A Problem-Based Learning (PBL) Space supports a learner-centred approach in which students learn about a subject by working in small groups to solve an open-ended problem that drives the motivation & the learning. Typically, complex "real-world" problems are the vehicle to promote student learning of principles & concepts, rather than more didactic presentation of concepts & facts. The room is sometimes centrally or locally timetabled, always has a flat floor, that may be additionally equipped & tailored for a defined academic program, such as Architecture/Design, Agriculture/Horticulture, Business, Engineering, Law, Media & Communications, Medicine/Dentistry/Health Sciences, Science, or Veterinary Science. The space is frequently used in conjunction with adjacent/nearby larger timetabled spaces or clinical environments as an important "break-out" or "liminal" space, where problem-based learning occurs between formal scheduled or clinical activities. To optimise the investment in the space, student access is actively encouraged when no scheduled learning activities, for self-directed individual/group project.

A Design Studio supports design-centred practice, is centrally timetabled, & used for the practical work associated with the design component of the academic program. The studio is always a flat-floored teaching & learning space with a very flexible furniture configuration & capacity in the range of 16 to 30 students. The studio will support a range of design presentations & may feature operable walls & may also transform into an exhibition space at the end of the semester. The studio may include equipment to support a defined academic program, such as Architecture, Design, Engineering, or Performing Arts. To optimise the investment in the space, student access may be encouraged when no scheduled learning activities, for self-directed individual/group project.

A Flexible Learning Space (FLS) supports a student-centred approach in which students can learn about a subject through student-to-student interaction in small groups that facilitate discussion, knowledge-building, & reflection. The space is used for general timetabled teaching, always has a flat floor, always has a flexible seating configuration, always with moveable tables, sometimes with power for BYOD, & with capacity for 30-59 student seats. The space may also be used for timetabled mid-semester terms tests & formal examinations. The space may be equipped with technology to support hybrid learning by remote participants. To optimise the investment in the space, student access is encouraged outside scheduled learning activities, for self-directed individual/group project. Space Management is reviewing Flexible Learning Spaces with capacity for 16-29 students.

A Flexible Learning Space (FLS) supports a student-centred approach in which students can learn about a subject through student-to-student interaction in small groups that facilitate discussion, knowledge-building, & reflection. The space is used for general timetabled teaching, always has a flat floor, always has a flexible seating configuration, always with moveable tables, sometimes with power for BYOD, & with capacity for 60-89 student seats. The space may be equipped with technology to support hybrid learning by remote participants. The space may also be used for timetabled mid-semester terms tests & formal examinations. To optimise the investment in the space, student access is encouraged outside scheduled learning activities, for self-directed individual/group project.

A Flexible Learning Space (FLS) supports a student-centred approach in which students can learn about a subject through student-to-student interaction in small groups that facilitate discussion, knowledge-building, and reflection. The space is used for general timetabled teaching, always has a flat floor, always has a flexible seating configuration, always with moveable tables, sometimes with power for BYOD, & with capacity for 90-120 student seats. The space may be equipped with technology to support hybrid learning by remote participants. Space Management is planning the delivery of more spaces of this type & capacity. To optimise the investment in the space, student access is encouraged outside scheduled learning activities, for self-directed individual/group project.

A Collaborative Learning Space (CLS) supports a student-centred approach in which students can learn about a subject through student-to-student interaction in small groups that facilitate discussion, knowledge-building, & reflective practice (generally 4 to 8 students). The space is used for general timetabled teaching, has either a tiered or flat floor, always has a flexible seating configuration, always has fixed tables that supply power for BYOD, & has capacity within the range of 30-120 student seats. The presence of fixed tables is the key differentiator between this space type & the Flexible Learning Space. The space may offer legacy provision of student access to shared desktop computers. The studio may include stored specialist equipment to support a defined academic program, such as Architecture, Design, Engineering, or Science. Space Management is planning the delivery of more spaces of this type & capacity. To optimise the investment in the space, student access is encouraged outside scheduled learning activities, for self-directed individual/group project.

A Lectorial Learning Space (LLS) supports a broad pedagogical approach where the learning experience can easily switch between being more teacher-led, & then more student-centred with student discussion. The space is used for general timetabled teaching, has a very gradual stepped/tiered floor, always with moveable chairs, always with fixed writing surfaces that provide power for BYOD, sometimes optimised with two rows of chairs placed on the same level platform, & with capacity within the range from 40 to 150 student seats. To optimise the investment in the space, student access is encouraged outside scheduled learning activities, for self-directed individual/group project.

