Abstract:

Learning is located whether in the physical, or virtual campus. It is located through the relationships which are formed in the process of study with tutors and other learners. Consideration is needed of the spaces and places where people learn in a higher education context, recognising that learning is both formal and informal, intentional and unintentional. One way to enable transformational learning is to facilitate participation, engagement and connection between members of the university community.

A whole University approach focuses on learning and learning spaces. It, seeks to create and implement local strategies for learning which reflect the university wide learning and teaching strategy and which ultimately will permeate and influence culture thereby enabling staff to innovate. Higher Education in the UK operates within a complex and dynamic environment of change and continuity and the imperative is to create sustainable learning spaces that reflect the need for an engaging and excellent student experience.

This paper explores a range of interconnected initiatives designed to create and recreate effective learning communities which are simultaneously diverse and interconnected underpinned by shared values which at the same time encourage collaboration and connectivity. This position paper considers specific case studies; drawing on the digital strategy of the university, redesign of social spaces and emergent culture of collaboration.

The digital strategy has emerged over a number of years resulting in an institutional level collaboration with Microsoft and the roll out of SurfacePro devices to all academic staff and appropriate service staff. The commitment and move to the use of mobile technology has resulted in distinctive changes in behaviour patterns and enhanced connectivity both on-line, in the classroom and also in less formal spaces. There has been an associated increased in lecture capture, digital engagement in the classrooms and the use of flipped classroom learning. The prevalent shift to utilisation of specific shared software by university staff has generated a move to sustainable and paperless modes of practice and a greater degree of inclusivity via platforms such as Microsoft Team. This is all focused on creating and sustaining a responsive student-centred approach. The introduction of easy access to universally used software has led to greater external collaboration as the systems facilitate timely and flexible engagement.

The accompanying creation of social spaces, the design of which was informed by the student voice aligned with a cultural shift in emphasising the importance of connection and acknowledging the informal learning, (by staff and students) which occurs in accessible, social spaces. Alongside is a strategy to enhance and extend the opportunities for collaborative learning; open to students it has also been beneficial in making connections between staff from different disciplines leading to cross fertilisation of good practice, increased creativity, influences on peer learning and sharing innovation. Collaboration within teaching and through the digital development of technology enhanced teaching has increased the experience of connectivity and community. The paper draws on local innovations and examples to illustrate the change and associated challenges which need to be considered in order to support the creation of an effective and inclusive learning community.

Keywords:

Culture, collaboration, change, creativity, technology, teaching, student experience.