study.” It

is expected that the combination of these services helps to ensure the fulfilment of basic needs and to

remove as many barriers to learning as possible.

Learning commons foster a sense of community, teamwork and belonging. They can also serve as open

‘think-tank’ environments, stimulating collaborative and cross-disciplinary exchange supported and

surrounded by quiet study spaces, ICT facilities with service resources, seminar rooms, lounges and access

to instructional staff.

While the primary function of the learning commons is to provide ideal settings for activities relating to study,

it is also a space for the extension of learning across disciplines and realms through technology,

collaboration and recreation, thereby enhancing the learning experience in general. Learning commons can

also be shaped as social hearts that celebrate achievements within the learning community, key university

events and a culturally diverse community through the activated use of display, presentation and large group

gathering spaces.

The advantages of a centralised services are many, including easy access to information and support,

legibility and possible collaborations and team work between service providers.

Student services facilities can be clustered at a central level. These services might be replicated if there is a

need to do so because of distance or regional relevance. It is important that these two categories of service

be complementary rather than competitive.

Collaborative learning settings also support Charles Sturt University objectives for the recognition of

diversity; shaping graduates who can analyse evaluate and articulate the implications of diversity and

practice non-discriminatory attitudes.

Case Study: Charles Sturt University, Port Macquarie Learning Commons


Charles Sturt University’s newest Campus is a few kilometres from the town centre of Port Macquarie and is a growing cultural and educational centre on the Mid North Coast of NSW and famous for its beautiful beaches.

The three-level campus includes a Student Learning Commons and Library which is accessible 24 hours, 7 days a week, on the ground level with flexible and modern student centred spaces, that take advantage of the natural landscape and the benefits of the Port Macquarie climate.

Computer and printing facilities, group study rooms, quiet nooks, a parenting room and a student kitchen are all available here, as well as the library collection. Adjacent to the Learning Commons is the Indigenous Student Centre, Ngarralbaa, meaning place of learning and knowledge.

Learning Commons Building Port Macquarie

2.3 Personalisation

The learning environment will be learner- centred, responding to the diverse needs and usage

patterns of all Charles Sturt University learners.

A key Charles Sturt University strategic objective is to offer choice and flexibility to students (Charles Sturt

University, 2017). Charles Sturt University offers accessible and flexible pathways to a wide range of

degrees that can be studied on or off campus in full time or part time modes (Charles Sturt University, 2017).

Charles Sturt University students are diverse in background & distributed in location (Charles Sturt

University, 2019). Charles Sturt University will continue to support learners through the flexible delivery of

programs allowing learners to tailor their learning experience to suit their needs. At Charles Sturt University

learning and teaching delivery will increasingly respond to student choice. Charles Sturt University will

continue to offer both face-to-face and online learning to provide flexibility of choice to students.

This will result in the provision of a range of learning spaces which, in some cases, will enable students to

make choices about how and where they learn. Some learning spaces (both formal and informal

(‘thirdspaces’)) will offer customisable elements that will allow students to configure their learning

environment in accordance with their needs and preferences. Consideration for a working group of students

should be included in user group discussions to be part of the design process. This includes gathering

insights into;

Spatial accessibility/user experience

Spatial diversity

Personalisation


‘Thirdspace’ are space types that bridge the gap between home and campus, work and play. Consisting

mainly of informal learning spaces, they consider essential elements of the user lifestyle such as usage

patterns, accessibility and the required combination of services and amenities for on campus experience

focusing on student living and learning.

Thirdspaces will be grouped in active learning commons and respond to varied patterns of use (e.g. full-time,

part-time, short course, day, evening etc). The character of the learning commons might be different for each

campus or even for each faculty or school if more than one learning common is provided in a campus. This is

particularly important for international students who tend to use informal learning spaces day and night as a

‘home away from home’.

Charles Sturt University students will be encouraged to use university facilities for informal learning, as group

and informal learning increasingly becomes part of the learning delivery.

Case Study: Charles Sturt University, Port Macquarie

The home away from home space in particular is

highly utilised by international students where this

type of cohort enabled personalisation for their

own needs, such as a relaxation area combined

with spaces that encourage academic activities

day and night.


Case Study: University of Melbourne, Engineering Student Learning Centre

This project saw the conversion of the existing Engineering Library into a Student Learning Centre. It is designed to serve as a place of interaction and social activity and was inspired by spaces that students like to ‘hang out’ such as kitchen tables, library, cafes and bars. There is a wide range of settings for students to choose from, with variation not only occurring through furniture but through light/dark, quiet/noisy options.

