Higher Education Spaces and Places for Learning Innovation and Knowledge Exchange - Alastair Blyth
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Higher Education Spaces and Places for Learning Innovation and Knowledge Exchange - Alastair Blyth
- 1. Higher Education Spaces and Places for Learning Innovation and Knowledge Exchange Alastair Blyth IMHE 2012, Paris
- 2. Summary • Creating spaces for knowledge exchange • Flexible environments • Managing the facilities • Designing cities for knowledge: the role of universities
- 4. CELE Database of Educational Facilities http://edfacilitiesinvestment-db.org
- 5. Creating spaces for knowledge exchange
- 6. University facilities represent 20% of operating costs Source:TEFMA 2009 20% Space Costs Money
- 7. DELIVERY DRIVEN LEARNING LED
- 8. IT is liberating people from Space
- 9. Open University Campus, Milton Keynes, UK 109,000m2 of accommodation - of which 7,000m2 for Laboratories - 260,000 students
- 10. Ulsan National Institute of Science and Technology Ulsan, South Korea Library Student Hall Student Administration Bldg. Dormitory 155,066.58m2 of accommodation – 5,000 students
- 11. Creating spaces for Knowledge Exchange
- 12. What should we focus on? Physical Environment Virtual or On-line OR ? or Both?
- 13. Less? More?
- 14. Variations: Varieties of spce for interaction
- 15. Matching learning to technology and space Learning mode Technology Space type Work-based learning Collaborative spaces with ePortfolios Work-integrated learning high-end technology Field-trips – real and virtual Virtual field-trips Collaborative spaces with Simulation and role-plays Online simulations high-end technology Problem-based learning Blogs, wikis Collaborative spaces with Case studies Multimedia case studies high-end technology Lectures Podcasts ‘flipped learning’ spaces Assessment Review Source: Prof Shirley Alexander, University of Technology Sydney
- 19. Large collaborative learning spaces
- 20. Large collaborative learning spaces
- 21. Using spaces in between Nolli’s Map of Rome: 1748
- 22. External Spaces Important Too
- 23. Spaces in between Faculty of Education, University of Cambridge. Architect: BDP • Openness • Transparency • Overlooking • Passive and active © Martine Hamilton Knight engagement CELE Compendium 2011 Entry
- 24. Spaces in between The Saltire Centre – Glasgow School of Art & Art History University Caledonian University. Architect: BDP of Iowa: Steven Holl Architects © Christian Richters © David Barbour CELE Compendium 2011 CELE Compendium 2011 Award
- 27. Flexibility Just enough Spatial Opportunity Agility Variability Speed of response Range of sizes Rearranging furniture quickly
- 28. Large group / Small group remote presenter The IDEA Space Recording studio Large group + collaborative
- 29. Provide a mix of space types and sizes Network Oasis, Joensuu Science Park, Ilka Kakko,
- 31. 17% drop
- 32. Rethinking the property portfolio Core Flexible On-demand Owned Leased Short-term Brand / Image Shared with Project start-ups partners with partners Universities rethinking the use of space e.g. SANE Report, DEGW 2001
- 33. Space Space Reallocation Saving + generic teaching / free space specialist skill space Current Space - Space Target + learning resource - support circulation/ + informal learning
- 34. Generic Specialised Informal Features: Features: Features: • Timetabled • Timetabled • No timetable • Use by all • Specific functions • Use by anyone • Constrained • Specialised equip. • Flexible Implications: Implications: Implications: • Manage timetable • Manage timetable • Hard to manage • Expensive if • Inflexible • Self-directed mismanaged • Expensive • Exchange space
- 35. Facilities should be supportive Manage both space need and use UNIVERSITIES FACILITIES DYNAMIC MANAGE FIXED CHANGING SUPPORTIVE Innovation activities
- 36. NEEDS FACILITIES What is there? • Amount MANAGE • Type Student expectations: • Location – Lifestyle Balance interests • Use – Finance • Cost – Courses… Teaching, research, – Business need knowledge exchange –… – methods and Funding relationships… Manage change Engagement with local – Flexibility Respond to change and global community – Short term Interactions – – Distance learning… Medium term – Other systems – Long term Administrative functions… Staff capacity – Expertise Brand / image Space type – Culture – Owned …. – Leased – On-demand
- 37. Universities and Cities for Knowledge
- 38. OECD Review of Higher Education Institutions in Regional Development (2005 – 2012) To Become Globally Competitive Countries Need to Invest in their Innovation Systems not only at the national, but also regional level … HEIs can play a key role in Regional Innovation Systems, Human Capital development…..
- 39. Designing Cities for Knowledge Education / Information Training search Knowledge University Business / exchange community Research Innovation
- 40. University: Spaces for Knowledge Exchange (Teaching / study) (Information) Cities University (Knowledge Exchange) (Business / community) (Research) (Innovation)
- 41. IST Campus Taguspark, Lisbon 2001 50000 m Orthophotograph Institutions and functions 1 445 students Most recent precinct in the LMA Integrated in the urban fabric Road network system Land morphology Open precinct – no physical barriers Smooth topography Low accessibility Built/voids Outdoor areas
- 42. IT University, Copenhagen Architect: Henning Larsen Macquarie Bank, Sydney, Australia. Clive Wilkinson
- 43. Thank You! Alastair Blyth alastair@alastairblyth.com www.alastairblyth.com See also: www.oecd.org/edu/facilities
Notas do Editor
- According to TEFMA, the capital and operating costs of university campuses is around 20% of their total operating cost. At a time when there is pressure to costs, this matters. I want to have a look at three trends in the short time that we have, to raise some issues that will be looked at in more depth by the following presentations, but also to offer some thoughts on what those managing university facilities may have to think more about.
- From the macro scale to the micro. The second trend is the redefinition of internal spaces used in universities. A challenge facing those managing university facilities is to get maximum use out of their space.To adapt to greater uncertainty the types of space being used are shifting from being formal and fixed and bookable spaces to being flexible.
- There is a pressure on higher education to reduce the amount of space used, yet conversely there is a pressure to cater for more students. This is seeing an emphasis on more generic teaching space with reducing specialist skill space which tends to be expensive to maintain. There is an increase in space dedicated to learning resources, less space devoted to support functions and greater use of circulation and informal types spaces such as cafés etc for informal learning.For those managing the facilities, it is important to know: How much of what type of space is there and how is it used?How does the space match the institution’s vision?How do you get flexibility?