This document discusses transforming learning environments to meet the needs of modern education. It begins by looking at how education is at a crossroads, needing to either stick with traditional models or undergo radical changes. It then examines how the nature of learning has changed from pre-industrial to industrial to knowledge-based eras. Key drivers for new learning environment designs include preparing students for uncertainty and rapid change. The document advocates for settings that inspire creativity, investigation and self-expression over traditional classrooms. It provides examples of innovative learning space designs.
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Transforming learning julia atkin 2014
1. 10/06/2014
1
Transforming
Learning
What
is
a
‘modern’
learning
environment?
What
should
drive
design?
Dr Julia Atkin!
Education & Learning Consultant!
Julia@learning-by-design.com
http://www.learning-by-design.com!
Education at the crossroads!
. . . education is at the cross roads. !
!
Choosing one direction will lead efforts
to lift performance within traditional
educational models.!
!
Choosing the other will see radical
changes in education that will shift the
way we think about learning…!
! ! ! ! !Steve Maharey!
10. 10/06/2014
10
BuildingLoose items – ‘stuff’
For whom did we create the school? Kid size displays at kid eye level.
http://woorannaparkps.com.au
BuildingLoose items – ‘stuff’
The external walls may be straight but consider the impact of non-
linearity.
http://woorannaparkps.com.au
24. 10/06/2014
24
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
Dandenong High School
Macro design 7 houses for communities of 300 aged 12-18 – Yr 7-Yr 12.
A deliberate design concept to build a strong sense of community of
belonging and security – a crucial factor for their learners.
Exploring, Pre-lanning: Prototype of a
collaborative community.
25. 10/06/2014
25
GROUND FLOOR
150 students Yrs 10-12
FIRST FLOOR
150 students Yrs 7-9
Dandenong High School
Typical floor plates
At first all people could ‘imagine’ was dividing the space
into 6 ‘classrooms on each floor with the most imaginative
suggestion being ‘concertina’ doors between some of the
spaces so they could open up!
HOW CAN WE DESIGN AFRESH??
Designing rather than planning:
The Dandenong High School design approach turned the process inside out –
we realised that of we started with floor plates all we could see was what we
knew, and all we were going to get was what we’d always had – bar a few minor
tweaks.
BREAKING MENTAL MODELS – start in a different place!
KEY QUESTIONS:
What are all the different learning activities we want to be able to take
place in this total space?
DESIGN a ‘LEARNING SETTING’ to support the sort of learning
activities you want. Be prepared to question and interrogate your
designs.
• How large do the learning settings have to be?
• How many of each type of learning setting do we need
simultaneously?
• How do we relate the settings to each other to provide seamless flow,
to accommodate noise factors, to provide flexibility and ease of re-
configurability?
26. 10/06/2014
26
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
Planning:
Ground Floor – learning spaces, offices, staff work and social space
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
Ground Floor:
Learning spaces, administration, staff area
LEADERS’ OFFICES
PRIVATE MEETING ROOM
STAFF COLLABORATIVE SPACE
27. 10/06/2014
27
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
LOUNGE
TARGET
TEACHINGINDIV. COLLAB. STUDY
STUDIOLAB GROUP ROOMS
DIG.PRODN.
Ground Floor:
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
Planning:
First floor learning spaces
28. 10/06/2014
28
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
GROUP
ROOM
LOUNGE
CONFER.
COMM.
OF INQUIRY
STUDY
First Floor:
Year 7 Unit
DIGITAL
PRODN.
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
DIG.PRODN
STUDIOLAB
TARGETTED
TEACHING CONF.
LOUNGE
IND.COLLAB. STUDY
GROUP ROOMS
First Floor:
Years 8 – 9 learning spaces
CONSTRUCTION
29. 10/06/2014
29
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
Dandenong High School
-‐
Mary
Featherston
Design
-‐
Julia
Atkin
-‐
Learning
by
Design
in
associaCon
with
…
2005 2006 2007 2008 20092004
Pre-design
Master
planning
Schematic
Design Detailed Design Construction Occupancy
Learning Settings:
Dandenong High School
30. 10/06/2014
30
BuildingLoose items – ‘stuff’
Dandenong High School, VIC!
‘The Dandenong High School Story – a songline not a blueprint’
Imagine – Exploring radical visions for tomorrow’s schools…and how to
make them work – OECD, Vienna, 201
http://www.gbl.tuwien.ac.at/imagine2010/documentation/pre04.html
BuildingLoose items – ‘stuff’
Dandenong High School, VIC!
OECD – Paris, 2011
Launch of the DESIGN FOR EDUCATION: Compendium of exemplary
educational facilities 2011 – Dandenong High School Presentation
http://www.youtube.com/watch?v=T9PUF8eUbyM
31. 10/06/2014
31
BuildingLoose items – ‘stuff’
Dandenong High School, VIC!
BuildingLoose items – ‘stuff’
Dandenong High School, VIC!