(Source: Idea Awards)

2.4 Professional Learning Community

The learning environment will support staff as professional learners, leaders and facilitators or

learning, and members of a learning community.

Participation within a teaching and research nexus; the production of multi-media resources; collaboration

across multiple disciplines; and technologically enhanced pedagogies are just some of the increasing

demands being placed on educators in the contemporary university.


Technology is also resulting in a more transient workforce with time being distributed between home and

office, and increasingly staff members are opting for less formal alternatives to the traditional workspace.

While quiet space will always be important for independent research, writing and assessing there is a

general shift away from permanent offices towards activity based settings that offer a mix of offices, open-

plan workspace and informal collaboration areas. These are often connected to resource hubs and some

teaching space.

Possible spatial implications include:

● A decrease in hierarchical space types, greater transparency and sharing of space and closer

connections between people across disciplines and tiers.

● Increased transparency and less ownership and structure of space e.g. the use of hot-desks or touch

down points and walk up meeting spaces

● Increased informal collaboration space such as lounge areas or booths as offering an alternative yet

equally valuable setting for meetings and creative processing.

● A considered number of acoustically private and visually discreet meeting spaces. This includes

enclosed offices and meeting rooms within staff spaces or shared with students where possible e.g.

in connection to informal learning hubs/commons.

Case Study: Port Macquarie Campus, Bathurst Engineering Building and Dubbo Campuses

Port Macquarie, Dubbo campus and the Bathurst

Engineering building, offer a mixture of offices

with open-plan workspaces and informal

collaboration areas. These spaces offer a greater

transparency and sharing of space with closer

connections between users whom are

professional learners. Transparency can be

fostered and less structure of space which suits

the transient workforce.

The spaces are designed with a focus of

academic and research clusters, private and

community based work environment. These open

plan workspace provide a range of activity-based

spaces, including small meeting rooms to be able

to retreat and do phone calls with privacy. These

arrangements both sustain the need for

concentrated, isolated work as well as foster a

culture of collaboration and a professional

community of practice.


Case Study: Deakin University, Burwood Highway Frontage

Interior spaces are more akin to today’s workplace environments than traditional academic centres. Academic work zones reflect advances in contemporary workplace design, providing a flexible environment with areas for individual work and collaborative team-oriented spaces.

(Source: Woods Bagot)


Case Study: UWA, Business School

The UWA business school explored the idea of academic and research clusters and how these could offer greater diversity beyond enclosed offices. Some of these offices are reduced in size to be able to offer some open plan workspace as well as a range of activity-based spaces, including small meeting rooms to be able to retreat and do phone calls with privacy. These arrangements both sustain the need for concentrated, isolated work as well as foster a culture of collaboration and a professional community of practice.

2.5 Local Community

The learning environment will attract and welcome members of the local community.

Charles Sturt University strives to help communities grow and flourish and work hand-in-hand with industries

and communities in teaching, research and engagement (Charles Sturt University, 2017). There is a desire

to shape strong, vibrant regional communities with enhanced intellectual capital, social capital and

infrastructure (Charles Sturt University, 2017).

Providing a hierarchy of public, privileged (invited), and private access to different spaces will support the

learning objectives of the wider community by allowing them controlled and purposeful access to some

university areas. Where possible it will also be beneficial to integrate activities, circulation and invited spaces

at precinct edges with surrounding urban area and community in order to establish a greater link. Such

linkages could see increased utilisation of campus spaces in the non-teaching times of the academic

calendar.

Learning environments should be agile in many respects. They need to respond to rapid developments in

learning, teaching and research; to increased partnerships with private businesses (both retail tenancies and

research/development opportunities); and to changes in their community interface and engagement. In the

public areas, a series of enriched and inviting public services and amenities e.g. retail, exhibition spaces,

food and beverage facilities, indoor/outdoor spaces etc should be provided, particularly at ground floor.

Privileged zoning (invited access) will include access to spaces for celebrations, exhibitions, keynote events

etc.


Case Study: Charles Sturt University, Stage Two, Port Macquarie

Stage two at Port Macquarie includes a

conference, exhibition and large tiered spaces.

