Learning from Learning Spaces

In March 2007 the University of Brighton and the University of Sussex each opened experimental learning spaces as part of their contribution to the Centre of Excellence in Teaching and Learning project [1, 2, 3]. The flexible, technology rich spaces cost around £1m each and were designed to support the exploration of the role of creativity in pedagogic practice. The universities are currently providing a top down, evaluative overview of this research activity due to be published later in 2010. Few teaching practitioners have however provided their own individual, user specific analysis of the creative learning spaces. This paper therefore provides an analysis based on over 300 hours of practice based research experiences by two key academic users of each learning space.

The analysis highlights comparative and contrasting approaches, issues and reflections. The project is scheduled to end in March 2010 and the analysis therefore also includes the lessons learned from the research which the academics will apply as they return back to more traditional classroom settings. The results are therefore of significance to tutors wishing to explore alternative teaching approaches, creativity and learning environments in their own classroom spaces, particularly those moving away from the didactic towards more student centred forms of learning. It may also offer insights to those seeking the development of their own creative learning spaces and as such the results may be equally relevant to both academics and estates managers.