Understanding what Pedagogical Shift Means for the ...€¦ · •Four Campuses, Burwood, Waurn...
Transcript of Understanding what Pedagogical Shift Means for the ...€¦ · •Four Campuses, Burwood, Waurn...
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 -