Note: This is an archived Handbook entry from 2012.
|Dates & Locations:
This subject has the following teaching availabilities in 2012:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Contact Hours: 24 hours
Total Time Commitment: 125 hours
|Recommended Background Knowledge:
|Non Allowed Subjects:
|Core Participation Requirements:
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/
CoordinatorDr Wesley Imms
ContactEducation Student Centre
|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. The recent injection of significant funding for new or refurbished spaces and ICT by both state and federal governments is creating the need for a transformation of professional knowledge around pedagogies and spatial use. What should ‘innovative’ schools and classrooms look like and how should they operate? How can designers and users of these spaces collaborate on their conceptualisation? 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.
Some organisations have expressed interest in the development of this subject, including DEECD, the Council of Educational Facilities Planners International (CEFPI), London Institute of Education, and Rubida, the Smart Green Schools Project, and LEaRN – the latter three being already linked to, or working within, the University of Melbourne
Learning will include the review of literature, case studies, and interdisciplinary workshops such as use of the new Learning Environment Spatial Laboratory (LESL).
|On completion of this subject, students will achieve an understanding of:
Students will evaluate existing and propose further professional development for the understanding of links between space and pedagogy.
|There are three pieces of assessment:
|C. Newton and K. Fisher, TAKE 8: Learning Spaces, RAIA, ACT, 2009.
Scottish Executive Learning Environments
JISC Learning Environments
Linking Pedagogy and Space
This subject is not available as a breadth subject.
|Subject EFTSL, Level, Discipline & Census Date
|On completion of this subject participants will have the knowledge, skills and understanding to enable them to:
Master of Architecture
Master of Architecture
Master of Education (Stream 100B)Coursework
Master of Education (Stream 150)
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