19 - 21 October, 2016 | Hilton Sydney, Sydney, New South Wales, Australia

Conference Day Two: Friday, 21 October 2016

Day 3

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9:00 The Disruption of Higher Education

Professor Mike Keppell , Pro Vice- Chancellor, Learning Transformations, Swinburne University

In higher education we are yet to see radical and disruptive change. Many universities today look no different to the way they did at the turn of the century. The business model for universities today is not all that different to the one that got us by 20 years ago.

However, we are on the cusp of what will be a period of profound change. 
  • Students are demanding to learn in a way that makes sense to them 
  • Academic roles are changing – the modern academic has shifted away from being an imparter of knowledge to being an integrator of knowledge 

By anticipating the potential of disruptive technology in education and using new developments in connectivity to our advantage, we can ensure that the next generation of university educated students are even better equipped to succeed.
Professor Mike Keppell
Professor Mike Keppell
Pro Vice- Chancellor, Learning Transformations
Swinburne University

9:40 Recycling University Buildings - Looking at Learning environments from a Design Perspective

Khoa Do , Associate Professor, Department of Architecture & Interior Architecture (AIA) Department of Construction Management (CM) School of Built Environment (SoBE), Faculty of Humanities , Curtin University

Investing in maximising the value of existing university building stock in the face of budget constraints is an important consideration for Australian universities to remain competitive and relevant. The re-life-ing of aging buildings provides an affordable and sustainable alternative without necessarily compromising on the quality of learning and teaching experiences both within and beyond the classroom. The key is not to treat the retrofit in isolation but to incorporate and align it with broader university strategic and capital works plans. This presentation will discuss the development of an Integrated Design Model (IDM) to melds together elements of: pedagogy (teaching models), technologies (application modelling) and space (behaviour modelling). The discussion points for this session include the following considerations: 
  • The Design Principles and Conceptualisation Process 
  • The Architecture of Learning and Built Pedagogy 
  • The Human Factor and Scaling the Learning Experience
  • The Simulation Space and Work-Integrated Learning

This presentation will provide a Concept Map to illustrate the Integrated Design Model (IDM).
 Khoa Do
Khoa Do
Associate Professor, Department of Architecture & Interior Architecture (AIA) Department of Construction Management (CM) School of Built Environment (SoBE), Faculty of Humanities
Curtin University
  • Debating the flexibility of multiple use environments inline with pressure from economic factors 
  • Analysing how IT can be used in a less traditional way to maximise the benefit for your students without integrating new systems 
  • Using mixed modal learning: Blending the use of IT and space solutions for large classes with peer and student-to-learning learning
 René Meijer
René Meijer
Learning Architect
University of Sheffield

11:40 INTERNATIONAL CASE STUDY: University of Oxford Case Study: Creating Active Learning Environments: One Way or Another

Mat Davies MCIOB , Oxford Saïd Estate Director, Saïd Business School, University of Oxford

As instructors perspectives of themselves change, not just as content deliverers but as designers of learning experiences, the physical environments in which they teach don’t always change as rapidly as instructional approaches or the digital tools they use. This session will explore the challenge at two levels: 
  • How can individual instructors navigate the affordances and constraints posed by the learning spaces in which they teach? 
  • How can universities work to advance the design of learning environments given campus limitations? 

This session will help you discover: 
  • Tips for identifying and integrating new teaching methodologies and learning techniques into an established university infrastructure 
  • Advice on ways to make the best use of learning technology and classroom space that your institution has today 
  • Tools to provide faculty with professional development for the kinds of learning environments they are being encouraged to create
 Mat Davies MCIOB
Mat Davies MCIOB
Oxford Saïd Estate Director, Saïd Business School
University of Oxford

13:30 INTERNATIONAL CASE STUDY: The Singapore University of Technology and Design: Delivering the Vision of an “Open, 24/7” Campus

Professor Chong Tow Chong , Provost, Singapore University of Technology and Design

Student interaction at the Singapore University of Technology and Design (SUTD) is not limited to school hours and on the academic campus but spills into the three student residential blocks as well. 

The three blocks, which will have 470 rooms, have specially designed interactive spaces in the form of pods and voids that dot the three blocks. Students can interact and socialise with one another and these spaces become an environment for creativity. 
  • Collaborating with the Massachusetts Institute of Technology and Zhejiang University to become the first university in the world to integrates concepts of design and innovation as a common thread in education, research and entrepreneurship 
  • Campus buildings designed to encourage students, faculty and staff to interact and build on one another’s ideas 
  • An emphasis on design thinking and collaborative learning
Professor Chong Tow Chong
Professor Chong Tow Chong
Provost
Singapore University of Technology and Design

14:10 INTERNATIONAL CASE STUDY: The National University of Singapore UTown: The Ultimate Sticky Campus

Simon Mark Neale , Associate Vice- President Campus infrastructure, National University Singapore

University Town®, or UTown® for short. An educational hub complete with residential spaces, teaching facilities and study clusters, UTown has created a lively intellectual, social and cultural environment that distinguishes the University through excellence in learning and student engagement. 
  • Promoting innovative learning technologies and creative teaching pedagogies 
  • Spaces designed to designed to encourage collaborative learning and multidisciplinary engagement 
  • The vertical campus and collaborative space design 
  • Residential colleges offer NUS undergraduate students a new type of campus living, where they can live and learn together with their peers and professors 
  • CREATE - Singapore’s acceleration towards an inventive, innovative and entrepreneurial economy
 Simon Mark Neale
Simon Mark Neale
Associate Vice- President Campus infrastructure
National University Singapore

15:20 The Power of Innovation and Collaboration to Unlock Potential - Both on Campus and Beyond.

Gaye McMath , Executive DIrector, Perth Education City, University of WA

Australian Universities compete for the best and brightest students, talented staff, private funding and community support. However, as Government funding is reduced, the need to be increasingly innovative and collaborative is a key strategy. Key points include gaining a competitive edge through: 
  • Innovative campus master planning 
  • Repurposing current spaces for optimal performance
  • Creating the right drivers for the long term in collaborative research buildings 
  • How cross University strategic collaborations can extend beyond research 
  • Creating the best environment for private investment
 Gaye McMath
Gaye McMath
Executive DIrector, Perth Education City
University of WA

16:00 The Campus of the Future: Creating an Integrated Learning Community

Diane Dixon , Project Manager, Health & Knowledge Precinct Gold Coast

  • The urban Campus - Scholars, students and the public intermingle; 
  • Organisations from nearby and around the world collaborate with the University, creating new knowledge, providing workintegrated learning opportunities for students and developing solutions to real and important problems; and 
  • The generations mix, from childhood years to senior years, in a common commitment to lifelong learning. 
  • A series of precincts, renowned for facilitating international partnerships and transformational research and learning.
 Diane Dixon
Diane Dixon
Project Manager
Health & Knowledge Precinct Gold Coast