Specifications

Learning Spaces Guidelines
Generic Guidelines: 9
Section 2: Generic Guidance for all Learning Spaces
All learning spaces should be as accessible to learners as is
reasonably practicable. It is recognised that much of the UCL
estate comprises historic and often listed buildings that may make
achieving universal accessibility difficult or impossible for certain
locations. Where there are accessibility issues for certain spaces this
should be recognised in listings of spaces (e.g. online room bookings
system) and route signage (to prevent the avoidable frustration of
journeys that cannot be completed).
The times that a space is available should shown in both online
listings of spaces and direct signage outside the entrance to the
space. This signage can be static (e.g. paper sheets in frames) or
electronic (digital signage). For spaces that are available for learners
to use without staff presence (e.g. IT Cluster spaces) the availability
of the space, and the facilities within it in respect of IT facilities,
should be accessible via the online PC Availability service (visible in
the UCL Go! mobile app and on the ISD website).
Doors onto learning spaces should, where possible, contain glazed
vision panels so that it can be seen if there is a teaching session in
progress prior to entering and the risk of accidents caused by doors
opening onto other people is minimised. Opportunities to achieve
this are, for example, when doors are being renewed during building
refurbishments. For spaces with large or heavy doors consideration
should be given to fitting motorised openers to assist access to
those with a disability.
The existing external signage across the UCL estate is generally of a
high standard. Within buildings direction signage should indicate the
location of nearby learning spaces. If possible prominence should be
given on direction signage to spaces that can be used by learners
without staff presence (e.g. informal learning spaces, IT cluster
spaces, technology touchdown points and common room spaces).
The rationale for this is that locating these spaces is ‘optional’ for
learners and evidence suggests that it is only the more prominent
examples of these spaces that are used and known to our students
(e.g. regular queues for DMS Watson Cluster PCs when other vacant
alternatives exist).
As detailed in Section 2.01 signage should exist on, or in the
proximity of (preferable), the door or entrance to the learning space
indicating both the name of the space and its current availability.
Where possible learning spaces should permit controlled admission
of daylight. However priority should always be given to the
effectiveness of teaching and learning facilities (e.g. projection or
display screens) so effective daylight controls (blinds, shades etc.)
need to be provided and the location of such screens needs to take
daylight openings into consideration.
In spaces where it is practical it should be possible to open
windows for natural ventilation. Reasons this may not be practical
include: noisy or polluted external environment; security risk or air
conditioning effectiveness.
TASK
Access to
spaces
2.01
TASK
Signage
2.02
TASK
Daylight
control and
ventilation
2.03