This document discusses the future of learning at the University of Technology, Sydney. It outlines UTS's model of learning, which focuses on integrated professional practice, global workplace skills, and research-inspired learning. It also discusses curriculum design, learning spaces, technologies, and the changing roles of students and academics. Key aspects of the model include increased work-integrated and collaborative learning, a focus on graduate attributes, and blending online and face-to-face learning. The document reviews student feedback and changes in perceptions of learning spaces over time.

1. Professor Shirley Alexander
Deputy Vice-Chancellor (Education and Students)
University of Technology, Sydney
@SAlexander_UTS
#UTSfuturelearn

2. 10.30 Future of Learning Panel Discussion
11.00 Morning Tea
11.30 Parallel Sessions
12.30 Lunch
1.15 Campus Tours
2.15 Keynote - Learning Analytics as an Essential Tool for
Learning in the Future
3.15 Fashioning the Future: Challenges and Opportunities

3. LEARNING
2014 Learning2014

5. DR CHAU CHAK WING BUILDING
EAST ELEVATION

13. FACULTY OF SCIENCE & GRADUATE SCHOOL
OF HEALTH BUILDING

18. The future of learning at UTS:
a roadmap
Learning
futures
Transdisciplinary
Personalised
learning
Industry and
problem focused
Learning2020
Staffing models
• Role of academics
• Paraprofessionals?
• Pay scales
Timetable
systems
Credit recognition
Learning2014
Collaborative,
active
engagement
Best of online +
face-to-face
Authentic
Graduate
attributes
Personal Professional Intellectual
UTS Model of
Learning
Professional
Practice
Global workplace
Research
inspired

19. Who are the
learners?
How to design
the
curriculum?
Which learning
spaces support
curriculum and
technologies?
Which
technologies
support aims?

20. Learning spaces: importance to students (2007)
5.00
4.50
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 87

21. Learning spaces: student perception of
performance (2007)
5.00
4.50
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73 76 79 82 85 88

22. Learning spaces: importance vs. performance
3.5
3.5
Performance
Importance
(4.65, 3.7) My classes are held in sufficient, well
equipped lecture theatres, classrooms and other
learning areas
(4.5, 3.4) There are
adequate spaces on
campus for me to work
with other students on
group assignments
(4.4, 3.3) There are
sufficient quiet
places to study on
campus
(3.9, 3.4) There are
sufficient spaces for me
to use my laptop on
campus
Low
Low
High
High
2007

25. LEARNING
2014
What students want
• Engaging, interactive F2F
classes + podcasts of them
• More F2F time with academics
• More feedback (+faster
turnaround)
• Faster turnaround on email and
Blackboard questions

26. Who are the
learners?
How to design
the
curriculum?
Which learning
spaces support
curriculum and
technologies?
Which
technologies
support aims?

27. The UTS
model of
learning
1. An integrated exposure to
professional practice through
dynamic and multifaceted
modes of practice-oriented
education
2. Professional practice situated
in a global workplace, with
international mobility and
international and cultural
engagement as centre piece
3. Learning which is research-inspired
and integrated,
providing academic rigour with
cutting edge technology to
equip graduates for life-long
learning

28. UTS
MODEL OF
LEARNING
integrated exposure to
professional practice
•Work-based learning
•Work integrated learning
•Internships
•Practicum etc
•Volunteer activity, Shopfront projects etc
•Field trips - real and virtual
•Simulation and role plays - in class or online
•Problem-based or issues-based approaches
•Multi-media case studies - including student
produced work
•Guest lectures or podcasts by professionals

29. Curriculum design
Earlier ways Learning2014
Learning at UTS Practice-oriented
learning
UTS Model of Learning,:
practice-oriented, global
and research-inspired
What is important What students know What students can do with
what they know
Subject design Dot point list of content Linking ‘what students can
do with what they know’ to
objectives -> learning
activities and assessment
Graduate attributes Largely not identified or
included
Faculty or course-specific
attributes identified,
embedded and assessed

30. What students
expeErarliieer wnaysce Learning2014
Learning Primarily lectures, with
tutorials, labs or studios, with
UTSOnline
Best of online learning combined with best of
face-to-face collaborative learning with
UTSOnline engagement
Learning resources Notes from class, readings
from Library and textbooks
Podcasts, screencasts, Youtube, Open Education
Resources, online learning resources, readings
and digital resources from Library, social media
and textbooks
on campus learning
experience
primarily lectures and
tutorials, structured labs,
individual studios
Primarily collaborative learning activities
Some lectures/ guest presentations, inquiry-based
and research labs and studios
Off-campus learning
experience
Assignments, studying for
exams with UTSOnline
engagement
Preparing for on-campus learning
activities –watching screencasts, pre-reading
and online with UTSOnline
engagement
Assessment Exams – Focus on “What can
you remember?”, Assignments.
Authentic activities designed to elicit
“What can you do with what you have
learned?”

31. Who are the
learners?
How to design
the
curriculum?
Which learning
spaces support
curriculum and
technologies?
Which
technologies
support aims?

34. Who are the
learners?
How to design
the
curriculum?
Which learning
spaces support
curriculum and
technologies?
Which
technologies
support aims?

35. 2008 student photo diaries

36. Student Feedback: Informal space that does not
work well
• The area outside the computer
labs at building 5.
Reasons:
- Too noisy (during the day)
- Bad lighting.. Really bad lighting
- Not suitable for serious study or
undisturbed discussions (during
peak hours)
- However it is a good quite place
to study alone for the night.

38. 8/18/10

40. 8/18/10

42. Bad
Building 2 level 4 Atrium
• This whole building creates
a very dark feel to it, due to
the lack of lighting and use
of dull colours
• Also the space in the middle
as shown isn't utilised
properly, engineering
students don’t have many
places to study . Some tables
and couches could be placed
there to utilise the open
space

52. Credit:

54. Learning spaces: importance vs. performance
3.5
3.5
(4.1, 4.1) There are
sufficient quiet
places to study on
campus
Performance
Importance
(4.65, 3.7) My classes are held in sufficient, well
equipped lecture theatres, classrooms and other
learning areas
(4.5, 3.4) There are
adequate spaces on
campus for me to work
with other students on
group assignments
(4.4, 3.3) There are
sufficient quiet
places to study on
campus
(3.9, 3.4) There are
sufficient spaces for me
to use my laptop on
campus
Low
Low
High
High
2007
2012
(4.28, 4.0) My classes are held in sufficient, well
equipped lecture theatres, classrooms and other
learning areas
(4.1, 3.7) There are
adequate spaces on
campus for me to work
with other students on
group assignments
(3.9, 3.8) There are
sufficient spaces for me
to use my laptop on
campus

55. Learning at UTS – as explained to students
https://www.youtube.com/watch?v=E6db8lY7rJY

56. • Learning2014+
• Update:
• UTS Model of Learning
• Graduate Profile
framework
• Increase internships/ WIL/
start-up
• Graduate workplace
success
• Increased use of mentors

57. Some links
Learning2014 website
http://www.uts.edu.au/research-and-teaching/teaching-and-learning/
learning2014/overview