Charles Sturt University Learning Spaces Strategy Page 2 of 55

Charles Sturt University Learning Spaces Strategy Version 3.5 Last Revised October 2019 Charles Sturt University 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. Last Revised October 2019 | Charles Sturt University Learning Spaces Strategy Page 2 of 55 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 Last Revised October 2019 | Charles Sturt University Learning Spaces Strategy Page 3 of 55 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). Last Revised October 2019 | Charles Sturt University Learning Spaces Strategy Page 4 of 55 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

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