These spaces will support the learning objectives

for the university while also giving access to the

local community by providing spaces that facilitate

community based activities. The building is

designed to deliver a vibrant and innovative place

for a range of audiences – the community

members, researchers, educators, students and

the external community audience.

Case Study: UTAS, The Hedberg

The Hedberg is located within Hobart CBD and is designed to complement other attractions in the area. Once complete [The Hedberg] will encompass the Theatre Royal, the University Conservatorium of Music and the Creative Exchange Institute (Cxl). The precinct aspires to be a destination that delivers a vibrant and exciting place for a range of audiences – the general public, tourists, researchers, educators, students and audiences (University of Tasmania, n.d.). It does so by offering a visible and seamless public ground floor with access to the three main components as well as practice rooms, areas for public exhibition and events.

(Source: Liminal Studio)



3.1 Technology Enhanced

The learning environment will leverage technologies for seamless, blended learning and professional

experiences.

The TOL project aims to address the recent decline in student enrolments in online learning. Its desired

outcomes are:

● Significant growth in online students through flexibility, quality improvement and innovation

● More online students successfully completing courses

● More students enrolling at Charles Sturt University

● More online students having a positive experience at Charles Sturt University

● More online students successfully completing subjects

The Charles Sturt University Online Learning Model demonstrates how technology will enhance learning

across seven elements:

1. Learning communities e.g. smaller sub-cohorts supported by a teacher.

2. Interaction between students e.g. small group project work, peer to peer teaching.

3. Teacher presence e.g. audio commentary on digital resources, regular feedback.

4. Interaction with professions e.g. professional networking, online role-play and simulation, guest

online lectures.

5. Flexible and adaptive learning e.g. data informed course design and adaptations based on feedback,

individualised pathways, varied assessment modes.

6. Interactive resources e.g. conceptual simulations, immersive environments, rich media resources

7. e-Assessment e.g. e-portfolios, blogs, badges.

In order to achieve this, learning technologies will be integrated with space, learning and learner behaviours

(e.g. BYOD, extended hours of access). Relevant technologies will be used purposefully to enhance

learning. Connectivity across spaces (on and off campus, between campuses etc) and devices will be

seamless.

The number of students accessing cloud-based resources will increase as flipped and blended learning

approaches redefine situated learning, ensuring precious face to face time is spent on collaborative and

student centred learning activity. Campus-wide Wi-Fi that extends to outdoor learning spaces and attractive

informal spaces with soft furnishings, including activated circulation space, that offer learning support and

services will be in high demand as learners self-direct outside contact hours. Extensive access to power is

required.

These spaces are also an essential component of an inclusive university, providing access to suitable

technologies and study space for those who may not have adequate support off campus. This will continue

to be a key consideration as the use of technology increases along with the objective to attract and retain

disadvantaged students.


While the competent and appropriate use and application of technology is considered a graduate attribute

(Charles Sturt University, n.d.-a), Charles Sturt University acknowledges that professional development is

vital for all permanent and sessional staff, lest this become a barrier to the successful implementation of new

technologies on campus. The learning environment should be considered a tool for learning for both

students and staff with dedicated spaces for trial, evaluation and skill development in different types of

learning technologies.

Charles Sturt University learning environments will be connected via effective technology which will enable

spaces to go beyond the campus to accommodate Charles Sturt University students who are diverse in

background & location, provide flexible learning and student centred approach. This means that on-campus

and off-campus students can connect to the classroom synchronously.

Connected Classrooms will help to ensure off-campus students can have close to the same rich experience

as on-campus students through the design of spaces and affordance of the correct technology to compliment

the space (Charles Sturt University, 2015). The technology used for the design of connected classroom in

the future should aim to focus on a software based system as oppose to currently relying predominantly

hardware base.

Videoconferencing spaces will continue to play a critical role on all campuses and there is a desire to

enhance the effectiveness and comfort of, and to improve staff access to these facilities (Charles Sturt

University, 2015).

There is a need to offer spaces that support academic staff when developing online content such as videos –

a recording room with appropriate, consistent lighting and acoustics to ensure a high quality standard for all

productions.

Consideration should be given to how/what data can be collected to inform Charles Sturt University online

content providers of the experience and acceptability of this learning environment to its users.


Case Study: Charles Sturt University, Canberra and Port Macquarie Campuses

Theology (Canberra) and School of Psychology

(Port Macquarie) hold tutorials regularly on site

connecting on campus and off campus students.

