What Works? Emerging Issues

Diversification and expansion of global higher education in the 21st century has resulted in learning environments in architectural education that can no longer be sustained by the Beaux-Arts Atelier model. Budgetary pressures, surging student numbers, extensions to traditional curricula, evolving competency standards and accreditation requirements, and modified geographical and pedagogical boundaries are pointing a spotlight on the need for a review of the design of learning environments in the higher education context. The Architects Accreditation Council of Australia [AACA] course accreditation requirements dictate a 1:17 minimum staff/student teaching ratio as well as some aspects of space provision. Unsustainable specifications are driving the need to review pedagogical practices. The influx of new digital technologies and largely ubiquitous access to affordable Wi-Fi-enabled mobile devices has helped to democratise knowledge and is transforming when, where and how students learn; and this is having an impact on the types of spaces required to support effective learning. The traditional lecture theatre, with the teacher as sole conveyor of knowledge, is graciously now becoming a memory of the past. More efficient design of space that responds to this digital (r)evolution, has the potential to contribute significantly to savings in provision and management of learning environments..