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Innovative Spaces and Pedagogy (EDUC90728)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
August
Overview
Availability | August |
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Fees | Look up fees |
An exciting collaboration between Architecture and Arts Education, this subject examines how we should design, inhabit and maximise the use of student-centred learning spaces in schools and other educational institutions. Schools are increasingly adopting ‘innovative’ designs that are deemed to better suit the collaborative, creative, critical thinking, communication-focused characteristics required of graduates into the future. What do (and will) these spaces look like, now and into the future? In what ways do, and should, designers and educators collaborate on their design, implementation and use? How can we evaluate the effectiveness of these spaces, and develop an ongoing dialogue between designers and teachers that builds a broad understanding of the educational and design professions’ languages and epistemologies? In finding ways of maximising use of flexible learning spaces, this interdisciplinary subject introduces students to the links that should exist between new pedagogies and space.
This unique subject is delivered jointly by the Melbourne Graduate School of Education and the Faculty of Architecture, Building and Planning. Classes are typically made up of architecture students and emerging teachers who work collaboratively on design and education scenarios, informed by field trips to exemplary schools and design facilities. The subject is informed by research from the University of Melbourne’s Learning Environment Applied Research Network (LEaRN), a research centre formed by Education, Architecture and Medicine in 2008, and its material is underpinned by research emerging from this world-leading group.
Intended learning outcomes
On completion of this subject, students should demonstrate:
- Specialised knowledge of current issues in learning environments design and use, and the capacity to apply this knowledge across the disciplines of design and education, with a global perspective.
- The skills needed to engage across disciplines in creative and analytical discussions about current learning environment design and use.
- The capacity to apply and integrate relevant learning environments research in practical ways that will improve quality of design of such spaces and education outcomes of students.
- Potential leadership skills required to apply theory and practice in a manner that will drive sustained positive change through improved design and use of education spaces.
Generic skills
On completion of this subject participants will have the knowledge, skills and understanding to enable them to:
- Communicate with professional peers concerning the latest trends, issues and research in learning environments design and use.
- Develop an interdisciplinary vocabulary regarding space and pedagogy;
- Discuss personal epistemologies concerning implications of designed educational space on pedagogies.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Literature review (1000 words), due mid semester (20%);
- Collaborative project (2000 words equivalent per student), due late semester (40%), comprised of a group written report (1600 words per student), and a group oral report (4 minutes per student; equivalent to 400 words per student);
- Reflective essay (2000 words), due end of semester (40%).
Hurdle requirements: a minimum of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- August
Principal coordinator Wesley Imms Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 23 July 2018 Pre teaching requirements During the pre-teaching period, students should access the LMS. Teaching period 3 August 2018 to 6 October 2018 Last self-enrol date 25 July 2018 Census date 17 August 2018 Last date to withdraw without fail 21 September 2018 Assessment period ends 27 October 2018 August contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Fisher, K. (2016). The translational design of schools: An Evidence-based approach to aligning pedagogy and learning environments in schools. Rotterdam, Netherlands: Sense Publishing.
Imms, W., Cleveland, B. & Fisher K. (Eds.). (2016). Learning environments evaluation. Snapshots of emerging issues, methods and knowledge. Rotterdam, Netherlands: Sense Publishing.
Recommended texts and other resources
Newton, C and Fisher, K. (2009).TAKE 8: Learning Spaces, RAIA, ACT, 2009.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education Course Master of Architecture Course Master of Architecture Major 200 point Master of Architecture Major 300 point Master of Architecture - Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Last updated: 10 February 2024