This is a flexible approach to learning and caters

for diversity helping to foster a community of

learners.

Adobe Connect is used as a technology to

connect students on and off campus. This brings

the group together where they can interact in real

time and have peer to peer interaction.

Technology is used for a seamless and blended

learning experience. Technology enhances the

learning connecting a diverse group in

background and location.


Case Study: University of Melbourne, Chemistry-169

Chemistry-169 Learning Lab has extensive technology, including a large screen for presentation to all tables, a camera to screen small demonstration experiments, smaller collaborative screens for each table, and computers for each group of 3 students. The provision of specialist equipment and extraction allows for small scale demonstration and experiments.

(Source:

https://learningspaces.unimelb.edu.au/building/153)

https://learningspaces.unimelb.edu.au/building/153




Case Study: University of Sussex, Centre for Excellence in Teaching and Learning InQbate

The InQbate space is something of a ‘white box’, capable of supporting a wide range of disciplines, pedagogies and modes through the provision of mobile furniture, moveable walls, curtains and extensive AV. The space can be fully immersive through the use of AV that can be projected onto every surface. Over 3000 independently controlled Light Emitting Diodes, which when combined with the sound and projection systems enable generation of a very wide range of virtual environments (Childs et al., 2007).

(Source: CETL)


3.2 Critical Literacies

The learning environment will help to ensure development of critical literacies.

A number of the Charles Sturt University graduate learning outcomes address the development of critical

literacies including: academic literacy and numeracy; information and research literacies; and digital

literacies (Charles Sturt University, n.d.-a). Students will require access to resources, services and media

specialists to assist in the development of these literacies. Consideration should be given to the role of the

library as a critical service provider on campus and its possible link to learning commons to offer a complete

range of services, in a one-stop-shop model to students.

The physical environment should also help shape students that view themselves as learners.

This requires spaces where students can work in a self-directed manner and learn to make appropriate

choices in their learning by selecting spaces, settings and resources that best suit their needs.

Independent study space is also required in a range of settings – quiet, focused and reflective or more

vibrant social settings.

Aesthetic qualities both in building and landscape can enhance the personal reflective experience.

Connecting users with nature or with the world around them where one can observe the interactions of

others as a thread within the campus fabric.

This can be achieved through the use of windows and views, settings that allow users to turn their back on

the action (e.g. perimeter benches) and acoustically private spaces in small meeting rooms and booths.

Case Study: Charles Sturt University, Albury Learning Space 754

The learning space in Albury building 754, has been designed with break out rooms attached which allow students to work in a self-directed manner. The glass wall dividing the two break out spaces allows for transparency between the two rooms allowing for sharing and visual links.

The learning space can be utilised for independent study in a quiet focused area which provide reflective practice.


The Interactive Smartboards in the space can be

used to assist with activities and collaboration.

Students can also use the Smartboards to connect

to other devices. The space enhances self-directed

style or collaborative manner and students learn to

make appropriate choices in their learning by

selecting spaces, settings and resources that best

suit their needs.

Case Study: University of Adelaide, Hub Central

The Hub Central at Adelaide University was designed to maximise social and informal learning opportunities with access to student services including literacy improvement. It offers a range of formal and informal learning areas including project booths, meeting rooms and quiet study spaces. The learning areas offer access to 200 computers to facilitate equitable access to online lectures and material. Student services are available within the hub in both face to face (including an ‘Ask Adelaide’ booth and drop in writing help centre) and online modes, as well as printing/copying facilities, ATMs, short term locker access etc. The space can be easily configured to accommodate large group gatherings and events.

(Source: Hassell)


3.3 Cooperative and Collaborative

The learning environment will support collaboration in learning, teaching and research with an

emphasis on creative thinking and problem-solving.

At Charles Sturt University, Student success is supported by social, personal, professional & academic

connections (Charles Sturt University, 2019). The Charles Sturt University Online Learning Model explores

different modes of collaboration through its five categories of learner engagement as follows:

● learner-teacher engagement

● learner-learner engagement

● learner-content engagement

● learner-community engagement, and

● learner-institution engagement.

The Online Learning Model also identifies the importance of establishing ‘learning communities’ to promote

interaction with students, peers and teachers both synchronously and asynchronously(Charles Sturt

University, n.d.-b). Peer to peer learning is highly valued through collaborative small-group projects, co-

operative inquiry-based or problem-based learning activities and the co-creation of authentic learning

products (Charles Sturt University, n.d.-b).

