A comprehensive learning space evaluation model

Project summary Much attention has been paid recently to the design of learning spaces in the tertiary sector. Recent studies and projects have used thematic pedagogical concepts, such as student-centredness, active learning, collaborative group work and technological enhancement to drive design for educational spaces. In addition, new ways of thinking are surfacing about environments in relation to the nature of student learning, notions of difference and inclusivity across the disciplines, economic and environmental sustainability (Australian Learning and Teaching Council, 2008). However, to date evaluations of learning spaces have largely focused on individual indicators, such as student satisfaction, frequency of use or successful technological integration. While these indicators are useful in the evaluation of particular aspects of learning spaces from the perspectives of specific stakeholders, they do not provide a substantial, systematic or rigorous model for evaluation of the impact across a range of criteria related to design intent, practical implementation or staff and student learning. Without such a model, the development of coherent and credible theory and transfer of knowledge to drive future development is problematic.