Collaborators

University of Melbourne


Chief Investigators

sdinhamStephen Dinham

Professor Stephen Dinham OAM is Chair of Teacher Education and Director of Learning and Teaching at the University of Melbourne.

He is a former secondary teacher and since entering universities has conducted a wide range of research projects in the areas of educational leadership and change, effective pedagogy/quality teaching, student achievement, postgraduate supervision, professional teaching standards, teachers’ professional development, middle-level leaders in schools, and teacher satisfaction, motivation and health. He has a publication record (more than 300 publications) of books, book chapters, refereed journal articles, and articles in professional journals. He is a frequent presenter at international, national and state conferences (over 470 presentations) and has conducted consultancies with a wide range of educational bodies nationally and internationally. He is national president of the Australian College of Educators and a member of the Council of the Victorian Institute of Teaching.

Awards and Prizes

  • Fellow of the Australian College of Educators (1999)
  • Fellow of the Australian Council for Educational Administration (2000)
  • Fellow of the Australian Institute of Management (2002)
  • Sir Harold Wyndham Medal (ACE NSW 2005)
  • National Carrick Australian Award for University Teaching – Citation for Outstanding Contributions to Student Learning (2006)
  • Sir James Darling Medal (ACE Victoria 2010)
  • Medal of the Order of Australia (OAM) “For service to educational research, and to professional associations” (2011)
  • Ann D Clark Medallion, Catholic Education, Diocese of Parramatta (2011)
  • Richard von Weizsäcker Fellowship, Robert Bosch Foundation, Germany (2014).

kenn

Kenn Fisher

Dr Fisher is recognised internationally as one of the leading educational facility specialists.  Throughout his thirty year career he has worked in a range of disciplines in all education sectors as a teacher and academic, a structural engineer, a strategic planner, a campus planner, a project manager, a facility manager and, more recently, as an educational researcher.  Dr Fisher has served as the head of an OECD program on educational building in Paris and was responsible for overseeing twelve activities related to educational building planning, design and management for 25 countries in all sectors of education.  During this period, he controlled a program of educational building research and development involving 26 national ministries of education.

Now operating exclusively as a specialist in campus masterplanning and educational facility strategic consulting and architectural briefing, Dr Fisher acts as the prime interface between designers, teachers and students to create environments for new teaching, learning and research trends.  He has been engaged by more than 30 universities in Australia and overseas, numerous vocational training and community college clients, a number of state and national government ministries of education and many school organisations, and has directed numerous consulting and master planning studies.  Two of these projects include leading the winning design team of the United Arab Emirates University campus plan competition and serving as project director for one of the world’s leading bioscience research campuses, the Waite Institute at the University of Adelaide.  Dr Fisher has served as a campus masterplanner for more than twenty institutions.  He has also undertaken consulting for UNESCO in Laos and has been responsible for projects in Thailand, the United Arab Emirates and Europe.

 

kvanTom Kvan

Professor Thomas Kvan

MA (Cantab) MArch (Calif) PhD (Open UK)

Dean of the Faculty of Architecture, Building and Planning and Assistant Vice Chancellor (Campus Development) at the University of Melbourne, TOM KVAN is internationally recognised for his work in academic leadership, in the management of design practice and development of digital applications in design.

After a successful career in the professions, he transitioned into academia. During his academic career he has worked at the Universities of Melbourne, Sydney and Hong Kong and is an active researcher and author in design, digital environments and design management. He has led the Faculty in Melbourne through a comprehensive reconstruction of the curriculum, the implementation of a new undergraduate curriculum, the Bachelor of Environments, and the establishment of a graduate school, the Melbourne School of Design (MSD), both of which sit within a Faculty with over 3000 students. He is currently founding Director of LEaRN, the Learning Environments Applied Research Network, and was founding Director of AURIN, the Australian Urban Research Information Network, an AU$20 million national initiative hosted at the University of Melbourne that is developing a national digital infrastructure to support urban research.

He has practiced in architecture in Africa, Europe, Hong Kong and the USA in practices small to large, was director of software development in an IT start-up in California and a management consultant to architects and engineers. He has been a member of the Board of Directors in digital design and facility management associations worldwide and serves on the boards of several journals and professional organisations. Author of over 150 publications, including co-editing New heritage: new media and cultural heritage (Routledge 2008), his latest co-authored book, The Making of Hong Kong (Routledge 2011), explores the volumetric city as a sustainable urban form.