Charles Sturt University is committed to shaping graduates who can effectively collaborate, work in teams,

communicate and debate. The learning environment will enable work in diverse teams to solve complex

problems through respectful communication, negotiation and cooperation to effect positive change. This

suggests a need to provide a responsive learning space in regard to playfulness and experimentation - an

aesthetic sense of fun and creativity in settings that inspire users to think, move and interact outside the box

(Charles Sturt University, 2015).

Spatial implications include:

● an increase in large flat floor collaborative learning spaces

● spaces connected for multi-campus collaboration as well as collaboration with online students

● smaller collaboration spaces, including some connected to larger formal learning space and lecture

theatres, for break out, meetings and consultation rooms for simulation

● decommission some theatres and enhance one or two on main theatres to improve collaborative

capabilities

● technology enabled for high quality resource production (not only Charles Sturt University Replay)

● writable surfaces

A broader notion of collaboration should also be considered through the provision of spaces that connect

resources, campuses, communities, industries and partners. Research Clusters can support open

relationships through co-location of business and research ventures. In order to achieve this, the research

clusters can aggregate departments that either:

● have common interests, or

● have synergies, or


● that can share resources and/or equipment.

Case Study: Charles Sturt University, Bathurst Learning Innovation Space 325

The space in Bathurst Collaborative learning

space 325 supports strong collaboration in

learning and teaching with enhance technology

such as life size projection to simulate

contextualised content/industry of practice. This

allows students and staff to participate in

creative thinking and problem solving activities

that reflect the area that they are learning. This

is done through the use of very large projection

of images on both walls and floor to ceiling

writable walls.

Case Study: Queensland University of Technology, Lab 2.0

The QUT Creative Lab is a hub for an innovative and a dynamic research environment. The QUT Creative Lab is at the forefront of building high impact, transdisciplinary research and creative practice at QUT, leveraging digital technologies to support innovation in the creative, performing, and screen arts. The Lab builds collaborative teams around research programs focused on experimental creative practice, digital disruption, socially and ecologically engaged practice, and creative learning and the creative workforce. It engages academic researchers, creative practitioners, industry partners and HDR students, as well as drawing upon QUT’s extensive national and international networks with end-users in cultural institutions and the creative industries.

Source: https://research.qut.edu.au/creativelab/

https://research.qut.edu.au/creativelab/

https://research.qut.edu.au/creativelab/


3.4 Active and Authentic Learning

The learning environment will support active, authentic learning - general, specialist, workplace and

simulated.

Charles Sturt University courses are aligned to standards & industry expectations with practice-based activity

and feedback and assessment that demonstrates achievement of professional standards (Charles Sturt

University, 2019). Teachers include workplace and community mentors (Charles Sturt University, 2019). The

Charles Sturt University Online Learning Model identifies a need to provide authentic practice-based

assessment tasks; mentoring and professional networking; online role-plays and simulations;

Consideration will be given to equitable access to those active and authentic learning settings listed above

and their relationship with surrounding general learning, work, research and resource spaces. State of the art

specialist spaces such as simulations, advanced PBL space, maker spaces etc. are innovative and combine

staff/student production facilities resourced by those staff, students and visiting guests who can help with

creative design and technical production. Group collaboration spaces should enable users to connect via

their own technology devices. These spaces should take up highly visible campus real estate to promote

university activity and should be enabled for support of Virtual Campus as well as North, South and Central

(Charles Sturt University, 2015).

The learning environment will also support industry/professional presence and influence: there will be an

increased number of facilities that invite industry participation and support employer focused events both in a

specialist capacity and more generally via gathering, seminar and meeting spaces. Gallery and presentation

spaces that showcase university achievements will further this cause. Placing centres of excellence such as

radio station (Bathurst) and digital pool (Wagga Wagga) in campus hubs could be considered.

Where practical, these principles apply to workplace learning spaces off-campus as well (Charles Sturt

University, 2015).

Case Study: Charles Sturt University, Wagga School of Communication and Creative Industries

The school of communication and creative industries consists of spaces that support active, authentic learning.

This facility allows for creative people and

students to come together and get involved in

bringing a story to life on stage, in a studio, or on

screen. It is a real production experience that

provides purposeful learning.


