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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!
10/06/2014   2   ! ! Liberation! !M.C. Escher! ! © Julia Atkin, 2007 Worldwide we are struggling to develop clarity and acceptance of the new era that is emerging and what are appropriate designs for curriculum, pedagogy and facilities for a new educational paradigm. Even where clarity is emerging a truly limiting factor for many educators is the outmoded design of learning environments. Christchurch has a wonderful opportunity, albeit born out of extreme emotional and physical disruption, to free schools from the shackles of restrictive facilities design. It’s important that we respond thoughtfully and intelligently. CHANGING CONTEXTS FOR ‘EDUCATION’! Learning by Design Julia Atkin ! ! Natural! Personal !Relational !Experiential !! LEARNING Style Place in community Location Time Form Source & resources Pre-Industrial Informal, personal Family, local community ‘Around the village pump’ Anytime Nature, environment ‘apprenticeship’ community Experience, elders, life, people, family, community Learning through life Industrial Formal, impersonal School separate from community Confined, separate Set time and age “Mass production” uniform experience Books, experts, teacher who ‘knows’, 1:many Learning about life Knowledge Era Informal AND formal, personal Re-integration into community Local-virtual global Anytime, throughout life Personalised Anytime, anywhere, anyhow, with anyone- experts & fellow travellers Learning through life and virtual life
10/06/2014   3   DEECD ‘Next Practice’ - Wooranna Park Primary School – Mary Featherston Design http://openbuildings.com/buildings/fuji-kindergarten-profile-2425 http://www.youtube.com/watch?v=OH1T5s9jL-s Youtube clip in English The oval-shaped Fuji Kindergarten building has a roof that doubles up as a “playground” where kids climb trees, run freely and dangle their legs out of the railings. Despite the lack of play equipment, the kids run riot on the roof every day. “We don’t want children to learn how to play, but to discover how...,” say the Tezukas in Takaharu + Yui Tezuka Architecture Catalogue 2 (TOTO Publishing, 2009) LEARNING ENVIRONMENTS! What drives design….! © Julia Atkin, 2011 Throughout human history innovation has been driven by needs and dreams – need to survive, dreams of something better.! ! What are your dreams for something better for our children?!
10/06/2014   4   WHY redesign LEARNING ENVIRONMENTS’?! © Julia Atkin, 2010 ! The nature of the 21st century world, characterised by globalisation, post- industrialisation and unpredictable economic and social events, determines that a key aspect of our educative purpose must be to prepare young people for uncertainty and changes that are yet to come, and to prepare young people for a society that is in a state of rapid transformation. WHAT DRIVES THE DREAM FOR NEW LEARNING ENVIRONMENTS?! © Julia Atkin, 2010 21st century education is increasingly driven by a desire to develop young people’s ability to be more: •  adaptable •  creative •  collaborative •  responsive •  self-directed, and •  capable of being self managing … in networks and less hierarchical settings and communities than their parents or teachers were at the same age.
10/06/2014   5   WHY ‘MODERN LEARNING ENVIRONMENTS’?! © Julia Atkin, 2010 These attributes and competencies are not developed by transmission of information. We do not learn to be collaborative or self-directed and self-managing by learning about being collaborative, by learning about being self-directed. We learn these skills rather through participatory, experiential learning: -  learning as an “apprentice” collaborator and self- manager, -  guided by a “master learner”, the teacher -  in settings that inspire creativity, active investigation and self expression i.e. settings that are the antithesis of the standard industrial era classroom. Open space design of the seventies was a very unsophisticated response to recognising that much school learning was non-transformative.! Since the seventies our understanding of what supports and enhances learning has deepened markedly. ! ! Designing for effective learning is complex work!! It involves designing:! -  Conceptual frameworks that guide! -  IT infrastructure! -  Physical learning settings-integrated special purpose and multipurpose! -  Seamless access to resources! -  Human soft systems to support new ways of working together!