 

Wes Imms Wes Imms - profile pic BW

Dr Wesley Imms is a skilled educator with teaching awards spanning his primary, secondary and tertiary teaching career. He holds education degrees granted in Australia and Canada, including a research MA and a PhD in Curriculum Studies from the University of British Columbia.Dr Imms is currently a Senior Lecturer in the Melbourne Graduate School of Education, is that Schools Head of Visual Art Education, and its Research Higher Degree Coordinator for Curriculum and Teaching. He has developed over seventeen coursework subjects at the bachelor, Master of Teaching and Master of Education level. Current teaching activities include coordinating seven subjects spanning visual art curriculum and studio practice, innovative learning spaces, and Masters-level learning spaces capstone and teacher/practitioner subjects. He currently supervises more than sixteen Doctoral, Master of Education/Philosophy and Master of Teaching honours theses. Doctoral students include interstate and overseas residents. Dr Imms has a developing research profile, with approximately $10m in solo and collaborative external grant earnings since 2000, over twenty peer-reviewed publications, many invited national and overseas lectures, and major reports completed for state and national governments. Current research projects include a $220K ALTC grant in collaboration with RMIT investigating effective use of professional development for educators in the tertiary setting, and the Teacher as Art-maker Project (TAP) longitudinal study of early-career teachers career trajectories. He is lead Chief Investigator in the $500K Evaluating 21st Century Learning Environments ARC Linkage Project, which is being run from 2013 to 2016. In recent years Dr Imms has conducted more than fifty research workshops in schools in most Australian states, and has conducted evidence-based research projects in schools on topics such as student inhabitation of curriculum, linking learning spaces to pedagogy, gender interventions in the classroom, utilising ICT in teaching and teacher education, and trans-disciplinary curriculum. Dr Imms is past National Vice President of Art Education Australia and acted as its National Research Director. He is a member of the Editorial Board of the ERA A+ rated publication Australian Art Education, and from 2008 to 2012 was Founding Editor of the on-line peer-reviewed publication Journal of Artistic and Creative Education. He is a member of the University of Melbourne’s Graduate Research Scholarships Committee, and a member of the Steering Committee of the University’s Learning Environments Applied Research Network.


Managers

ben-clevelandBen Cleveland – Research Manager

Dr Ben Cleveland is a Research Fellow at the University of Melbourne with the Learning Environments Applied Research Network (LEaRN), a joint initiative of the Faculty of Architecture, Building and Planning, Melbourne Graduate School of Education and Faculty of Medicine, Dentistry and Health Sciences. He is responsible for coordinating the group’s research activity and distilling project findings into publishable outcomes. Ben supervises a number of PhD and Masters students, lectures in the ‘Innovative Spaces and Pedagogy’ and ‘Physical Learning Spaces: Effecting Pedagogic Change in Schools’ masters electives, and is currently Research Manager for the Evaluating 21st Century Learning Environments (E21LE) ARC Linkage project. He is also a Chief Investigator on a new ARC Linkage Project (2015-2018) titled Innovative Learning Environments & Teacher Change, Lead CI on a project for CEOM titled Towards Effective Learning Environments: An Evidence-based Approach and Lead CI on a review of the Victorian DET Standard Entitlements Framework. Ben is Chair Elect for the Victorian Chapter of the Council for Educational Facility Planners International (CEFPI) and Co-Chair of the 2016 CEFPI Australasia Region Conference to be held in Melbourne. Ben is a former primary and secondary school teacher.

As Research Manager for the E21LE project, Ben is responsible for coordinating research activity, supervising research higher degree students and distilling the project’s findings into publishable outcomes.

