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At the University of Technology Sydney, learning.futures is creating better student outcomes.
Students are at the centre of our education strategy. For learning innovation, we've built upon
and created our Learning2014 transformational practices.
learning.futures is UTS's university-wide approach to blended learning. It aligns future-focused curriculum with informed technology use and has been designed in tandem with a AU$1 billion redesign of campus learning spaces to shape the future of student learning. We've matched new spaces with new learning practices across the whole university.
learning.futures builds on our model of practice-oriented, research inspired learning for highly employable graduates in a global workplace.
learning.futures promotes innovation in learning by integrating the best of online and face-to-face experiences.
Where once UTS was a traditional university with standard lecture theatres, now there are collaborative learning spaces which are technology enabled, bookable pods for group work, learning commons where students gather, and indoor and outdoor spaces creating a "sticky" campus. Learning activities and experiences now include group problem solving, simulations, real life case studies and issues based appoaches, all making the best use of these spaces.
Learn more about the learning spaces in our three new buildings
- Dr Chau Chak Wing Building - home of the UTS Business School
- Faculty of Engineering and IT Building
- Faculty of Science and Graduate School of Health Building
and some of our redeveloped and future spaces
- UTS Future Library and Library Retrieval System
- Faculty of Design, Architecture and Built Environment building
UTS staff are utilising learning.futures strategies to redesign the learning experience. Read some of their stories.
Case study 1
Case study 2
Case study 3
Case study 4
UTS's Connected Intelligence Centre (CIC) was launched in August 2014 to advance learning.futures through the use of Learning Analytics. CIC’s analytics specialists work closely with faculty and academic literacy staff to invent, pilot and evaluate new ways of providing rapid formative feedback to learners, designed to nurture qualities such as critical thinking, deep reflection and growth mindsets — the higher order graduate attributes needed to thrive in a complex, data-saturated society.
Academic Writing Analytics draw students’ attention to key academic transitions in analytical or reflective writing
Learning Power profiles provide a visual language for students to reflect on and build their agency and resilience
The outcomes of our learning.futures strategy are already being evidenced in the results of the national University Experience Survey, where the UTS students ranked the focus area of Learner Engagement statistically significantly higher than the Australia average. All items in this factor related to students’ experience of working with others, and being engaged in interactive learning experiences.
The following items on the Student Experience Survey have gone from being HIGH in Importance and LOW in Performance in 2007, to HIGH in Importance and HIGH in PERFORMANCE in 2012
- There are sufficient spaces for me to use my laptop on campus
- There are sufficient quiet places to study on campus
- There are adequate spaces on campus for me to work with other students on group assignments
- My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas
US based higher education think tank Ithaka believes that there is much to learn from learning.futures at UTS - in Australia, the US, and the rest of the world.
Making a Place for Curricular Transformation at the University of Technology Sydney explores the process through which UTS transformed its physical campus and its pedagogical approach in tandem, undertaking a billion dollar construction project that was shaped by significant curricular change.