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Universities as spaces for engaging the other: A pedagogy of encounter for intercultural and interreligious education

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Universities as spaces for engaging the other: A pedagogy of encounter for intercultural and interreligious education

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Education for Global Citizenship at Universities:Potentialities of Formal and Informal Learning Spaces to Foster Cosmopolitanism

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Education for Global Citizenship at Universities:Potentialities of Formal and Informal Learning Spaces to Foster Cosmopolitanism

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Coproducing urban space: Rethinking the formal/informal dichotomy

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Coproducing urban space: Rethinking the formal/informal dichotomy

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Transformation of classroom spaces: traditional versus active learning classroom in colleges

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Transformation of classroom spaces: traditional versus active learning classroom in colleges

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The last two are framed towards tutors

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When going to university, students generally seek out two types of spaces. 1. There being somewhere they can relax and hang out and 2. there being a place to study and get work done in.

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I've come to see from observation but mostly students who have been at the university for quite a long time encounter problems with the space they are required to learn in.
They become for expressive with point this view out compared to those who are newer to the university.

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For brief encounters, I can summarise that the classrooms are divided by faculty coordinators via the numbers and course but miss the spaces themselves.

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Informal and formal spaces at The University of Melbourne  

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Informal and formal spaces at The University of Melbourne  

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The purpose of this research is to be able to grasp an understanding surrounding the spaces here at The University of Melbourne. To expand upon this point, by understanding the spaces I am closely looking at if spaces are being used for their intended purposes or not. I believe that this will result in better understanding the students that go The University of Melbourne and possibly how to improve on the problems or express the desire to change systems in place for the classrooms.

In order to be able to conduct this research on the topic I have decided to interview students who are in different stages of their course, as well as tutors. By doing this I hope for the results to reflect various responses to open up conversations on the different spaces that they are involved in as well as to reopen discourse surrounding previous experiences. Surmising that I will be able to look at the experiences accumulated from each of the individuals.

I expect to find that the results that are concluded will reflect the different classes that students are taking to both show the negative and positive responses to the rooms that they use for their tutorials and classes. And with tutors, I expect to find that they do not like the rooms they are given in some cases and if so how they achieved the results.

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Not being able to get in contact with tutors to discuss the classrooms they were given.

The places I do the interviews were very broad and in some cases the environment effected the results of the interview in my experience. It had both positive and negative results, being they either became relaxed or in some cases there were other people in the room who kept influencing or interrupting the interview.

Readings become quite complicated to find when looking into particular areas there wasn't much information on topics.

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I have had various conversations with tutors, those of whom I did not interview but have casual conversations in order to get around the complication of having to get an interview with them.

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I did sit in on a physics lecture where the space was quite different to other lectures I was use to where instead of talking they were explaining a particular equation and had to utilise the space they had. Which was a large lecture room with 6 white boards.

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I talked with a few tutors on the how they get the rooms and a lot of them expressed frustration on how they got their current room. I observed that the rooms were divided by numbers.

It takes a full year, sometimes, to create a course plan. And usually the class is formed around the space they want. And when they don't get this space it can really set the tutor back in their course.