Place matters: The design and development of on campus teaching and learning facilities

Sadly, however, the discourse which has focused on these new campus facilities has been heavily influenced by architectural concerns and interests. The emphasis has been on the aesthetic appeal of each of these buildings and their status as major architectural symbols in Melbourne. There has been little or no consideration of the function of these buildings as teaching and learning environments. Inspection of the buildings reveals classrooms and information technology facilities modelled on established and problematic concepts of teaching and learning spaces. In particular, computer laboratories which are often held up as examples of the most modern of teaching spaces exhibit some of the most problematic design features. These buildings are the result of a design process which is informed by the concerns of architects building for other architects, and institutions keen to make a public statement (on the outside) about their continued relevance.

What is missing from this design and development process is a sound pedagogical perspective. This is particularly so with respect to the ways in which new information technologies are incorporated into teaching and learning spaces modelled on outmoded classroom designs.

In this presentation/paper I intend to show some examples of the admittedly striking buildings which have been recently built at university campuses; and to contrast these images with examples of the very problematic computer laboratories and other classroom facilities which are provided within them.

I intend to build on my contribution to a symposium on Researching New Learning Environments held in 1999 at Griffith University, and resulting publications co-written with several other Australian academics, to posit a set of design principles or guidelines which I believe should be used to inform the design and development of new teaching and learning facilities. I also intend to draw upon my recent doctoral study which sought to address the question of the importance of the physical dimension of the teaching and learning environment for teachers and students. My emphasis will be on the types of facilities which are needed to enhance the prospect of more flexible approaches to teaching and learning, especially in situations where institutions are creating extensive online environments.

Overall, it is my intention to generate some discussion about these issues in this session. I am presently involved in a number of projects concerning the design and development of teaching and learning facilities, including a new international campus for Monash University and propose to use this work to also illustrate my presentation.