Heather Mitcheltree – Project ManagerHeather Mitcheltree - profile picture - square crop

Having a range of experience which straddles working within architectural practice, research within the tertiary sector and teaching within the Faculty of Architecture, Building and Planning, Heather brings to the team a strong understanding of educational delivery models and practice, and experience in both the design of educational facilities and research directed to the evaluation of the built environment. Heather holds a Bachelor of Arts, a Bachelor of Science and a Bachelor of Planning and Design (Architecture) from the University of Melbourne and is currently undertaking a Masters degree in Architecture at the same institution. She has extensive experience in the management and delivery of both ARC discovery and linkage projects, data collection and analysis, grant applications, and the writing and review of a range of research publications. In recent years Heather has been involved as a researcher in the areas of contemporary architectural practice within Australia, post occupancy evaluation of educational facilities in relation to design for occupational health and safety, gender equity in contemporary Australian architectural practice, and in collaborative research with industry partners in the area of accommodation models directed to youth homelessness.

As Project Manager for the E21LE project, Heather is responsible for the coordination between different stakeholders, and project administration and support to ensure the timely and efficient delivery of the research project.


PhDs

terryTerry Byers

Terry Byers (MLI and BEd) is currently the Director of Innovation in Learning at the Anglican Church Grammar School (Churchie) in Brisbane, Queensland. This role is focused on the effective integration of technology to best increase student’s engagement and academic outcomes. At this same time, he is uncovering ground breaking insights into the critical role that the classroom environment plays in this equation.  This focus on empirical evidence has led to creation the Churchie Personalised Learning Analytic program.  This program synthesis existing academic and student data repositories to predict, advise and intervene in an individual student’s learning process and progression, as an essential mechanism in the personalisation of student learning.  Collectively this work has resulted in Terry gaining selection as one of the three University of Melbourne PhD researchers in the 2013-2016 Australian Research Council project ‘Evaluating 21st Century Learning Environments’.  Recently, Terry has been awarded the prestigious Australian Postgraduate Award and the 2014 Australian Microsoft Expert Educator.

ana-sala-oviedoAna Sala-Oviedo

Ana is an architect, academic and Director of educational planning consultancy, New Learning Environments | Rubida Research (NLE | RR). She is currently undertaking a PhD as part of the 2013 – 2016 ARC Linkage Project ‘Evaluating 21st Century Learning Environments’ at the University of Melbourne. Her focus in on the evaluation of learning environments to determine their effectiveness in supporting contemporary practice for the development of 21st century skills.

Acting as a change agent Ana has used research and evidence-based design principles to link pedagogy and space, matching 21st century aspirations for teaching and learning with contemporary learning space design.  Her experience in both the architectural design of educational institutions and educational theory has helped her act as the prime interface between designers, educators, students, members of the wider community and other key stakeholders to co-create learning environments for new and emerging teaching, learning and research paradigms.

This has required engaging with whole organisational change in which the success of new campuses, new spaces, new curriculum, new delivery methods and new use of technology all rely on an associated cultural change.

graemeGraeme Oliver

Graeme comes to the role of Research Investigator for the E21LE project with an extensive background as a professional practitioner in 21st century learning environments. For a decade (2003 – 2013) Graeme was one of the leadership team at the Australian Science and Mathematics School (ASMS), widely regarded as one of the leading innovative school learning environments around the world.

Graeme had particular responsibility for leading the development of coherent connections between the physical environment of the ASMS, the pedagogical approaches of the teachers and the learning experiences of the students. This saw the development of a unique inquiry-based interdisciplinary curriculum at the school that is recognised as world class best practice.

Graeme also lead the development of the international partnerships of the ASMS. The school is the centre of a global network of 44 schools across 20 different countries that work together on a range of projects exploring innovation in 21st century learning.

Graeme has extensive professional experience across the education system having been a member of the Board of the South Australian Certificate of Education, and of the Board of the South Australian Secondary Principals Association. In these and other related roles Graeme has been highly influential in shaping the development and implementation of education policy, especially in relation to secondary curriculum, for the South Australian public education system.

Graeme is proud to have received two awards in 2013 recognising his professional work in education: the John Laing Award presented by Principals Australia Institute (for excellence in leading professional development) and the Excellence in Teaching and School Leadership Award presented by the Australian Institute for Teaching and School leadership.

Graeme Oliver

Doctoral research Investigator – EVALUATING 21ST CENTURY LEARNING ENVIRONMENTS

graemeo@unimelb.edu.au

 

 

 


Partner Organisations

Hayball-logoHayball

Hayball is a national architecture, interior design and urban design practice with three decades of experience and over 80 staff located in our Melbourne, Sydney and Adelaide offices.