10/06/2014   6   © Julia Atkin, 2009! OUR BIGGEST CHALLENGE IS OVERCOMING THE GRIP OF OUR OLD ‘MENTAL MODELS’. They are mental ‘straight-jackets’. Beware!! For an example of what thinking is required, consider 21C notion of Library and Librarians as one example of how we need to re-think. Taking a closer look at the changes! © Julia Atkin, 2008 Changes: - nature of repository - need for and nature of storage space - asset management & tracking LIBRARY as ‘community living room’ plus ACTIVE DISTRIBUTED CONCEPT wherever whenever however learning is taking place. LIBRARIAN as ‘knowledge navigator’ learning resource co-ordinator. LIBRARY as places, opportunities and resources for individual and shared exploration and learning in all modes. / LIBRARY - repository for books - liber - read, borrow or refer LEARNING expert ‘knowers’ - learner as receiver - individual learner absorbed experts’ knowledge libraries house experts’ knowledge LIBRARIAN - catalogued - checked books in and out - shelved books - helped users locate information Mobile ICT Portable handheld devices Wireless & broadband connectivity Digital Storage, access, creation, expression Text, video, audio, images Contemporary Learning Theory Active, experiential construction of meaning Expert mediation Social, collaborative INDUSTRIAL ERA KNOWLEDGE ERA Transcends physical - boundaries - separation Expands activities & spaces for learning Changes ‘Librarian’s’ role
10/06/2014   7   DEECD ‘Next Practice’ - Wooranna Park Primary School – Mary Featherston Design mary featherston design learning environment - design research early childhood – primary - secondary 1999 - 2009 BuildingLoose items – ‘stuff’ © mary featherston design! How do we creates settings that invite collaboration? http://woorannaparkps.com.au
10/06/2014   8   BuildingLoose items – ‘stuff’ It doesn’t have to cost mega $! BuildingLoose items – ‘stuff’ © mary featherston design! Vertical change invites… Wooranna Park Primary School, VIC Australia http://woorannaparkps.com.au
10/06/2014   9   BuildingLoose items – ‘stuff’ © mary featherston design! Makeover of an old school… a space for adults and children to make, create, investigate http://woorannaparkps.com.au BuildingLoose items – ‘stuff’ © mary featherston design! Activate the spaces…purposeful, thoughtful activation of spaces. http://woorannaparkps.com.au
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
10/06/2014   11   BuildingLoose items – ‘stuff’ © mary featherston design! It’s not ‘either-or’ but ‘both-and’. Environments for learning have settings for many modes of learning and teaching. http://woorannaparkps.com.au http://www.reaie.org.au/!   http://www.reaie.org.au/!
10/06/2014   12   Reggio Emilia Reggio Emilia
10/06/2014   13   Reggio Emilia Reggio Emilia
10/06/2014   14   Reggio Emilia BuildingLoose items – ‘stuff’ © mary featherston design!
10/06/2014   15   BuildingLoose items – ‘stuff’ © mary featherston design! © mary featherston design!
10/06/2014   16   BuildingLoose items – ‘stuff’ © mary featherston design! © mary featherston design!
10/06/2014   17   BuildingLoose items – ‘stuff’ © mary featherston design! © mary featherston design!
10/06/2014   18   BuildingLoose items – ‘stuff’ © mary featherston design! BuildingLoose items – ‘stuff’ © mary featherston design!
10/06/2014   19   SpecialisaCon   DifferenCaCon/PersonalisaCon  
10/06/2014   20   PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE connecting ‘real’ & ‘virtual’ worlds settings & equipment to support ubiquitous ICT – always available © mary featherston design! PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE transdisciplinary in- depth investigative projects connected understandings across all realms of knowledge a ‘fluid’ space - an assemblage of non-heirachical & interlinked settings which are always available & enable concurrent activities + clear circulation paths – enabling choice & spontaneity © mary featherston design!
10/06/2014   21   PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE each individual is an active member of a democratic community of learners - a democratic citizen organisation of space to create a large ‘home base’ or ‘neighbourhood’ for each community of learners (children & adults) – generous but not overwhelming tradiConal  school  plan   separate  classrooms   opening  off  corridors   large,  open   undifferenCated   space   separate   classrooms   linked  to  shared   central  space   mulC-­‐opCon  space   made  up  of  many  diverse,   discrete  but  connected   spaces  /  seMngs   © mary featherston design! PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE transdisciplinary in- depth investigative projects connected understandings across all realms of knowledge © mary featherston design!
10/06/2014   22   © mary featherston design! © mary featherston design!
