TY  - CHAP
AB  - Abstract This chapter takes an implementation case study approach to inform project planners, senior academics, and academic developers about the design and implementation of a professional development (PD) program that prepared 700 faculty in an Australian university to reimagine their teaching practice. The catalyst for this transformation was the move from traditional classrooms to next generation learning spaces (NGLS) in the newly constructed and purpose-built environment of RMIT University’s Swanston Academic Building (SAB). The study identifies the challenges and change management issues faced by the project team, faculty, and other stakeholders.Default teaching styles for many tertiary teachers can replicate the “best” and “worst” practices from their own student experience. As actors in their own classrooms tertiary teachers autonomously create learning environments that they consider appropriate to communicate the content, context, and culture of their particular discipline. The design and implementation of the PD and transition plan took into account the needs and perceptions of staff from each discipline area, the affordances of the new learning spaces, and their associated technologies.This chapter contributes to a growing body of knowledge about the experience of academic and teaching staff during transition from traditional to NGLS, providing a description of the process undertaken in one university, the outcomes achieved, and the lessons learnt.
VL  - 12
SN  - 978-1-78350-986-7, 978-1-78350-985-0/1479-3628
DO  - 10.1108/S1479-362820140000012014
UR  - https://doi.org/10.1108/S1479-362820140000012014
AU  - Hall-van den Elsen Cathy
AU  - Palaskas Tom
PY  - 2014
Y1  - 2014/01/01
TI  - Transition to Next Generation Learning Spaces
T2  - The Future of Learning and Teaching in Next Generation Learning Spaces
T3  - International Perspectives on Higher Education Research
PB  - Emerald Group Publishing Limited
SP  - 199
EP  - 218
Y2  - 2024/04/25
ER  -