Future Learning Spaces

The physical learning environment has a major influence on teaching and learning. That starts at the fundamental level, with the basic characteristics of the space, such as sufficient light and air to facilitate learning. But it also goes beyond that; the layout of the space must also have an educational impact.

For example: the Utrecht Teaching model places a high emphasis on active learning. Research has shown that the results of education provided in an Active Learning Space are better than the results of courses in a traditional classroom, even with the same (activating) course design (Brooks, 2011). The mechanism behind this is that the layout of the space influences the behaviour of students and instructors (Brooks 2012). In the Active Learning Space, the instructor ‘sends’ less, students ask more questions and there is more discussion. This is in line with the activating teaching principle, and it benefits the learning process.

Although the Utrecht Teaching Model allocates a central role to activating teaching, much of the curriculum is still largely based on instruction provided by the instructor. This is only to be expected, as many of the university’s teaching spaces place the instructor in a central position. This in turn leads the instructor to display the behaviour that the layout of the space expects of them, even though we know that interaction with fellow students, the lesson materials and the instructor are vital for the learning process.

In order to fully express Utrecht’s vision of education, we must develop a physical learning environment that is in line with that vision and reinforces it.

The Future Learning Spaces project has formulated six educational principles for the physical learning environment that support and reinforce Utrecht’s teaching vision.  These principles differentiate between learning spaces and the physical learning environment;

A ‘learning space’ can be any physical space where learning takes place. This can include formal, scheduled learning in classrooms, or informal learning in study nooks, work stations, study landscapes, picnic tables or coffee bars.

The ‘physical learning environment’ encompasses all learning spaces, in their spatial orientation and relationship to one another and with other functions in and around the university buildings.

The six principles are:

The physical learning environment:

• offers sufficient opportunities for meeting, contact and exchange between fellow students, instructors, researchers and society, both within and outside of one’s discipline and institution.
• ensures the continuity of informal learning in the immediate vicinity of formal learning.
• is pleasant to spend time in.

Learning spaces:

• stimulate interaction between the student and the instructor, fellow students, the learning materials and with special materials or facilities that are not available at home.
• stimulates diversification of learning activities. Each formal learning space must at least facilitate instruction, independent learning and collaborative learning, and make it possible to work digitally (including on students’ own devices, if applicable).
• are student-oriented instead of instructor-oriented. Instruction must be possible, but is not the leading work format in learning spaces.

These teaching principles exist in parallel to other principles, for example in the areas of sustainability, inclusiveness and finances.

The physical learning environment has many facets, and many different disciplines work together to make it a success. The strength of FLS lies in this collaboration. The interdisciplinary team brings together students, teachers, educational specialists, and AV, IT, and facilities experts: a unique and equal mix of academic and non-academic education professionals working together on future-proof education.