Background and Summary of the eSpaces Project: supporting paper for NoWAL conference
2006
Background
The efficient and effective use of physical learning spaces is a major issue for many educational
institutions. Organisations all face pressure to deliver higher standards of education, to greater
numbers of students, with tight financial restrictions, but still need to provide facilities that will attract
students in a competitive educational market. Learning spaces are expensive to build, maintain and
support and must be suitable for an ever widening range of learning scenarios. Making long-term
decisions is difficult in any area, but with the pace of technological development this is particularly
challenging and decisions will seriously impact upon the future direction and success of an institution.
The outcomes of the study are intended to help senior managers to understand and manage the risks
involved in projects to develop learning spaces.
The need for this study came from a recognition that most, if not all, institutions are now integrating
learning technologies into the design of new buildings and the refurbishment of existing ones.
Managed learning environments, mobile computing, wireless LANs (local area networks) and
broadband are just a few of the technologies that are influencing how we design, use and manage our
learning spaces. This study has brought together examples of the wide range of current practice, based
on a comprehensive survey, and includes a set of guidelines for senior managers and possible scenarios
for the future.
Methodology
The project consisted of the following components:
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An initial questionnaire on current practice and planned developments
Background research papers on current and future trends in learning space design and learning
technology
Desk research into technological and pedagogical developments
Follow-up questions to expand upon responses to the survey
Site visits to gain an in-depth understanding of institutional developments
The initial questionnaire used a blend of qualitative and quantitative questions to gather information on
current use of physical space, the ways in which technology is changing the use of space and how
institutions expect that to impact on future pedagogy.
The questionnaire was sent to over 700 post-16 educational institutions across the UK, which included
Sixth form Colleges, Further and Higher education institutions. Senior managers were targeted in order
to obtain an ‘institution-wide' perspective. Respondents were asked to consult with colleagues if
necessary.
A combination of qualitative and quantitative techniques were used to analyse the questionnaires. This
analysis led to a number of follow-up questions and helped to target the site visits. Each visit is reported
upon via a standard template. The final report pulls together all the components of the study into a single
document, designed for an audience of senior managers and decision makers.
Current Practice, Trends and Visions of the Future
It is clear from the study, having visited 15 sites across the sector, that learning spaces are highly diverse.
However, it is helpful, for the purposes of the study to consider learning spaces in four separate
categories; teaching spaces, open access spaces, social spaces and other learning spaces. The detailed
findings for each are given in chapter two.
The main findings tell us the following:
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Forecasting over five years is difficult in any area of technology, so building and refurbishment
projects need to build in contingencies for future changes, to 'expect the unexpected.'
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The use of wireless networking and mobile computing devices is growing, but there is still a need
for the institution to provide wired networking and permanently fixed desktop computers, which
will increasingly be supplemented by wireless networking and mobile devices.
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The provision of power for mobile devices is very important and will continue to be necessary for
the next few years.
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The management and development of technological facilities within open access and social spaces
is growing in importance.
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The design of all learning spaces needs to reflect the trend to more student-centred, collaborative
and group learning.
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The use of learning technologies within social spaces is of growing importance.
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Access to online services from outside the traditional institutional boundaries is growing rapidly.
The visions of the future describe a world where learning is highly personalised and flexible. Learners
are able to access online services from almost anywhere and on almost any device. The capabilities of the
devices and the supporting network systems may still vary, but learners can be in communication with
learning systems at any time that suits their needs. Although learning in the future is likely to be tailored
to individual needs there will still be schools, colleges and universities and those institutions will still
have a traditional geographical location, albeit used in a more flexible way. Lecturers, teachers and tutors
will still be at the heart of the learning process; creating materials, supervising, assessing and facilitating
learning, but their role will evolve.
Strategic Management
Management Structures
The study shows that there are many different kinds of management or committee structures that are in
place for the strategic planning and management of learning spaces. This complexity is, at least in
part, the result of the variety of academic and support departments have a stake in the use and support
of learning spaces.
Although job titles and names of management groups vary considerably across the difference post-16
sectors the management structures were very similar. The larger institutions, particularly in higher
education did tend to have committee structures whereas the smaller institutions were more likely to
achieve the necessary representation from permanent, often pre-existing, management groups. Details of
the groups of key stakeholders are in chapter five, but diagram 1 illustrates an 'average' structure.
"Learning Space Management Group”
(Or equivalent)
Estates
Management
IT Services
Library
Services
Other Operational
Service Departments
Student Support
Services
Academic
Departments
Diagram 1
Vision into Implementation
Most innovations start off as an idea from a small group or an individual, however there is extensive
work needed to get from vision into reality.
Drivers for Change
Perhaps the first stage of bringing about a change is to understand the key drivers that will make that
change happen. The study identified many drivers for change in the different institutions, which broadly
fell into two categories:
Operational – Operational drivers were those that contributed to the effective, efficient and
sustainable management of the institution. These included the need to refurbish poor estates; the
physical infrastructures, consolidation of sites, special projects, increase/decrease in student
numbers etc.
Pedagogic – the pedagogical drivers come predominately from institutional learning, teaching and
assessment strategies and/or changes in learning and teaching methods within faculties, schools
and individual subject areas. These were the drivers that related to the quality of student learning.
The evidence of the site visits showed that where innovations were most successful both drivers were
evident, ensuring that the innovations supported improved learning by improving organisational
efficiency and by enabling pedagogic development.
