Understanding what Pedagogical Shift Means for the Teaching Space Infrastructure

TEMC – The New Campus18 September 2017

David Reanney

Terry Roche

Amanda Harris

• Four Faculties, DUELI, Deakin College• Four Campuses, Burwood, Waurn Ponds,

Waterfront, Warrnambool with over 500 timetabled rooms as well as our ‘Cloud’ campus (Now our second largest)

• Over 38,000 EFTSL in 2017

• Lovely TV Ads with pink columns for which I am clearly not the target demographic

• Six coffee outlets on the Burwood campus and three on Waurn Ponds

Introduction to Deakin

Strategic Drivers: LIVE The Future and the Student Learning and Experience Plan

Space Optimisation Strategy

Coordinated Timetabling

Teaching Spaces Development Plan

Cloud and Converged Learning

Active LearningA Brilliant Education where you are and where you want to go.

Delight our students, our staff, alumni and our friends.

Strategic Drivers – University and Guiding Plans

55%

60%

65%

70%

75%

80%

85%

2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026

Freq

uen

cy %

General Purpose Teaching Frequency Rate Benchmark Frequency Rate

General Purpose Teaching Spaces – Projected Frequency RateGeneral Purpose Teaching – Frequency Rates

Timetabling Constraints – Too Much Optmisation..

Current Profile of Teaching Spaces at Burwood

Current Profile of Teaching Space at Burwood Campus

22,800

23,80024,200

24,70025,200

25,70026,300

26,90027,500

28,100

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026

Burwood on Campus EFTSL 2017 - 2026

Capacity DriversCapacity Drivers

Pedagogical Shift

While many aspects of the impact of the transition to active learning are hard to model, there are two main impacts for the planning of teaching spaces. These are:

• a reduction in demand for existing passive learning spaces, in particular large class spaces (i.e. lecture theatres), due to an increase in demand for quality active learning space

• an increased amount of floor space per student required for active learning spaces

D

Pedagogical Shift

The creation of physical environments to support

active learning needs should be worked into

forward capital planning

Seminar Rooms- Impact of Pedagogical ShiftSeminar Rooms – Impact of Pedagogical Shift

• Derive the total contact hours per pedagogy from the Timetable

• Derive the average contact hours per EFTSL per Course

• Identify the appropriate amount of space per EFTSL per pedagogy

• Identify the target frequency and occupancy rates

• Identify the length of the timetabled week

• Do the calculations

Building the Model

Average Contact Hours per EFTSL – 2017

• Forecast EFTSL Load Growth to 2026 –23% increase, or 5,800 EFTSL

• average of three hours per EFTSL in Active Learning spaces by 2026

• average of four hours per EFTSL in Cloud by 2026

• delivery in Lecture Theatre reduces to 20% of 2016 level by 2026

• laboratory contact hours increases by 10% by 2026

• computer Lab contact hours decrease by 50% by 2026

• Active Learning target frequency and occupancy at 75%

• Active Learning space per student at 3 m2

• Timetabling week of 60 hours over an 11 week trimester

• Do the calculations

Pedagogical Shift - Assumptions

Average Contact Hours Per EFTSL - 2026

Teaching Space Profile – 2017 and 2026

Modelling Outputs Driving Building LC Space Profile

Useable Floor Area

General Learning Space Required in 2026 17,500 m2

Shift to Cloud Delivery 3,100 m2

Balance of Space Required 14,400 m2

Space Retained for Traditional Delivery 3,900 m2

Active Learning Space Required 10,500 m2

Traditional Space Converted to Active Learning 3,200 m2

Shortfall of Active Learning Space Reuired 7,300 m2

Provided in Bld LC 4,800 m2

Projected Shortfall of Active Learning Space in 2026 2,500 m2

.Site A • The Design Development Overlay (DD02) restricts the potential

development site.• In order to meet the proposed space requirements of 17,300m²

the building would need to be 13 levels high and would not fit within its context.

Site B• Provides a much larger unencumbered development area,

allowing for a building which has less height and is more responsive in its context.

• This location allows for greater connectivity within the Elgar Road precinct being located adjacent to the main vehicular arterial as well as complementary cross campus connections via the Burwood Link bridge.

Concept Development – Site Analysis

Building LC provides an opportunity to improve circulation across the precinct. There is currently no separation between pedestrians and vehicular traffic along Uganda Street which increases congestion at peak times.

There was an opportunity to separate these different traffic flows, creating a safer and more efficient precinct.

Deakin Learning Commons Project

Existing Circulation

Creating a Framework of Connection

As identified through the site analysis, there is a lack of connectivity across the precinct.

Building LC creates a new framework of connectivity that links the different levels across the site.

This framework is then extended vertically up the building to ensure that the entirety of Building LC is connected to the precinct.

By locating the core on the west facade, solar heat gain is minimized throughout the building.

Extending the Framework Vertically

An efficient learning block will provide a flexible framework that can adapt and evolve to Deakin University’s changing needs.

Creating Adaptable Learning Spaces

By locating staff and admin on upper levels a clear secure after hours zone is established.

By locating the higher populated areas on the lower levels, less strain is placed on the building‘s vertical transport.

Workspace

The mass of the building is broken up internally by the distribution of informal space throughout all learning spaces.

These spaces all terminate with an external view, creating strong visual connections across the precinct.

Interruptions – Creating Gathering Spaces

The large collaborative Learning spaces have been designed as showcase spaces, each with its own distinct aspect and experience.

Creating Showcase Educational Spaces

Building LC

HDR

Designed for the Future

Academic

Professional

ResearchStudent

Facing Services

Short Term Project Teams

Learning

Events

.

Concept Development – Spatial Analysis

Student Services

Fuel

Student union

Security

Wellness Centre

Fitness

Activity

Informal

Student Facing Services

Workspace

Work points

Meeting rooms

Cone of Silence

Privacy hubs

Collaborate

Staff Lounge

Consultation Pods

Utilities

Workspace

Appoint

Consultants

Dec 2015

Learning Spaces Engagement

Demand

Modelling

June 2015

Master

Planning

Jan - Apr 2016

Learning Spaces

briefingDesign

DevelopmentBusiness Case

Approval

Tender

Concept

DesignStudent Services

briefing

HOLD Documentation

& Workspace briefing

Deliver

April 2016 August 2016 Dec 2016 June 2017 Mid 2020

June 2016 Oct 2016 April 2017 Jan 2018

Programme

- QUESTIONS -