University of Cumbria, The Learning Gateway, Carlisle

This Case Study was undertaken in early 2007, at which point the institution was known as St. Martin's College - now part of the University of Cumbria, formed in August 2007.

Success Factors

What Makes The Space Successful?

• There is institutional support for the Learning Gateway and a recognition that it can (and is) driving the step change wanted in learning and teaching at the College and in the new University for Cumbria. It is redefining the student experience and is a flagship for the institution's changed status in the context of St Martin's becoming a new University.
• It has been integrated into the College's new Learning and Teaching Strategy.
• Its flexibility means that the space can be used for a diverse range of activities that are learner centred and mission related.

• The correct combination of flexible IT and flexible furnishings that put the learner first mean that students have ownership of a place to learn that is inviting.
• Excellent customer care and learner support - the Learning Facilitation team are on hand for guidance, support and training, helping less confident students try something new.
• Its integration into the College infrastructure via the Change Academy project means it has relevance as a concept to other campuses outside Carlisle. For example the LG approach has resulted in adaptation of space on other sites and is informing a new build project at Lancaster and the University of Cumbria centres.
• It is the first space in Cumbria, if not nationally, to have this particular approach to space and further enabling flexible and distributed learning.
• Its inclusivity has attracted interest from a wide range of stakeholders wishing to use it or learn from it.
• The freedom of use for students and lack of rules mean it is encouraging rather than prohibiting.
• It is a light, airy welcoming atmosphere very different from traditional learning spaces supporting all learning styles through its flexibility.
• The availability of resources on demand allows students to come into the Gateway after formal teaching sessions to work together with the resources they require at the point of need.
• Support from staff and peers allows students to gain the help they need immediately, enabling them to complete tasks and learn new skills quickly and easily.
• There is an evaluation and dissemination strategy running parallel to the LGs implementation and ongoing development.
• External stakeholders are invited in to the space and they are experiencing a vibrant learning environment that is encouraging new engagements with the institution.
• The flexibility of the Gateway means that it is in-demand for a wide range of activities. One unexpected demand is for Conference use that can take over large parts of the LG. This has to be balanced against the effect on the student experience.

What Is Innovative About The Design And The Use Of The Space?

The Learning Gateway is based on the assumption that the relationship between the physical environment and the student experience is vital and that the latter can be enhanced if it is designed in right from the start.

The Architect, Raymond Whitaker states:

'To have such a statement within an architectural brief is unusual and to the architect both daunting and exciting at the same time for it acknowledges that a building is not merely a passive box within which activities take place but a structure that can actively affect how the occupants interact. In fact the brief for the Learning Gateway was unusual in many ways for it did not specify the number or size of rooms but instead spoke of interactivity, flexibility, innovation and institutional pride.

The finished building has a simple and transparent logic. At the south end are the main entrance, toilet facilities and primary circulation with the wrap around glazing and the three storey high column acting as a beacon and marker for the facility. At the north end is the lecture theatre, acoustically treated for unaided speech, fitted with IT and AV technology and containing over 140 seats. The theatre acts as a solid bookend to the building and acknowledges the presence of neighbouring residences.

Between these two elements are the open plan learning spaces looking out to the campus on the east with a series of individual seminar rooms on the west. The nature of the spaces changes from formal to informal as you rise through the building. On the ground floor there is soft seating and curved meeting pods, while on the 1st floor snaking team desking encourages small group working and on the 2nd floor semi circular study carousels are designed for individual study.

This layering is also emphasized in the colour scheme with the ground floor picked out in earthy terracotta colours, the 1st floor in the greens of the hills and vegetation and the top floor in the more ethereal blues of the air and sky.

At the heart of the learning spaces is the most dramatic element of the building, a soaring four storey atrium. This demonstrates the transparent open nature of the Learning Gateway and encourages interaction between its users. With large glazed facades and glass partitions and balustrades visibility is a recurring theme in the building.

But the atrium also serves practical purposes as well allowing natural light to penetrate into the heart of the building and acting as a natural ventilation chimney drawing fresh air up through the floors and avoiding the wasteful cost of mechanical extract.

The Learning Gateway is a bold statement that looks forward to new ways of learning but does not dictate rigidly how it is to be used. It is now up to students and staff to make the building their own and only then will the physical setting enhance their learning experience as the original brief required.' Architects Plus, Carlisle

The flexibility of the space is yielding new insights into how students learn and tutors teach. It is bringing together an entirely new group of learners, potential learners, community groups and tutors to create a vibrant learning community, Its rigorous evaluation is a priority for the College and this in itself presents challenges requiring deep engagement and innovative approaches.

Innovations In Use

• The integration of such an innovative service within the existing Learning and Information Services and College structures has been challenging assumptions/practices.
• Tutors, learners and supporters have equal status.
• Students can book and use the majority of the flexirooms themselves; allowing them access to latest technologies and facilities.
• Learning Facilitators proactively advise and assist users in the best use of the space and technology to help the user attain their desired outcomes.
• The building is being driven by the users, the complete openness and flexibility offers an unusual freedom for students and staff to do whatever they want e.g. drop paper helicopters from a first floor balcony, set up treasure (information) hunts.
• The styling of the different spaces guides people on how each can be used without dictating how it should be used.
• The mix of formal and informal seating offers a range of different work spaces without needing to book a room or equipment in advance.
• The large amount of glass in the building enables visibility between groups and is opening up the 'classroom experience'.
• The space is hosting the development and working practices of multi-professional teams.
• Treat each user as an individual and support them in the specific ways that each requires, treating staff and students equally.