(1) ACU recognises that effective teaching and learning spaces play an important role in students’ achievement of learning outcomes. (2) ACU recognises that students need to: (3) Physical Teaching Space Standards are guided by the Learning and Teaching Policy. (4) ACU Physical Teaching Space Standards provides guidelines in the design and construction of new and refurbished teaching spaces across all areas of the University. (5) ACU strives to promote a range of learning and teaching spaces to suit a variety of learning and teaching approaches; to ensure that academics and students who are using learning and teaching spaces can make effective use of them. (6) These standards are to be used in conjunction with the Facilities Planning, Design and Management Policy and the Work, Health, Safety and Wellbeing Policy. (7) The purpose of these standards is to ensure that teaching staff and students of ACU have access to high quality and appropriately equipped learning environments across all campuses. (8) These standards apply to University-wide learning and teaching spaces, including learning spaces in all Faculties. (9) It is a requirement that University-wide learning and teaching spaces, including technology standards will comply with the minimum standards provided in this document. (10) At ACU all learning and teaching spaces should: (11) All flat-floored spaces should be: (12) The general ambience of formal and informal spaces should be of a comfortable and welcoming environment, which encourages a positive response from staff and students. Wherever possible, they should include natural light. (13) The technology in Learning and Teaching Spaces is specified in the Audio Visual Standards. The Chief Information and Digital Officer is responsibility for producing and maintaining the Audio Visual Standards in collaboration with Properties and Facilities, Campus Deans, Faculties and the Centre for Education and Innovation. (14) The University-wide learning and teaching physical spaces will be categorised into four groups: (15) Tiered spaces (>100 students) are designed to support didactic approaches to teaching for large student cohorts, but flexible enough to accommodate a variety of different learning and teaching approaches. (16) Physical: (17) Mobile seats that allow interactive approaches to learning and teaching, improving engagement and attention. (18) Two way benches and chairs that swivel around allowing opportunities to collaborate discuss and do project work. (19) Harvard Style, U-shaped theatres to support student-student interactions. (20) In large learning spaces (>45 students), rooms can be configured to cater for traditional instructor-led lectures and discussions while integrating the ability to focus on group work and collaboration. (21) Physical (22) Standard learning spaces (<45 students) are designed to support team teaching, active learning activities, case-study, group-based and project based learning. (23) The ability to lecture is still there, but the furniture and setup will encourage and support students’ group activities and collaboration. The use of movable furniture allows for flexibility in the creation of small or large groups of study. (24) Physical: (25) Active learning spaces (<45 students) are designed to provide an environment focussed primarily on team work and collaboration. Students can work together intensively. They might share work and resources with each other via the flat-screen monitors and white boards provided at each table, and co-create documentation through collaborative software. (26) Physical: (27) ACU recognises the existence of a variety of specialised learning spaces University-wide. Each space should contain the minimum technology suite and should adhere to the principles of all learning and teaching spaces. (28) Experts in the specialised learning space areas must be engaged in the design and updating of these learning spaces at the start of the project. Section 11 – Appendix 1 of these Standards describes considerations that need to be taken into account when designing and updating specialised learning spaces. (29) Informal learning space areas should be developed to encourage break-out group work, and to allow spontaneous and planned student work outside of the standard teaching areas. Such spaces might include: (30) Away from the formal learning spaces, a variety of areas, such as corridors, cafeterias, entrances and outdoor areas should be developed to allow individual or group work and discussion. Comfortable tables and chairs and access to Wi-Fi and power are important. Ideally research work, local events, student work, art and notices are displayed on the walls. (31) Informal learning spaces should provide a friendly atmosphere allowing students to feel comfortable meeting with their peers, enhancing their wellbeing, sense of community and belonging. (32) Informal learning spaces will have a variety of sizes depending on the availability of designated areas. (33) Informal learning spaces, when possible, will have small kitchenette facilities to enable students to make coffee and heat food during break sessions. (34) Rubbish and recycling facilities need to be provided to ensure learning spaces remain clean and uncluttered. (35) Group study spaces (<8 students) should provide an environment focussed primarily on team work and collaboration, where students can work together intensively, outside of the classroom environment. (36) Physical: (37) Outdoor learning spaces should be equipped with Wi-Fi technology and safe outdoor power points where possible. (38) ACU places a high priority on full compliance with the following Acts: (39) ACU provides an accessible learning environment for all students, as required in the Disability Standards for Education 2005 (Cth) and the Disability Discrimination Act 1992 (Cth). (40) Suggested design solutions of the University-wide learning and teaching environment should comply with the minimum standards written in this document. (41) Some suggested design solutions that go beyond the minimum include: (42) These Standards will be formally reviewed annually. (43) A number of standards exist for specialised spaces at ACU. It is essential that experts in the academic field are engaged from the beginning when planning for upgrading or building specialised spaces begins. (44) Principles to be taken into account are: (45) People and teams who should be consulted during the process include: (46) For related legislation, policies, procedures and guidelines and any supporting resources, please refer to the Associated Information tab.Physical Teaching Space Standards
Section 1 - Background Information
Section 2 - Standards Statement
Section 3 - Standards Purpose
Section 4 - Application of Standards
Section 5 - Principles
Section 6 - Technology in Learning and Teaching Spaces
Section 7 - Learning and Teaching Physical Standards
Part A - Tiered Spaces
Minimum Standards
Optional Standards:
Part B - Flat-floor Space
Large Learning Spaces
Minimum Standards
Standard Learning Spaces
Minimum Standards
Active Learning Spaces
Minimum Standards
Part C - Specialised Learning Spaces
Part D - Informal Learning Spaces
Group Study Spaces
Outdoor Learning Spaces
Section 8 - Compliance Issues and Special Requirements
Top of PageSection 9 - Standards Review
Section 10 - Appendix 1: Considerations in Specialised Spaces
Top of PageSection 11 - Associated Information
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This is best achieved in an environment that will foster student-centred activities, collaboration and effective communication and will encourage creative problem solving and social networking.
Sub-categories of these groups will incorporate both minimum and ideal standards.