Managing Competing Agendas in Learning Space Design
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The document discusses principles for designing next-generation learning spaces that prioritize user experience and engagement. Key considerations include purpose, ownership, coherence, malleability, engagement, responsiveness, inclusiveness, panoramic design, and transcendence. The aim is to create flexible, user-centered environments that promote learning while accommodating the varied needs of students, faculty, and staff.
Managing Competing Agendas in Learning Space Design
- 1. Managing Competing Agendas in Learning Space Design Next Generation Learning Spaces Conference February 25, 2015 • Nashville, TN John A. McArthur, Ph.D. James L. Knight School of Communication Queens University of Charlotte
- 2. Guiding Questions • A space is always communicating with its users. Should a space tell users how to behave, reveal the design for its experience, or invite users to participate? • Next generation learning spaces should be designed to promote learning experiences. What principles guide the development of user-centered spaces of learning? • Making spaces flexible seems efficient, but are multi-use or multi-audience spaces more likely to be beneficial for everyone or functional for no one? JAMcArthur.com @ JAMcArthur #LearningSpaces
- 3. Guiding Questions • A space is always communicating with its users. Should a space tell users how to behave, reveal the design for its experience, or invite users to participate? • Next generation learning spaces should be designed to promote learning experiences. What principles guide the development of user-centered spaces of learning? • Making spaces flexible seems efficient, but are multi-use or multi-audience spaces more likely to be beneficial for everyone or functional for no one? JAMcArthur.com @ JAMcArthur #LearningSpaces
- 4. Human-Centered Systems References • Human-centered Systems as defined in Cooley, M. (2000). Human-centered systems. In R. Jacobson. Information Design. Boston, MA: MIT Press. • Applied to Learning Space Design in McArthur, J. (2011). Practical lessons from user- experience design for spaces of learning. American Clearinghouse on Educational Facilities Journal, 2(1), 65-76. • Purpose • Ownership • Coherence • Malleability • Engagement • Responsiveness • Inclusiveness • Panoramic • Transcendence JAMcArthur.com @ JAMcArthur #LearningSpaces
- 5. Purpose The space should be designed with learning (not teaching) in mind. Some examples: • Considering pedagogy- based assessment in the design phase of the building. • Embedding pedagogy in the design and furnishings • Drive learning space design according to purpose. • Developing a “portfolio of learning spaces” for varied purposes JAMcArthur.com @ JAMcArthur #LearningSpaces
- 6. Ownership The design phase should integrate the views of students, faculty, facilities mangers, tech support; and/or the building should offer access opportunities for each of these parties when needed and often. Some examples: • Forming user-councils to address practices in the space. • Allowing access to both formal and informal spaces for all users at regular, predictable times. JAMcArthur.com @ JAMcArthur #LearningSpaces
- 7. Coherence The space should managed by a team of representatives, selected from each of its user constituencies, who are responsible for relaying information about the space to its users. Some examples: • Empowering user-councils to address changes in the space. • Creating routes and channels for information delivery within and about the space. • Developing a culture of users (a flexible space should be frequently modified). JAMcArthur.com @ JAMcArthur #LearningSpaces
- 8. Malleability The space should be modifiable to meet the needs of its variety of users. Some examples: • Investing in flexible furniture and technology • Guaranteeing ubiquitous wireless access to the Internet • Designing convertible spaces which can expand/contract to serve different sized groups JAMcArthur.com @ JAMcArthur #LearningSpaces
- 9. Engagement The space should have areas devoted solely devoted to experimentation and innovation Some examples: • Designating areas for individual and group work • Providing materials to encourage creativity (whiteboards and writing surfaces, post-it notes, software, haptic or interactive displays, augmented reality) JAMcArthur.com @ JAMcArthur #LearningSpaces
- 10. Responsiveness The space should include in-house tech support and necessary student services. Some examples: • Locating information and technology support and students service in dedicated spaces within the building. • Delineating on-site contacts for each learning space. • Offering real-time connectivity and rapid response to user requests. JAMcArthur.com @ JAMcArthur #LearningSpaces
- 11. JAMcArthur.com @ JAMcArthur #LearningSpaces Inclusiveness The space should be comfortable, aesthetically pleasing, and inviting. Some examples: • Assessing color, lighting, temperature, and aroma within a space. • Planning for acoustic concerns. • Developing appropriate levels of comfortability in a space: interpersonal distance and ergonomics.
- 12. Panoramic The space should fit into the overall model of campus architecture. It should allow pass-throughs to and from other functional areas. Some examples: • Balancing a common elements of university facility design with purpose- driven space. • Connecting to the place- based heritage of the institution. • Demonstrating quality wayfinding practices. JAMcArthur.com @ JAMcArthur #LearningSpaces
- 13. Transcendence The space should be designed to facilitate interaction between faculty & students and among various disciplines. Some examples: • Locating offices near formal learning spaces • Assigning diverse disciplines to the same spaces • Creating informal learning spaces close to the formal ones (cafes, corridors, etc.) • Arranging nodes, anchors, bottlenecks, meeting points, intersections • Considering sociopetal and sociofugal arrangements for impact JAMcArthur.com @ JAMcArthur #LearningSpaces
- 14. Guiding Questions • A space is always communicating with its users. Should a space tell users how to behave, reveal the design for its experience, or invite users to participate? • Next generation learning spaces should be designed to promote learning experiences. What principles guide the development of user-centered spaces of learning? • Making spaces flexible seems efficient, but are multi-use or multi-audience spaces more likely to be beneficial for everyone or functional for no one? JAMcArthur.com @ JAMcArthur #LearningSpaces
- 15. Managing Competing Agendas in Learning Space Design Next Generation Learning Spaces Conference February 25, 2015 • Nashville, TN John A. McArthur, Ph.D. mcarthurj@queens.edu @JAMcArthur JAMcArthur.com @ JAMcArthur #LearningSpaces