Funding
Funding was obtained in three main ways; direct (often ring-fenced) money from funding councils,
money from within the core institutional budget and external, often private-sector, funding. Direct
funding council money was at least a partial source of funding for the majority of developments, with
funding from core budgets being the next most common.
The other key factor in relation to funding was the distinction between recurrent and non-recurrent
funding. Non-recurrent funding has the benefit that it can enable developments to be carried out quickly
and holistically. Recurrent funding allows for longer term planning and a more organic approach to
innovation. Both have their place and bring benefits, the challenge is to obtain an appropriate balance
between the two.
Change Management
Innovation, by its very definition means change. Changes can involve some or all of the following; the
physical infrastructure, learning and teaching methods, staff roles, student expectations and support
systems.
The development and implementation of innovative learning spaces will require effective change
management. From our site visits, we have found that if the following components are in place, then the
change process is more likely to be successful.
Shared Sense of Purpose – The project team need a shared vision to help establish and focus upon
their key aims and how they are going to achieve their goals
Key Stakeholders – All key stakeholders need to be involved and share the sense of purpose for
the innovation. Key stakeholders include a wide range of staff from the senior manager to all the
support staff and students.
Learning from others – It is important to learn from other institutions and to keep abreast of what
they are doing. Reading case studies and accessing other institutional information (such as
institutional websites) are no substitute for site visits, meeting staff and students and discussing
their experiences and experiencing for oneself the innovative learning spaces.
Expect the unexpected – It is difficult to predict the future in terms of the development and use of
learning technologies and spaces. The survey analysis highlights the importance of flexibility in
the use of space. For example, if it is possible, new learning spaces should not be limited by the
physical structure of the building. In terms of technical infrastructure, predicting what
technologies might be used in the future is difficult, so robustness as well as flexibility is
important.
Ownership – Ownership is a key aspect of effective change management. That is, academics,
support services and students must all have a strong sense of ownership about any innovations that
take place. To achieve a shared sense of ownership and purpose, it is important to involve these
‘stakeholders’ in the development of an innovation. Ownership is also important when the project
is handed over to the end user. In order to ensure successful uptake, it is important that the endusers feel a strong sense of ownership.
Appropriate and timely staff development – Staff development is a critical part of any change
process. Changes in learning and teaching methods can require significant changes in both
academic and support staff roles. In order to enable staff to get the most out of their new roles
there need to be development opportunities made available.
Appropriate and timely student induction – Student induction, or orientation, is also a critical part
of change. As far as possible technology should be transparent to students, so that they can
concentrate on their subject-related learning rather than the technology. Where new skills are
required, appropriate support should be made available to students at the time it is needed.
From the above we can see that vision to successful implementation of innovative learning spaces
involves a wide range of stake holders and effective change management and the key to any successful
innovation is to focus on the students and how we can enhance their learning experiences.
Senior Managers Checklist
The senior managers' checklist emphasises the need for senior managers to take an active, informed
and supportive role in learning space projects, throughout the life of the project. Specifically the
checklist points senior managers at the main areas that they should generally consider, but does not
remove the responsibility from senior mangers to take a thoughtful and thorough approach to the needs
of each different project.
Conclusions
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Funding – Non-recurrent capital funding can enable development to take place in a timely and
co-ordinated fashion, but can also make it difficult for institutions to plan ahead and make
responsive and evolutionary developments as the needs arise. There is a place for one-off funding
for large projects and a place for ongoing funding for regular development.
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Stakeholders - The development and management of learning spaces is complex, it involves a
wide range of stakeholders from both the support services and the academic community. These
people should be appropriately represented at all stages of learning space projects.
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Key drivers - For successful innovation it is important to understand and acknowledge the
pedagogic and operational drivers behind innovation. Without the pedagogic drivers the same
pedagogy will simply be applied to new rooms, without the operation drivers the innovations are
unlikely to be scalable and sustainable.
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Knowledge and Skills - The effective development of innovative learning spaces involves both an
in-depth knowledge of learning technologies and of pedagogy. In order to improve the success of
projects it is important that the lead department on any project, often the department responsible
for management of the estate, should include pedagogic and technical skills within their team.
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Change Management - Effective change management of the development and implementation of
the innovative learning space is crucial. This includes generating a sense of ownership and
involvement for the key stake holders, especially the end users.
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Innovation - From the survey returns and the site visits it has been shown that new learning
technologies are the enablers not the drivers, but without them the innovative use of learning
spaces would not, in most cases, have taken place. Innovative learning spaces and the innovative
use of learning technologies are also enhancing the learning experience of students and enabling
many institutions to ‘manage’ the wide ranging demands the education funding bodies and the
students are placing on them.
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Growth - The use of learning technologies will continue to grow both on and off campus
especially with the ever increasing use of virtual learning environments.
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Service Provision – There is growing potential for the use of personal computing devices in
learning and teaching, which may in the long-run reduce the need for central provision of
computers. However the evidence is that to introduce a sufficient level of ownership of
appropriate personal computing devices needs quite a fundamental change in many areas of the
organisation. If these are not happening then central provision of services and systems needs to
continue. In the majority of institutions it is clear that central provision of computing facilities
will continue to be necessary for the foreseeable future.
Further reading
This paper is an edited version of chapter one of the full report that can be accessed at
www.ldu.bham.ac.uk/espaces
Bob Hunter
Director, Learning Development Unit
University of Birmingham
Email r.hunter@bham.ac.uk