10/06/2014   23   © Julia Atkin, 2009! Learning Principles •  Community of Learners •  Transformative learning •  Enlarging experiences- enriching futures •  Spirit of learning Pedagogical Practices - Underpinning Principles – Values and beliefs about collaboration for learning! ! Evaluate against criteria – determine what to do differently next time ! There are many practices that reflect a valuing of collaboration. Which practice(s) is used and when will depend on the specific context. Team teaching ! Group projects ! Strategies that scaffold group work eg think –pair-share. ! Teams within teams ! Collaborative planning 3:50 model Syndicates/Teaching teams Teach roles of group members. ! Activities that require diverse strengths ! Community of inquiry ! These principles are enacted through a range of practices: ! In principle this means: ! Because we believe: - collaboration leads to richer and deeper learning and more informed decisions - through collaboration we inspire and encourage each other - collaborative learning and teaching provides support and challenge and extends each learner and teacher - collaborative teaching allows greater flexibility & responsiveness to learners’ needs - collaborative teaching maximises the strengths of each teacher and learner - collaborative teaching can bring greater consistency, connectedness and consolidation to learning - collaboration builds on diverse viewpoints and the uniqueness of individuals - collaboration facilitates learning from modeling social and learning/thinking skills ! - providing opportunities for people to collaborate in learning and teaching -designcollaborativeactivities, learningspacesandresources tomaximisecollaboration - critically evaluate collaborative experiences in order to continuously improve in the quest for great learning -developcollaborativeprocesses, capabilitiesanddispositionsoflearners andteachers We value: collaboration ! Web 2.0 tools -blogs, wikis ! Deliberate design of interdependence ! This articulation of the beliefs about learning underpinning collaboration describes pedagogical principles and congruent practices. How would you design spaces to support and enable collaboration? Dandenong High School, VIC AUS 2013
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.
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?
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
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
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
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
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
10/06/2014   31   BuildingLoose items – ‘stuff’ Dandenong High School, VIC! BuildingLoose items – ‘stuff’ Dandenong High School, VIC!
10/06/2014   32   Natural !- innate and lifelong! Personal !- making meaning, building capacity! Relational !- support, challenge ! Experiential!- involved in authentic, purposeful activities! ! Learning is complex and non-linear! ! LEARNING! Learning Principles – universal! ! ! © CORE Julia Atkin, 2009 Applying the EPS System to facilities design – KEY QUESTIONS! How can new designs contribute to what we believe about what is powerful to learn? How will we articulate and communicate the purpose/ values underpinning our learning environment design? How will new facilities help us align our curriculum with our educative purpose? What opportunities are there for re-designing our curriculum? What is our educative purpose? What do we want learners to have gained from their experiences of our school? For what educational reasons would we want to redesign facilities? How will we inspire and stimulate people to think beyond what they know? What is the nature of learning we value? What capabilities and attributes are we working towards for each learner? How could learning be more effective, enriched? What processes will we use to engage people in reflecting on the ‘why’ and the impact of any changes? How will we keep the values educative purpose as the driver and reference point for our design? How will we promote ongoing reflection and refinement to ensure we are achieving what we value? How will we meet people where they are, support them and involve them in development – staff, students, parents? How will we explicitly encourage and support informed risk taking? What constitutes a risk for individuals? How can we develop this in a collaborative way? How will collaboration support implementation? Will this demand new strategies for leaders, teachers, support staff, learners? How will we develop them? What ICT resources/systems will be required? How will they be kept current? How do we design for an unknown future? What groupings of staff and student support our vision? What are the implications for Master Planning? How will we support this initiative with time, resources? How can our physical layout support our groupings? How do we design learning settings and spaces that enhance learning? What will this require in terms of physical infrastructure and technical support? What spaces/settings support different modes of thinking? What is required to develop different ways of knowing?

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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!
  • 2. 10/06/2014   2   ! ! Liberation! !M.C. Escher! ! © Julia Atkin, 2007 Worldwide we are struggling to develop clarity and acceptance of the new era that is emerging and what are appropriate designs for curriculum, pedagogy and facilities for a new educational paradigm. Even where clarity is emerging a truly limiting factor for many educators is the outmoded design of learning environments. Christchurch has a wonderful opportunity, albeit born out of extreme emotional and physical disruption, to free schools from the shackles of restrictive facilities design. It’s important that we respond thoughtfully and intelligently. CHANGING CONTEXTS FOR ‘EDUCATION’! Learning by Design Julia Atkin ! ! Natural! Personal !Relational !Experiential !! LEARNING Style Place in community Location Time Form Source & resources Pre-Industrial Informal, personal Family, local community ‘Around the village pump’ Anytime Nature, environment ‘apprenticeship’ community Experience, elders, life, people, family, community Learning through life Industrial Formal, impersonal School separate from community Confined, separate Set time and age “Mass production” uniform experience Books, experts, teacher who ‘knows’, 1:many Learning about life Knowledge Era Informal AND formal, personal Re-integration into community Local-virtual global Anytime, throughout life Personalised Anytime, anywhere, anyhow, with anyone- experts & fellow travellers Learning through life and virtual life
  • 3. 10/06/2014   3   DEECD ‘Next Practice’ - Wooranna Park Primary School – Mary Featherston Design http://openbuildings.com/buildings/fuji-kindergarten-profile-2425 http://www.youtube.com/watch?v=OH1T5s9jL-s Youtube clip in English The oval-shaped Fuji Kindergarten building has a roof that doubles up as a “playground” where kids climb trees, run freely and dangle their legs out of the railings. Despite the lack of play equipment, the kids run riot on the roof every day. “We don’t want children to learn how to play, but to discover how...,” say the Tezukas in Takaharu + Yui Tezuka Architecture Catalogue 2 (TOTO Publishing, 2009) LEARNING ENVIRONMENTS! What drives design….! © Julia Atkin, 2011 Throughout human history innovation has been driven by needs and dreams – need to survive, dreams of something better.! ! What are your dreams for something better for our children?!
