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Author(s): Rachel Edwards
Article Title: The Learning Grid at the University of Warwick: a library
innovation to support learning in higher education
Year of publication: 2006
Link to published article:
http://www.sconul.ac.uk/publications/newsletter/38/2.pdf
Publisher statement: None
SCONUL Focus 38 Summer/Autumn 2006
The Learning Grid
at the University
of Warwick:
a library
innovation to
support learning
in higher
education
Rachel Edwards
The Learning Grid Manager, Library,
University of Warwick
Tel: 024 765 74953
E-mail: Rachel.M.Edwards@warwick.ac.uk
Colleagues often ask, ‘what is The Learning Grid?’ and ‘why is it different?’ The following article aims to highlight the unique elements of this library facility and also to present some of the key areas of development that continue to evolve since its opening in September 2004.
The Learning Grid was designed and is managed by the University Library. This meant that the University Librarian had direct input into the design and concept for the space that measures approximately 1350m². Because the space was identified as an opportunity to provide students at Warwick with a unique learning experience, the need to work in collaboration with other sup- port services was essential in exploring the aims and objectives of this facility, as well as its design. Architects from MacCormack, Jamieson, Prichard (MJP), London, were integral to the development process, ensuring that draft designs reflected the evolving concepts for the purpose of the space and activities that would take place within it.
The Learning Grid is a technology-rich, flexible and informal learning environment. It is open 24x7, and is closed only on Christmas Day, so students are able to access its services and facili- ties virtually at any time. The Learning Grid has a capacity for approximately 300 people and its range of resources aims to support a diversity of learning preferences. It has the ability to blend together the traditional and technological; and
6 SCONUL Focus 38 Summer/Autumn 2006
issues. The role of the student adviser is a key element to the positive experiences students have within the space. As current students and recent graduates of the university, the student advisers are professionally trained to facilitate the learn- ing of their peers. The student adviser is the first point of contact for Grid users and is equipped with best practice principles in the delivery of advice and guidance, adult learning theory and tutoring skills. Because The Learning Grid has no fixed traditional help desk, Advisers wear blue T-shirts and it is their responsibility to be visible on both fl oors of the Grid, to be stopped at any time and to be able to respond to a range of queries. At a basic level these relate to facilitating the use of Grid resources and IT software pack- ages, helping people how to navigate the library’s resources and referring users to the right level of support provision within the university. That may be to the Learning Grid’s drop-in provision, where experts are available in the space to offer specialist, bite-size, context-driven advice and guidance, or more broadly to a course that might be running by a particular support service in the coming weeks. Naturally therefore, the role of the adviser includes an element of diagnosis to make sure the user has a best-fi t solution to their query as quickly as possible.
All student advisers are selected for their commit- ment and enthusiasm to support the learning of their peers. Their feedback and creativity feeds directly into the development of the service and their ability to work as a team becomes evident through the delivery of a consistent practice model and an exemplary level of customer service. The development of inclusive practice is at the core of the Grid’s service model. The ability to be able to support diversity effectively within an international environment is critical to an enhanced student experience. This is emphasised further through recognising that skills sets no longer sit in isolation and that learning must be viewed more holistically. In doing so –and as has been demonstrated through experiences at the Learning Grid– some of the barriers to students
seeking advice about a range of issues in one spot can greatly enhance a person’s advancement with their learning. This provision is highly innovative and contributes greatly to the effectiveness of the Learning Grid as a learning environment.
The service model to support the space contrib- utes directly to the way users are encouraged to manage the space themselves and is constantly evolving to better meet the needs of the Warwick community. A culture of reciprocal user respect for differing learning styles and an emphasis on the requirement to share resources has created a profound sense of student ownership for the space. The lack of an authoritarian staff presence means that staff support can blend in and out of the space successfully throughout the 24x7 period, and that the space continues to hold its integrity whilst ‘unstaffed’.
During the Learning Grid’s two years of opera- tion, evaluation data has been gathered using a variety of methods. From activities that have been conducted, three key themes have emerged that highlight the importance of having a resource such as the Learning Grid. The first reinforces the importance of comfort elements: the ability to work within a high quality environment that has a professional finish; being able to access a book whilst enjoying a coffee; the relative importance of air conditioning; access to a water cooler and being able to manipulate the environment. The second theme emphasises the elements of value and ownership. Students who benefit from the Learning Grid feel that they have been invested in, that the design and confi guration of the environ- ment allows the first year undergraduate to feel as important to the institution as the leading academic. In addition to this, the way the space is managed allows students to feel like the space is theirs to apply to their learning in a way that suits them. By instilling this sense of ownership, not only does it encourage students to look after the space and respect it but is also refl ected in their attitude to learning; the concept of ownership is extended to the development of themselves
SCONUL Focus 38 Summer/Autumn 2006 7
as independent adult learners. Finally and most exciting, is the assertion that having a resource like the Learning Grid available actually improves motivation to study. Evidence suggests that this is achieved in a variety of ways depending on the individual, but is complemented by comments relating to improved scholarly success through having access to the Grid, its resources and the opportunities it offers students to be creative and exploratory with their learning techniques.
As a complementary, holistic and fl exible library service for Warwick, the Learning Grid is well placed to support developments within the sector. Research-led learning, student-centred learning, problem-based learning, personal development planning and collaboration are all themes that are supported by this facility and its service model. Through becoming embedded as a library service and as a complementary broader support service, the Learning Grid is beginning to explore with individual academics the potential of integrating the use of the space directly into particular mod- ules. Working in collaboration with the universi- ty’s e-learning team, Centre for Academic Practice and the library’s Academic Support Service, opportunities to support curriculum innovation are providing valuable insights of the benefi ts of drawing together library services and alterna- tive teaching methods. This has led to a substan- tial impact on the student learning experience and allowed a new and emerging relationship between libraries and the curricula to develop.
The Learning Grid is beginning to represent a paradigm shift in relation to the development of library services. Rather than focusing on a resource that is managed, future developments are beginning to take into consideration a stu- dent-centred approach that enables students to navigate the rapidly changing and wide range of resources available to them. Through work- ing in partnership with other support services it is also allowing the library to place itself at the centre of the learner experience, in a position to facilitate the development of information literacy
and employability skills in a way that supports the pedagogy and expectations of the twenty-first century learner. This has been refl ected in recent developments at the University of Warwick, which supported the opening of the BioMed Grid, a Learning Grid satellite facility specifi cally for medical and biological science students at Gibbet Hill campus. In addition, the introduction of the Learning Grid is providing a cornerstone for other campus and service developments.
Since The Learning Grid has opened, it has attracted a lot of interest from a number of other national and inter- national institutions. Developments at the University of Warwick have begun to signifi - cantly shape the think- ing of other university library departments that are beginning to pursue the development of similar facilities.
The responsive nature of the Learning Grid is allowing staff and students at the University of Warwick to continually develop their thinking about learning, service provision and the way courses can be delivered. This coming academic year, we look forward to the introduction of new technologies and new ideas; continued evaluation to allow us to shape future developments and better meet the learning needs of the individuals within our academic community. The possibilities that a resource like the Learning Grid is able to offer us are boundless, the question right now is ‘where will it end?’
Since The Learning Grid has opened, it has attracted a lot of interest from a number of other national and inter- national institutions. Developments at the University of Warwick have begun to signifi - cantly shape the think- ing of other university
