Learning in the Learning Commons (Pedagogy-Space-Technology)
Dr Amanda Pearce and Adrian Gallagher
Victoria University
Since 2005 Victoria University has been progressively implementing a Learning Commons model across 11 campuses. This major initiative is a collaborative effort between the Library, Teaching and Learning Support and Information Technology Services.
The Learning Commons has been guided by a set of principles designed to make learning the primary focus. These principles are that the Commons should: facilitate active, independent and collaborative learning; focus on student needs, preferences and work patterns; be part of a University-wide development of learner autonomy; be responsive to the changing needs of learners for resources and support; be based on collaboration between different support areas in the University; and provide a hub for physical and virtual interaction for staff and students.
A series of refurbishments and building projects have provided new learning spaces to facilitate autonomous and collaborative work. The presentation will report on a number of evaluation processes including quantitative and qualitative data to measure the success of these new learning spaces as well as informing further projects already under development.
While it is clear that good architectural design is a requirement for developing an effective Commons, the true potential of the concept lies in how the space is used. VU has coupled physical redesign with a rethink of service delivery. A key component of the new service model was the introduction of the Student Rover Program. This peer mentoring support service provides practical and motivational learning support for students.
The student rovers are coordinated by a learning support academic and supervised by campus librarians on a daily basis. Their community of practice is supported by social networking tools to build shared knowledge by the predominantly Generation Y rovers. Using a participatory action research approach, evaluation is undertaken by the rovers as researchers/evaluators of their own practice, led by the learning support academic. This approach has resulted in continuous improvement of practice.
The paper will also report on a detailed study to evaluate the Student Rover Program conducted through focus groups with staff, users and rovers; analysis of content in the social networking tools; longitudinal interviews with the rovers and observational studies and a literature review.
In conclusion the paper will reflect on the overall outcomes of this collaborative approach to supporting student learning at Victoria University.
Colloquium PowerPoint Presentation