A Lecture Theatrette supports a more didactic pedagogy that may be characterised as the "stand & deliver" presentation of argument, concepts & facts. The space is used for general timetabled teaching, always has a stepped/raked/steeply tiered floor, always has fixed seats with tablet arms for writing, & offers capacity within the range of 60 to 140 seats. The space is equipped with lecture capture & may be equipped with technology to support hybrid learning by remote participants. Space Management is consulting with the academic community & progressively converting more of these spaces to flexible learning spaces or collaborative learning spaces (2021-25)

A Lecture Theatre supports a more didactic pedagogy that may be characterised as the "stand & deliver" presentation of argument, concepts & facts. The space is used for general timetabled teaching, always has a stepped/raked/steeply tiered floor, always with fixed seats with tablet arms for writing, & with capacity within the range of 141 to 249 seats. The space is equipped with lecture capture & may be equipped with technology to support hybrid learning by remote participants

A Lecture Theatre supports a more didactic pedagogy that may be characterised as the "stand & deliver" presentation of argument, concepts & facts. The space is used for general timetabled teaching, always has a stepped/raked floor/steeply tiered floor, always has fixed seats with tablet arms for writing, with capacity within the range from 250 to 399 seats. The space is equipped with lecture capture & may be equipped with technology to support hybrid learning by remote participants.

An Event Space/Lecture Theatre supports large events such as symposia and scheduled lecture-based teaching. The format drives a more didactic pedagogy that may be characterised as the "stand & deliver" presentation of argument, concepts & facts. The space has a zone at the front that supports set-up for panel discussion. The space is used for general timetabled teaching & for booked events outside teaching periods, always has a stepped/raked/steeply tiered floor, always has fixed seats with tablet arms for writing, with additional infrastructure to support event capture/video production, & with capacity equal to or greater than 400 seats.

A Digital Learning Space supports instructional pedagogy & activity-based learning that is software-based. Students learn about a software-based application/software coding/data management/technique/subject typically with instructor-led guidance through a sequence of activities supplemented by peer-to-peer support. The primary purpose of the space is learning how to use digital applications/software - the installed computers (and/or BYOD) are integral to this teaching & learning process. The space may be used for teaching both undergraduate & graduate students (including coursework students). The space is generally flat-floored, features fixed benches & very flexible seating, with capacity for 15 to 100 student seats, & is likely to be equipped with CCTV & security access controls. To optimise the space, it is customary practice to facilitate student access outside scheduled teaching & learning activities (UoM revision of G08)

A Digital Learning Space for open access supports student-directed learning, either individually or in small peer-to-peer groups. The space will have computers that are used by undergraduate & graduate students to undertake a broad range of productivity & learning activities that require access to the standard suite of productivity software, the Internet, & any specific specialist software relevant to a discipline/s. The space is typically not designed for instructor-led learning, is generally flat-floored, features fixed benches & flexible seating, & is likely to be equipped with CCTV & security access controls. To optimise the space, it is customary practice to facilitate student access outside regular building opening hours (UoM revision of G08).

A Project Space supports a learner-centred approach with emphasis upon peer-to-peer active learning in small groups that facilitate interaction, discussion, knowledge-building, & reflection. The assigned learning activities are driven by a defined project, which may be theoretical or practical. The space may be equipped with additional tools & equipment to support the learning activities. The space is sometimes centrally or locally timetabled, always has a flat floor, always has a flexible seating configuration, always with moveable tables, sometimes with power for BYOD, & with capacity in the range of 16 to 100 seats. The space is sometimes used in conjunction with adjacent/nearby timetabled spaces as a complementary & defined space for project activities. To optimise the investment in the space, student access is actively encouraged outside any scheduled learning activities, for self-directed individual/group project.

A Stand-up Learning Space (SULS) supports a student-centred approach in which students learn through student-to-student interaction while standing at the white-boards working on assigned activities. The space is used for general timetabled teaching, always has a flat floor, always has a flexible seating configuration, always with moveable tables, sometimes with power for BYOD, & with standing capacity for 16 to 30 students. The number of actual seats is always less than the student capacity, as students are encouraged to work while standing at the whiteboards. The space may also be used for timetabled mid-semester terms tests & formal examinations. The space may be equipped with technology to support hybrid learning by remote participants. To optimise the investment in the space, student access is encouraged outside scheduled learning activities, for self-directed individual/group project.

A centrally or locally timetabled space that does not align with the current space taxonomy due to the absence of a required attribute and/or capacity outside the required range.