  • 4. 10/06/2014   4   WHY redesign LEARNING ENVIRONMENTS’?! © Julia Atkin, 2010 ! The nature of the 21st century world, characterised by globalisation, post- industrialisation and unpredictable economic and social events, determines that a key aspect of our educative purpose must be to prepare young people for uncertainty and changes that are yet to come, and to prepare young people for a society that is in a state of rapid transformation. WHAT DRIVES THE DREAM FOR NEW LEARNING ENVIRONMENTS?! © Julia Atkin, 2010 21st century education is increasingly driven by a desire to develop young people’s ability to be more: •  adaptable •  creative •  collaborative •  responsive •  self-directed, and •  capable of being self managing … in networks and less hierarchical settings and communities than their parents or teachers were at the same age.
  • 5. 10/06/2014   5   WHY ‘MODERN LEARNING ENVIRONMENTS’?! © Julia Atkin, 2010 These attributes and competencies are not developed by transmission of information. We do not learn to be collaborative or self-directed and self-managing by learning about being collaborative, by learning about being self-directed. We learn these skills rather through participatory, experiential learning: -  learning as an “apprentice” collaborator and self- manager, -  guided by a “master learner”, the teacher -  in settings that inspire creativity, active investigation and self expression i.e. settings that are the antithesis of the standard industrial era classroom. Open space design of the seventies was a very unsophisticated response to recognising that much school learning was non-transformative.! Since the seventies our understanding of what supports and enhances learning has deepened markedly. ! ! Designing for effective learning is complex work!! It involves designing:! -  Conceptual frameworks that guide! -  IT infrastructure! -  Physical learning settings-integrated special purpose and multipurpose! -  Seamless access to resources! -  Human soft systems to support new ways of working together!
  • 6. 10/06/2014   6   © Julia Atkin, 2009! OUR BIGGEST CHALLENGE IS OVERCOMING THE GRIP OF OUR OLD ‘MENTAL MODELS’. They are mental ‘straight-jackets’. Beware!! For an example of what thinking is required, consider 21C notion of Library and Librarians as one example of how we need to re-think. Taking a closer look at the changes! © Julia Atkin, 2008 Changes: - nature of repository - need for and nature of storage space - asset management & tracking LIBRARY as ‘community living room’ plus ACTIVE DISTRIBUTED CONCEPT wherever whenever however learning is taking place. LIBRARIAN as ‘knowledge navigator’ learning resource co-ordinator. LIBRARY as places, opportunities and resources for individual and shared exploration and learning in all modes. / LIBRARY - repository for books - liber - read, borrow or refer LEARNING expert ‘knowers’ - learner as receiver - individual learner absorbed experts’ knowledge libraries house experts’ knowledge LIBRARIAN - catalogued - checked books in and out - shelved books - helped users locate information Mobile ICT Portable handheld devices Wireless & broadband connectivity Digital Storage, access, creation, expression Text, video, audio, images Contemporary Learning Theory Active, experiential construction of meaning Expert mediation Social, collaborative INDUSTRIAL ERA KNOWLEDGE ERA Transcends physical - boundaries - separation Expands activities & spaces for learning Changes ‘Librarian’s’ role
  • 7. 10/06/2014   7   DEECD ‘Next Practice’ - Wooranna Park Primary School – Mary Featherston Design mary featherston design learning environment - design research early childhood – primary - secondary 1999 - 2009 BuildingLoose items – ‘stuff’ © mary featherston design! How do we creates settings that invite collaboration? http://woorannaparkps.com.au
  • 8. 10/06/2014   8   BuildingLoose items – ‘stuff’ It doesn’t have to cost mega $! BuildingLoose items – ‘stuff’ © mary featherston design! Vertical change invites… Wooranna Park Primary School, VIC Australia http://woorannaparkps.com.au
  • 9. 10/06/2014   9   BuildingLoose items – ‘stuff’ © mary featherston design! Makeover of an old school… a space for adults and children to make, create, investigate http://woorannaparkps.com.au BuildingLoose items – ‘stuff’ © mary featherston design! Activate the spaces…purposeful, thoughtful activation of spaces. http://woorannaparkps.com.au
  • 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
  • 11. 10/06/2014   11   BuildingLoose items – ‘stuff’ © mary featherston design! It’s not ‘either-or’ but ‘both-and’. Environments for learning have settings for many modes of learning and teaching. http://woorannaparkps.com.au http://www.reaie.org.au/!   http://www.reaie.org.au/!
