Framing Innovative Learning Environments

Alterator, Scott; Deed, Craig

doi:10.1163/9789004379664_001

Cited by 7 publications

(5 citation statements)

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“…The nature of the relationship between teaching and learning activities and spatial affordances has been broadly established [33]. Alterator and Deed [2] argue that the design and use of learning environments invariably mean levels of interaction between the built environment and educational practices. In this line, research on innovative school design has signalled challenges associated with the relation between educational affordances of spaces, student learning capacity, and how teachers work.…”

Section: Innovation Challenges and Opportunities In Modern School Designmentioning

confidence: 99%

“…Across the Western world, countries have used schools as change agents for more than a century. Learning spaces are often identified as innovative, and this is apparent in different fields including education, architecture, and policy making [2]. Several global education concepts can be identified as influencing transformation in educational design and practices.…”

Section: Introductionmentioning

confidence: 99%

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Interactions between Design Innovation and Educational Change in Non-Western Schools

Cardellino,

Deed

2024

Buildings

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In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.

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Section: Innovation Challenges and Opportunities In Modern School Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interactions between Design Innovation and Educational Change in Non-Western Schools

Cardellino,

Deed

2024

Buildings

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“…On the other hand, as the number of new learning spaces has increased, academics have begun to look into ways to evaluate these new environments. Many of these methods are discussed in two Australian books where researchers suggest various tactics for figuring out how these novel spaces function (Alterator & Deed, 2018;Imms et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Key Performance Indicators for measuring and evaluating users’ sensory perceptions and behaviors in learning spaces in higher design education

Mikhail

2023

Connectivity and Creativity in Times of Conflict

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The research aims to develop a comprehensive list of key performance indicators (KPIs) that can be employed by designers and businesses in determining the sensory performance of learning spaces, particularly in higher education institutions (HEIs) of design learning. It answers the question of how sensebased performance in learning spaces could be understood, measured, and evaluated and how the field of interior design could create tools for measuring and customizing students' sensory experiences in learning spaces. The research fills the gap created by the non-existence of comprehensive research that identifies a unique set of KPIs for learning spaces based on sensorial metrics in interior space evaluation studies that have sought to identify a set of KPIs to measure the performance of learning spaces. The importance of the research would be manifested in the strong connection between the performances of research and teaching spaces and the sensorial performances of those who use them. A four-phase mixed-methods research (MMR) methodology is employed in the study. Each phase is chronologically arranged, encompassing field research and experimental research, with Politecnico di Milano (PoliMI) design school as a field of experiment. The research is expected to provide guidelines for designing and managing the sensory performance of learning environments. Therefore, potential beneficiaries will include interior designers, architects, engineers, contractors, facilities managers, and policymakers in educational establishments. The initial study findings within PoliMI learning community regarding the sensory experiences in various classrooms at the design campus revealed that sight is the most significant sense of all. Furthermore, lighting, ventilation, and acoustics are the most effective interior design elements that have an impact on the sensory performance of the learning space.

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“…As the number of new learning spaces has increased, academics have begun to look into ways to evaluate these new environments. Many of these methods are discussed in two Australian books where researchers suggest various tactics for figuring out how these novel spaces function (Alterator & Deed, 2018;Imms et al, 2016). These methods are classified according to the occupancy stage, including pre-and post-occupancy evaluation tools.…”

Section: Learning Environments' Sensory Experience Evaluation Toolsmentioning

confidence: 99%

Exploring Users’ Sensory Experiences in Physical Learning Spaces: Politecnico di Milano School of Design as a Case Study

Mikhail,

Barbara

2023

ECE Official Conference Proceedings

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The paper aims to identify learning space users' sensory needs and preferences and determine which interior design elements and strategies best meet them to positively influence behavior and impact learning, educational performance, and individual and social well-being. A twophase mixed-methods research (MMR) methodology is employed in the study. First, a thorough literature review was conducted to understand the sensory characteristics of learning spaces, particularly in higher education institutions (HEIs), and the common metrics for assessing the sensory performance of learning space users. This was followed by a field research methods phase encompassing surveys of 55 participants, including students and educators, at Politecnico di Milano (PoliMI) School of Design regarding their sensory experiences in four different classrooms. In addition, direct observation was done in the same classrooms. The findings of this paper have revealed that sight is the most important sensory factor, followed by sound, smell, touch, and taste. Lighting, indoor air quality, and ventilation are the interior design elements with the greatest sensory importance, with the highest equal percentage of 58.2%. Acoustics and noise level are next, with 54.5% and 52.7%, respectively, followed by thermal comfort, colors, smells, shapes, and textures. Furthermore, a noisy learning space reduces focus and raises anxiety, while poor air quality and insufficient temperature can cause headaches. This highlights the necessity of improving the quality of learning space design and taking sensory preferences into account during the design process.

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Framing Innovative Learning Environments

Cited by 7 publications

References 0 publications

Interactions between Design Innovation and Educational Change in Non-Western Schools

Interactions between Design Innovation and Educational Change in Non-Western Schools

Key Performance Indicators for measuring and evaluating users’ sensory perceptions and behaviors in learning spaces in higher design education

Exploring Users’ Sensory Experiences in Physical Learning Spaces: Politecnico di Milano School of Design as a Case Study

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