Making Spaces for Creative Learning Jos Boys UAL Learning and Teaching Day 2016 innovative active innovative active collaborative innovative active collaborative personalised innovative active collaborative personalised hybrid innovative active collaborative personalised hybrid experiential innovative active collaborative personalised hybrid experiential problem-based innovative active collaborative personalised hybrid experiential problem-based activity-based innovative active collaborative personalised hybrid experiential problem-based activity-based open innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich flipped innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich flipped flexible innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich flipped flexible next generation innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich flipped flexible next generation informal innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich flipped flexible next generation informal inclusive innovative active collaborative personalised hybrid experiential problem-based activity-based open technology-rich flipped flexible next generation informal inclusive creative? A recognisable typology of next generation learning spaces is already well embedded world- wide Despite this, debates are predominantly phrased as if these are new, radical and facing resistance The place of the creative disciplines in these developments remains under-developed The creative disciplines can both learn from, and needs to talk back to these changes. LEARNING COMMONS Swanston Academic Building, RMIT University, Melbourne, Australia INFORMAL LEARNING ZONES Library, University of New South Wales, Sydney, Australia ONLINE LEARNING SPACES: VLEs, MOOCs, OERs and Internet of Things (IoT) COLLABORATIVE CLASSROOMS The Place, Business School, UNSW COLLABORATIVE CLASSROOMS Dr. Chau Chak Wing Building, University of Technology, Sydney COLLABORATIVE CLASSROOMS: Interactive tutorial rooms Swanston Building, RMIT INTERACTIVE LECTURE THEATRES RMIT, Melbourne INFORMAL LEARNING NICHES External space, UNSW INFORMAL LEARNING NICHES The Place, Business School UNSW INFORMAL LEARNING NICHES Learning Commons, Hong Kong University INFORMAL LEARNING NICHES Foyer, University of Westminster, London STUDENT HUBS Telford College, Edinburgh STUDENT HUBS Business school, Manchester Metropolitan University STUDENT HUBS Ross School of Business, University of Michigan STUDENT HUBS University of Melbourne STUDENT HUBS CSM, University of the Arts, London STUDENT HUBS School of Art, Manchester Metropolitan University STUDENT HUBS Melbourne School of Design (MSD), Melbourne University What is missing? CREATIVE LEARNING SPACES dSchool Stanford University CREATIVE LEARNING SPACES Kaospilot, Aarhus University Denmark CREATIVE LEARNING SPACES Whitespace, University of Abertay spaces for - curiosity, awareness, empathy, problem- seeking, tacit knowledge, lateral thinking, the non-verbal, exploration, discovery, messiness, experimentation, uncertainty, risk-taking, divergence, complexity, nuance, flow, failure, making, thinking through doing, inventiveness, innovation, motivation, engagement, commitment, effort, repetition, iteration, distraction, incubation, reflection, participation, sharing, interaction, communication, persuasion, beauty, value . SPACE-TIME ORGANISATION spaces where: SPATIAL CONFIGURATIONS combine individual thinking through doing + incubation with group information access, sharing and critique PHYSICAL AND VIRTUAL SETTINGS enable student as well as staff adaptability, customisation and co-design of interactions and relationships SPACE-TIME ORGANISATION supports anytime access to a multiplicity of resources LEARNING DESIGN recognises learning as underpinned by implicit and unspoken interactions Scott-Webber (2004) In Sync: Environmental Behavior Research and the Design of Learning Spaces SPATIAL CONFIGURATIONS PHYSICAL AND VIRTUAL SETTINGS A room of ones own student project, London Metropolitan University Minimum conditions for creativity Student project, British Higher School of Art and Design, Moscow UNIVERSITY OF ULSTER, BELFAST participatory design, informal student learning space SPACE-TIME ORGANISATION Post-graduate space, College of Fine Arts (COFA) University of New South Wales, Sydney LEARNING DESIGN Jos Boys Beyond the Beanbag?beanbag-towards-new-ways-of-thinking-about-learning-spaces/ Centre for Excellence in Teaching and Learning for Design (CETLD) University of Brighton InQbate University of Sussex From Jos Boys and Diane Hazlett (2014) The spaces of relational learning and their impact on student engagement in Nygaard, C., Branch, J., Barthlomew, P., and Scott-Webber, L. (eds.) Learning Space Design in Higher Education Libri Publishing