In that time, the practice has realised hundreds of projects, from multi-residential towers to bespoke luxury dwellings; from 21st century learning environments, in both primary and secondary schools to collaborative learning and teaching spaces in the tertiary sector; from feasibility studies to the master planning and urban design of mixed-use precincts and entire suburbs; from the refurbishment of corporate interiors to the full design and fitout of commercial premises.

Beyond its design output, Hayball is a passionate contributor to the wider design debate. Hayball contributes to industry and government advisory panels, as well as being actively engaged in academic research programmes.

Highly awarded and widely published, Hayball’s work reflects a belief in an architectural agenda that is socially responsive and materially responsible.

The practice has completed projects across Australia, as well as in South-East Asia and China.  However, education projects remains one of its key interests and the firm is strongly engaged in the sector from pre-primary through to tertiary.  The firm has received multiple awards for innovative education facility design and is a regular and active supporter in various education initiatives, conferences and research.

 

 

keepad_logoKeepad

Keepad Interactive (Keepad), with its headquarters in Sydney, Australia, is an international ICT & AV supplier with a focus on group engagement and interactive solutions to the education and professional sectors.

Keepad is focused on the pedagogical benefits of technology and offers a suite of interactive learning solutions that empowers educators, trainers and presenters to more fully engage their audience or class in a Participant Centric manner.

Keepad offers leading brands such as TurningPoint, eBeam, Epson, Sony, Samsung, Fourier, HP, Crestron, Screen Technics covering the following product categories: Student & Audience Response Systems, Interactive Whiteboards, Data Projectors, Interactive Projectors, Visualisers, Data-Loggers & Science Experimentation Systems, Digital Signage, Interactive Displays, Video Wall Solutions, AV Control Systems, Notebooks & Tablets, Calculators, Image Capturing, Video Conferencing and other Educational Tools.

What differentiates Keepad is that we enhance the supply of our state of the art branded technologies with market leading Training, Professional Development, Technical Support and Installation Services.  Keepad prides itself in providing effective training and professional development so that educators, trainers and presenters can readily practice what 21st century technology and group instructional theories offer the modern classroom and meeting environments.

 

 

Churchie – Innovation and LearningChurchie_logo_CMYK

Anglican Church Grammar School, known internationally as Churchie, has as its central mission the development of young men of good character, strong intellect and generous spirit who will move confidently into the global community and who will use their talents and gifts to lead and serve others.

The School offers a wonderful variety of learning experiences, formal and informal, in local, national and international settings. As an academic institution the School deeply values intellectual and scholastic pursuits and recognises its role, in partnership with parents, in assisting young men to develop habits that will enable them to continue their pursuit of knowledge and learning throughout life.

Established in 1912 the School’s four tenets of scholastic attainment, spiritual awareness, personal growth and service remain at the core of day-to-day activities. The School’s values, centred upon the Christian faith, are expressed through the development of concern for others and mutual respect for all.

The Churchie community is dedicated to celebrating achievement, creativity and effort across a vast range of academic and cocurricular pursuits, believing that every boy can achieve success and benefit from a broad, liberal education.

Visit www.churchie.com.au to find out more.

 

 

ASMS_LOGO_CMYK-copyAustralian Science and Maths School

The Australian Science and Mathematics School (ASMS) is a specialist public school and is a key innovation that supports the South Australian Government’s STEM strategy. The school caters for the three final years of schooling (year 10-12) before entry into higher education. Established in 2003, its award winning and purpose-built facility provides an open learning environment and is designed to promote and support collaborative, student-directed learning through an engaging innovative curriculum.

The ASMS innovative program aims to enhance the confidence of our students to succeed at a high level so that they become nationally and internationally acclaimed thinkers and leaders in their chosen field.

The school’s partnership with Flinders University is of central importance. It provides the opportunity for rich interaction between students, teachers, research scientists and education academics in their search for innovative and challenging teaching and learning in science and mathematics.

ASMS students seek to focus their passion for science and mathematics. They want to learn the science and mathematics of their 21st century world, connected to social issues and technological advances. They want to be challenged and responsible for their learning and be able to engage with their program 24/7. Above all, they want to be treated as individuals. Our students are supported to identify their talents and interests and develop their capabilities and qualities. We support them with our unique learning program designed to support self-directed learners, and with our online curriculum available 24/7 to students and parents through the ASMS portal.