Case Study: Charles Sturt University, Orange School of Dentistry

The school of dentistry in Orange hosts state-of-the-art simulation clinic, dental technology / clinical support laboratory, biodental science learning suite and anatomy teaching facilities. The simulation environment is set out the same as students would expect to see in a dental practice.

Students get hands on practical experience which helps them in their study to completing a Bachelor of Dental Science.


Case Study: Massachusetts Institute of Technology, Media Lab

The MIT’s Media Lab is an innovation ‘maker space’ that supports creative thinking and collaborative problem solving. As far as possible the spaces are created using furniture and screens and while technology is there, it is not the focus. The whole space is used, including the height, to support activities by a range of disciplines from design to engineering and education.

(Source: https://www.media.mit.edu/)


4.1 Evaluation and Feedback

The learning environment will be continually improved through professional

learning, evaluation of and feedback on the use of space.

Learning spaces will be regularly evaluated by staff and student users for improvement and enhancement. It

is recognised that timetabling practices may also affect usage and uptake and that therefore timetable must

form part of any evaluation.

Whilst spaces can themselves be agents for change in teaching practice, culture change cannot be achieved

without professional development and relevant policy change. Charles Sturt University, through the Division

of Student Learning in conjunction with other organisational units and/or faculties, will provide professional

development for teaching staff and showcase examples of good practice. Due to Charles Sturt University

being multi campus, meaning campuses dispersed geographically between regional areas, professional

development will need to be innovative in order to provide inclusive opportunities of professional

development for every campus, the use of technology and professional development strategy is critical in

catering the unique needs of Charles Sturt University.

For student facing service spaces (Student Central), through the Division of Student Services:

Staff responsible for welcoming students will need to be provided with the appropriate training and

receive regular refreshers to ensure that their knowledge is up to date in order to resolve first level

enquiries.

Staff responsible for welcoming students will need the ability to be mobile and provide their full

attention to students and therefore cannot have responsibility for phone inquiries.

https://www.media.mit.edu/

https://www.media.mit.edu/


Case Study: Charles Sturt University, DLT Professional Learning Calendar

Professional development (PD) learning opportunities are available for academic and sessional teaching staff from all Charles Sturt University faculties. Drawing on expertise from across a number of divisions, faculties and units university wide, these PD sessions will help staff to get the most out of their teaching. An online PD calendar has been created as a centralised digital space where staff can see what sessions are coming up. PD sessions cover a wide range of knowledge to keep staff up to date with the latest developments and capabilities in the areas of online learning, learning spaces technologies and learning strategies.

To help DLT ensure the professional development learning opportunities meet the evolving needs of Charles Sturt University academic and sessional teaching staff, a set of evaluation questions are asked at the end of each session. This enables a consistent approach to evaluation and its results will allow for continual improvement. Input is sought from L&T Sub Deans on the needs of staff, allowing for the unique needs of each faculty to be met.

The University also has consistently held learning and teaching conferences known as CSU Ed and faculty specific symposiums to provide opportunities to share, network and listen to innovative ideas in learning and teaching.

PD Calendar


Case Study: Charles Sturt University, Learning Spaces Portal

The Learning Space Portal will be created to assist teaching staff with on-campus teaching. Answering the need to be inclusive for all faculties while providing an alternative access to professional development that fills the gap of Charles Sturt University campuses being dispersed geographically in an innovative way.

The Portal provides two main distinct areas of support:

1. How to enhance learning in the space.

Case studies have been created and

added to the portal to show the different

pedagogies that can be used in the

learning spaces for further understanding

and application of active learning for

students. This is to help teaching staff

develop skills and knowledge in space

literacy focusing on active learning.

2. How to use the technologies in the space.

Just-in-time, succinct, short, snappy videos

have been created to show how to use the

technology within the learning spaces for

class preparation or support while teaching

the class. This is designed to minimise

disruption to the workflow of teaching staff.

Access to the portal is geared towards easy access and on-demand, when they need it fast. This is done via users scanning the QR code of the room and the user is presented with all the pedagogical and technology support of the related room. The other access is the Portal search function, it is designed to intuitively provide hints when searching to provide the greatest user experience.

4.2 Strategic and Operational Relevance

The learning environment will be a key consideration across the strategic and operational planning

of the University.

The Learning Space Taxonomy (Charles Sturt University, 2015) offers an alignment of space and pedagogy

and a common vocabulary to describe spaces and their function. This common vocabulary will be evident in

all areas concerning space – strategic documents; professional learning activities and resources; timetabling

and room booking tools; student management and information resources; and promotional material.


