Architecture, Building and Planning - Research Publications
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ItemFinding and Using Ambiguity to Search for Innovation Opportunities(Wiley, 2018-10)This article shows the importance and value of ambiguity to reveal opportunities hidden in problems and the manner in which ambiguity is removed from applications of design thinking. It describes the value of introducing, sustaining, and using ambiguity and explains the different types of ambiguity. It follows up by describing the events when a designer encounters ambiguity. This article proposes that an understanding of ambiguity is needed to harness its capabilities in finding innovative opportunities. To do so, design practitioners should consider (1) identifying the type of ambiguity needed to expand the scope of opportunity exploration and (2) becoming aware of and managing one's ability to work with ambiguity. Finally, it identifies the lack of literature on the impact of independent and collective experience on using ambiguity in design.
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ItemNo Preview AvailableThe “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project(New Zealand Educational Administration & Leadership Society, 2017-01-01)Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these “non-traditional” spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual “state of play” of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals’ opinions, teachers’ perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidence based platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand.
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ItemPlug n play: Future prefab for smart green schools(MDPI AG, 2018)While relocatable, prefabricated learning environments have formed an important component of school infrastructure in Australia, prefabrication for permanent school buildings is a new and emerging field. This review of prefabrication for schools is timely. In 2017, Australia’s two largest state education departments committed to prefabrication programs for permanent school infrastructure. In this paper we examine the recent history of prefabrication for Australian school buildings in the context of prefabrication internationally. We explore the range of prefabrication methods used locally and internationally and introduce evaluation indicators for school infrastructure. Traditional post-occupancy evaluation (POE) tools measure indicators such as indoor environment quality (IEQ), cost benefit, life cycle performance, and speed of delivery. In response to a shift towards more student-centred learning in a digitally rich environment, recently developed POE tools now investigate the ability of new generation learning environments (NGLEs) to support optimum pedagogical encounters. We conclude with an argument for departments of education to consider how prefabrication provides opportunities for step changes in the delivery, life-cycle management and occupation of smart green schools rather than a program of simply building new schools quicker, better, and cheaper.
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ItemEvaluating learning environments for interprofessional care(Taylor & Francis, 2013-09-01)Many institutions have invested considerably in the provision of student facilities – lecture halls, tutorial rooms and classrooms – spaces we call collectively learning environments. In expending resources on such facilities, we have assumed that we have needed to create this range of spaces for such activities. However, how do we know we have invested wisely in support of learning for interprofessional care? In this article I review the literature to identify evidence in a range of fields, including health care, to consider the issues and difficulties of employing established approaches from practices of evidence-based design. Central in this article is the role of evidence in the assessment of learning environments. In particular, I argue that the evidence must include qualitative dimensions of the learning experience. To address the qualitative outcomes from education, with particular attention to the concerns of interprofessional education, a model is proposed to examine different levels of outcomes. By developing an interpretation of Kirkpatrick’s model, four levels are described for the effective evaluation of interprofessional learning environments.
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ItemDesigning learning spaces for interprofessional education in the anatomical sciences(John Wiley & Sons, Inc., 2015-07-01)This article explores connections between interprofessional education (IPE) models and the design of learning spaces for undergraduate and graduate education in the anatomical sciences and other professional preparation. The authors argue that for IPE models to be successful and sustained they must be embodied in the environment in which interprofessional learning occurs. To elaborate these arguments, two exemplar tertiary education facilities are discussed: the Charles Perkins Centre at the University of Sydney for science education and research, and Victoria University's Interprofessional Clinic in Wyndham for undergraduate IPE in health care. Backed by well-conceived curriculum and pedagogical models, the architectures of these facilities embody the educational visions, methods, and practices they were designed to support. Subsequently, the article discusses the spatial implications of curriculum and pedagogical change in the teaching of the anatomical sciences and explores how architecture might further the development of IPE models in the field. In conclusion, it is argued that learning spaces should be designed and developed (socially) with the expressed intention of supporting collaborative IPE models in health education settings, including those in the anatomical sciences. © 2015 American Association of Anatomists.
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ItemThe experience of burnout among future construction professionals: a cross-national study(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2007)
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