ASMS students (both local and international students) share the best ideas and programs with kindred schools in other parts of the world, through student and staff exchanges and the use of ICT. Our teachers share this vision with colleagues in local, national and international professional development forums.

 

 

CGS_logo_B-2Caulfield Grammar School

Caulfield Grammar School is a multi-campus co-educational school with three metropolitan campuses located close to the City of Melbourne.

Caulfield Grammar is one of the highest performing schools in Victoria for receiving perfect VCE study scores and with VCE studies from Year 10 and extensive careers assistance Caulfield Grammar students are supported to achieve their best.

Across the Malvern (Early Learning to Year 6), Wheelers Hill (Early Learning to Year 12) and East St Kilda (Year 7 to 12) campuses, girls and boys are exposed to the school’s diverse learning programs. Learning environments move beyond the traditional classroom with immersion studies, camps and visits to the school’s rural Yarra Junction Campus and a Year 9 Internationalism program at the school’s Nanjing Campus in China.

With a history that dates back to 1881 and affiliation with the Anglican Church, Caulfield Grammar School accepts students of all faiths. The school also offers boarding faciltities for 90 girls and boys allowing rural and overseas students to attend Caulfield Grammar School and for sisters and brothers to study and reside at the same campus.

Caulfield Grammar School offers a number of scholarships across a range of areas of academic and general excellence, theatre, visual arts, voice, instrumental music and dance to successful girls and boys across a variety of entry years from Year 4.

Visit www.caulfieldgs.vic.edu.au to find out more.

 

 

NLE_RR_Green-CMYK_LRubida

The award winning NLE|RR team has been engaged by more than 60 learning communities worldwide from early learning to the tertiary and corporate learning sector. They also consult to State and National Governments, councils and regional departments, service providers and corporate entities.

NLE | RR offers educational planning at a higher level (e.g. schools within a community, learning cities etc.) at a middle level (e.g. feasibility studies, campus masterplanning); and also in the more detailed strategic and operational aspects of architectural briefing, space planning and professional development to support educators within new learning spaces.

The NLE | RR objective is to improve learning experiences and outcomes through the creation of new learning environments. As part of a collaborative design team, NLE | RR encourages learning communities to question what learning means in the 21st century and then explore the spatial options that will allow their learning vision to flourish.

With experience in architectural design and educational theory, Ana and Emma facilitate meaningful dialogue between the learning community and design professionals. They serve as change agents, supporting learning communities through the cultural shifts associated with spatial developments by facilitating a collaborative and comprehensive design and occupancy processas well as facilitating reflection and evaluation of existing spaces to inform any intervention.


Partner Investigators

richard-leonardRichard Leonard

Richard is a Director of Hayball Pty Ltd, a Melbourne based medium-sized design practice offering architecture, interior design and urban planning services.

Richard has more than 25 years of architectural experience in Australia and the United Kingdom and is Director in charge of educational and institutional projects at Hayball.  Many institutional projects have been completed under Richard’s guidance including aged care and specialist facilities for the Commonwealth Scientific & Industrial Research Organisation (CSIRO) – however, education remains Richard’s primary professional passion.

He is a strong advocate for the collaborative design process to integrate modern education philosophies into school facilities.  In this capacity, he has collaborated with a number of leading education specialists in Australia, including Associate Professor Peter Jamieson, Mary Featherston and Dr Julia Atkin.

He plays an active role in the education field, as Chair-Elect of the Australasia Region of the Council of Education Facilities Planners International (CEFPI) and as Past-Chair of the Victorian Chapter, through involvement with Department of Education and Early Childhood Development (DEECD, Victoria), the Boyd Foundation and the Learning Spaces initiative and also the University of Melbourne.  He regularly participates in various education conferences and seminars including organizing events for CEFPI.  In 2010, he presented at the OECD conference in Vienna: “Imagine: Exploring radical visions for tomorrow’s schools”.  Richard has participated as a Linkage Partner with the University of Melbourne in three Australian Research Council projects focusing on education and also in the LEaRN initiative (Learning Environment applied Research Network).