Timetabling in particular will benefit, especially in the distributed, blended environments that are the actual

context of teaching and learning at Charles Sturt University. Using Charles Sturt University’s defined

Learning Spaces Taxonomy to allocate effective space bookings means timetabling processes with

academics and respective staff is defined by the purpose of the space, which will in turn define the allocated

room (Charles Sturt University, 2015).

Not all space types will be applicable across all disciplines and there will be a need to mix and match space

types in order to respond to discipline specific learning outcomes. However a more consistent approach to

space description, evaluation criteria, fit out etc. will inevitably lead to a better resourced and more equitable

distribution of space across the campus and a more seamless, user-friendly experience for both learners and

staff.

Case Study: Victoria University, Pedagogically Aligned Room Booking System

The project aimed to ‘enable teaching academics

to search for, reserve and use facilities based on

the pedagogical activity they wish to conduct’.

Current pedagogical trends and teaching and

learning guidelines at VU were explored and the

responsiveness of existing learning environments

examined. The juxtaposition of findings has

identified those environments that are working

effectively now, those that are likely to work

effectively in the future and those that will require

refurbishment and re-purposing. This information

along with data on pedagogical requirements

such as ICT, group sizes and so forth aided the

creation of a pedagogy/space vocabulary used to

describe specific room types, their functions, the

activities they can host and thus the pedagogies

that may be delivered within them.


Case Study: University of Melbourne, Room Booking System

The room booking system at the University of Melbourne allows you to select a space via a range of options as follows:

● Building or Room name (if you already

know the specific location you are wanting

to book)

● Room Type (if you have a specific

function in mind)

● Image (if you prefer to see both the

function and appearance of the space)

When booking by room type, each option is linked via hyperlink to a description of the space that us is used university-wide.

5. Future-Proofing

5.1 Spatial Agility

The learning environment will be flexible and responsive to change.

The major challenge for Charles Sturt University’s university infrastructure is the continual development of

technology and subsequent pedagogical and workplace shifts as well as the demands of an evolving student

cohort. The demand for flexibility will lie in both a physical response (providing a suite of different sized and

reconfigurable learning spaces, informal learning spaces and casual social spaces) and operational

(dynamic timetabling and room allocation). Additionally, Charles Sturt University service staff [janitors etc]

may be enlisted to reconfigure spaces as timetabling demands.

There is a need to strike a balance between flexibility and fit for purpose, as an excessively flexible space

that aims to suit everything is usually ineffective. It is recommended that flexibility be explored in four ways:

1. Spatial diversity – is there the capacity for students and/or educators to select from a range of space

types depending on the desired learning preferences/outcomes?

2. Connectivity – is there the capacity to link spaces to accommodate larger groups or learning

activities that require different settings such as a laboratory with connecting group learning spaces to


support regular movement between prac and theory. Also the ability to connect different cohort of

learners from on campus to off campus learners.

3. Multi-modal delivery – can a single space accommodate both student and teacher centred modes?

Can it accommodate learning activity in groups of different sizes? Does it support tech-enabled

learning such as remote lecture?

4. Long-term adaptability – can the space be easily refurbished? E.g. flat floor, minimal joinery,

capacity to connect with adjoining spaces or be divided?

Elements of each factor should also be considered for outdoor learning environments.

Case Study: University of South Australia, Engineering 1

Engineering 1 Collaborative Learning has an

environment that focuses on flexibility, with rooms

that can become part of the open space, or close

up. The space is adaptable to be able to cater for

a range of activities as shown in the diagram at

right.




Case Study: University of Arkansas, Art & Design District

El Dorado and Modus studio repurposed an old

warehouse for an Art and Design Precinct with a

simple fit out that would allow the ability to

customise space in accordance with the projects

being developed and ensure the long-term

adaptability of the space. It is a satellite campus

connected via an urban trail system. The

programme includes studios, labs, a wood shop, a

steel shop, a foundry, a spray booth, and an area

for making moulds and objects out of wax. There

are also several indoor/outdoor work areas and a

voluminous gallery.

(Source: Dezeen)


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Charles Sturt University Learning Spaces Strategy · Last Revised October 2019 | Charles Sturt University Learning Spaces Strategy Page 5 of 55 C. Key Concepts Active learning is