C. Newton, B. Cleveland

The University of Melbourne (AUSTRALIA)
In this paper, two academics reflect on their five years of multidisciplinary research focused on the transformation of school design. As an architect, the first author has led two Australian Research Council grants on the theme of learning spaces with multidisciplinary teams bringing expertise in new pedagogies, sustainability and construction. From an education background, the second author reflects on his work as a research fellow for a cross-faculty research collaboration undertaking research projects with a range of industry partners. Called LEaRN (Learning Environments Applied Research Network) this collaboration is between three faculties at the University of Melbourne [1].

Two parallel stories will be told. The core story is about how space and new pedagogies can be aligned but only when an array of factors are considered and resolved by the key participants. The parallel story is about the factors which have enabled or hindered our research teams to undertake successful collaborations. The dual stories have uncanny parallels and complexities.

We include seven starting points for conversations. We find these useful starting points whether making a move into new learning spaces for new pedagogies or making a move into interdisciplinary research.

[1] LEaRN is a collaboration between the Faculty of Architecture, Building and Planning (ABP), the Melbourne Graduate School of Education (MGSE) and Medicine, Dentistry and Health Science (MDHS).