RE-SETTING DEFAULT PEDAGOGIES IN NEXT GENERATION LEARNING SPACES

In the relatively scarce literature devoted to the transition of faculty to new types of learning spaces the greatest attention is paid to the design of the spaces, and less to the actual experience of faculty when they occupy them. Blackmore, Bateman, Loughlin, O’Mara, and Aranda (2011) note that there has been “…little recognition of the preparation required for faculty and students to effectively transition into using new learning spaces in terms of pedagogies, as well as setting realistic expectations and contingency planning” (p.15). Even less attention has been paid to the sustainability of initiatives required to support ongoing faculty development after the physical transition has occurred.

Default teaching styles for many tertiary teachers can replicate the ‘best’ and ‘worst’ practices from their own student experience. As actors in their own classrooms tertiary teachers autonomously create learning environments that they consider appropriate to communicate the content, context and culture of their particular discipline. Without appropriate ongoing post-transition support faculty may revert to what Thomson, Jones, and Hall (2009) refer to as ‘default pedagogies’ or ‘the way we used to do things’, rather than to explore different teaching methods and to innovate.

This paper shares the experience of faculty in one Australian university who transitioned to a new campus which is characterised by next generation learning spaces (NGLS). The physical transition occurred in July 2012, and subsequent focus of the transition team has been on re-setting the 'default pedagogies' of faculty to acknowledge and respond to the opportunities and challenges presented by the spaces.