Innovative Spaces and Pedagogy (EDUC90728)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Online
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
Contact information
March
August
Overview
| Availability | March - Online August - On Campus |
|---|---|
| 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
Students admitted to courses/entry points not specified below have no prerequisites for this subject.
Students in the 200-point program of the Master of Education, Master of TESOL or Master of Modern Languages Education, must have completed the following four compulsory subjects*:
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Understanding Education in Context |
Semester 2 (Dual-Delivery - Parkville)
Semester 1 (Online)
|
12.5 |
| EDUC90930 | Local Literacies in Global Contexts |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships |
Semester 1 (Online)
Semester 2 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
*Students that commenced their course prior to 2021 may have completed EDUC90830 in place of EDUC91029, and EDUC90900 in place of EDUC91030:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90830 | The Student as Learner |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90900 | Resilience and Relationships |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
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
| Description | Timing | Percentage |
|---|---|---|
Literature review
| Mid semester | 20% |
Collaborative project (2000 words equivalent per student), 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);
| Late in the teaching period | 40% |
Reflective essay
| End of semester | 40% |
| Hurdle requirement: A minimum of 80% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March - Online
Principal coordinator Wesley Imms Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 28 February 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS. Teaching period 5 March 2022 to 30 April 2022 Last self-enrol date 1 March 2022 Census date 18 March 2022 Last date to withdraw without fail 29 April 2022 Assessment period ends 21 May 2022 March contact information
- August - On Campus
Principal coordinator Marian Mahat Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 1 August 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS. Teaching period 6 August 2022 to 8 October 2022 Last self-enrol date 2 August 2022 Census date 19 August 2022 Last date to withdraw without fail 16 September 2022 Assessment period ends 22 October 2022 August contact information
Time commitment details
170 hours
Additional delivery details
Please note that due to EDUC90728 Innovative Spaces and Pedagogy being a cross-faculty subject, it will only be offered as an on-campus subject in August, 2022. If you are not able to attend campus, you will need to choose another subject to take. If you are completing the Assessment and Pedagogy specialisation in the MEd, you can enrol in Critical Thinking and Curriculum (EDUC90642) in August and this subject will be included as part of your Assessment and Pedagogy specialisation. EDUC90642 will be offered in Dual Delivery mode in August which means that you will be able to access this subject if you are off-shore.
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 TESOL Course Master of Education Course Graduate Certificate in Education Course Master of Modern Languages Education Course Master of Architecture Specialisation (formal) Assessment and Pedagogy - 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.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Subject coordinator approval required.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 10 February 2024