 

Simon RayhanabadSimon Rayhanabad (BW)

Head of Engagement & Events Division at Keepad Interactive.

B Commerce/ Business – University of Western Sydney

Simon has spent the majority of his working career focused on enhancing the group engagement experience and the teaching & learning outcomes via the use of technology. This has involved the research and practice into enhancing the visual (& audio) experience of groups and lifting engagement level of participants (& students). Simon has primarily focused on the use of a range of learning methodologies with various technologies such as interactive whiteboards, visualisers, networked client devices and audience response systems to elevate the group engagement and/or learning experience. One of Simon’s favourite technologies is the Audience Response System which readily transforms a group of individuals into a connected community that can share opinions, capture demographic profiles and assess the speed and effectiveness of learning in real time.

 

terryTerry Byers

Terry Byers (MLI and BEd) is currently the Director of Innovation in Learning at the Anglican Church Grammar School (Churchie) in Brisbane, Queensland. This role is focused on the effective integration of technology to best increase student’s engagement and academic outcomes. At this same time, he is uncovering ground breaking insights into the critical role that the classroom environment plays in this equation.  This focus on empirical evidence has led to creation the Churchie Personalised Learning Analytic program.  This program synthesis existing academic and student data repositories to predict, advise and intervene in an individual student’s learning process and progression, as an essential mechanism in the personalisation of student learning.  Collectively this work has resulted in Terry gaining selection as one of the three University of Melbourne PhD researchers in the 2013-2016 Australian Research Council project ‘Evaluating 21st Century Learning Environments’.  Recently, Terry has been awarded the prestigious Australian Postgraduate Award and the 2014 Australian Microsoft Expert Educator.

 

Jayne Heath

Bio pending.

 

vaughanVaughan Martin Smith Dip. Ed., B.E.(Hons),  M.Ed.St., M.Ed.(Admin), .O.St.J., J.P.

Vaughan graduated as a chemical engineer in 1973 and was involved with design and construction of major equipment in the food industry. In 1976 he was given a teaching appointment at Scotch College, Melbourne where he taught science and mathematics for seven years, finally coordinating the middle school mathematics program. His major interest at this time was related to individualising instruction using various models which formed the major emphasis for his first Master’s degree in Educational Studies.

Vaughan was appointed as Head of Mathematics at Caulfield Grammar School in 1983, at a time of significant expansion of the school, looking after mathematics education, primary and secondary as well as the introduction of computers into the curriculum. He held this position for six years when he was appointed as Head of Studies for the Wheelers Hill Campus of Caulfield Grammar, a position which he held for a period of 11 years. During this time he completed a Master’s Degree in Educational Administration at Deakin University, completing a project related to individualised learning in mathematics.

In 2000 Vaughan was appointed as the inaugural Head of Research and Development for Caulfield Grammar School, a position which he currently holds. He has undertaken a large variety of research projects within the school environment including the impact of one campus of the school transitioning from single sex to a coeducational environment, the evaluation of individual teaching programs, the statistical analysis of student progress (including value adding and VCE results), and modelling VCE results against student ability measures. He has also undertaken further study in psychometrics at Murdoch University.  Vaughan has had an active involvement in volunteer youth programs and is currently teaching Information technology at year 12 level.

 

ana-sala-oviedoAna Sala-Oviedo

Ana is an architect, academic and Director of educational planning consultancy, New Learning Environments | Rubida Research (NLE | RR). She is currently undertaking a PhD as part of the 2013 – 2016 ARC Linkage Project ‘Evaluating 21st Century Learning Environments’ at the University of Melbourne. Her focus in on the evaluation of learning environments to determine their effectiveness in supporting contemporary practice for the development of 21st century skills.

Acting as a change agent Ana has used research and evidence-based design principles to link pedagogy and space, matching 21st century aspirations for teaching and learning with contemporary learning space design.  Her experience in both the architectural design of educational institutions and educational theory has helped her act as the prime interface between designers, educators, students, members of the wider community and other key stakeholders to co-create learning environments for new and emerging teaching, learning and research paradigms.

This has required engaging with whole organisational change in which the success of new campuses, new spaces, new curriculum, new delivery methods and new use of technology all rely on an associated cultural change.