  • 12. 10/06/2014   12   Reggio Emilia Reggio Emilia
  • 13. 10/06/2014   13   Reggio Emilia Reggio Emilia
  • 14. 10/06/2014   14   Reggio Emilia BuildingLoose items – ‘stuff’ © mary featherston design!
  • 15. 10/06/2014   15   BuildingLoose items – ‘stuff’ © mary featherston design! © mary featherston design!
  • 16. 10/06/2014   16   BuildingLoose items – ‘stuff’ © mary featherston design! © mary featherston design!
  • 17. 10/06/2014   17   BuildingLoose items – ‘stuff’ © mary featherston design! © mary featherston design!
  • 18. 10/06/2014   18   BuildingLoose items – ‘stuff’ © mary featherston design! BuildingLoose items – ‘stuff’ © mary featherston design!
  • 19. 10/06/2014   19   SpecialisaCon   DifferenCaCon/PersonalisaCon  
  • 20. 10/06/2014   20   PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE connecting ‘real’ & ‘virtual’ worlds settings & equipment to support ubiquitous ICT – always available © mary featherston design! PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE transdisciplinary in- depth investigative projects connected understandings across all realms of knowledge a ‘fluid’ space - an assemblage of non-heirachical & interlinked settings which are always available & enable concurrent activities + clear circulation paths – enabling choice & spontaneity © mary featherston design!
  • 21. 10/06/2014   21   PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE each individual is an active member of a democratic community of learners - a democratic citizen organisation of space to create a large ‘home base’ or ‘neighbourhood’ for each community of learners (children & adults) – generous but not overwhelming tradiConal  school  plan   separate  classrooms   opening  off  corridors   large,  open   undifferenCated   space   separate   classrooms   linked  to  shared   central  space   mulC-­‐opCon  space   made  up  of  many  diverse,   discrete  but  connected   spaces  /  seMngs   © mary featherston design! PHYSICAL ENVIRONMENTPEDAGOGICAL PRACTICE transdisciplinary in- depth investigative projects connected understandings across all realms of knowledge © mary featherston design!
  • 22. 10/06/2014   22   © mary featherston design! © mary featherston design!
  • 23. 10/06/2014   23   © Julia Atkin, 2009! Learning Principles •  Community of Learners •  Transformative learning •  Enlarging experiences- enriching futures •  Spirit of learning Pedagogical Practices - Underpinning Principles – Values and beliefs about collaboration for learning! ! Evaluate against criteria – determine what to do differently next time ! There are many practices that reflect a valuing of collaboration. Which practice(s) is used and when will depend on the specific context. Team teaching ! Group projects ! Strategies that scaffold group work eg think –pair-share. ! Teams within teams ! Collaborative planning 3:50 model Syndicates/Teaching teams Teach roles of group members. ! Activities that require diverse strengths ! Community of inquiry ! These principles are enacted through a range of practices: ! In principle this means: ! Because we believe: - collaboration leads to richer and deeper learning and more informed decisions - through collaboration we inspire and encourage each other - collaborative learning and teaching provides support and challenge and extends each learner and teacher - collaborative teaching allows greater flexibility & responsiveness to learners’ needs - collaborative teaching maximises the strengths of each teacher and learner - collaborative teaching can bring greater consistency, connectedness and consolidation to learning - collaboration builds on diverse viewpoints and the uniqueness of individuals - collaboration facilitates learning from modeling social and learning/thinking skills ! - providing opportunities for people to collaborate in learning and teaching -designcollaborativeactivities, learningspacesandresources tomaximisecollaboration - critically evaluate collaborative experiences in order to continuously improve in the quest for great learning -developcollaborativeprocesses, capabilitiesanddispositionsoflearners andteachers We value: collaboration ! Web 2.0 tools -blogs, wikis ! Deliberate design of interdependence ! This articulation of the beliefs about learning underpinning collaboration describes pedagogical principles and congruent practices. How would you design spaces to support and enable collaboration? Dandenong High School, VIC AUS 2013
  • 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!
  • 32. 10/06/2014   32   Natural !- innate and lifelong! Personal !- making meaning, building capacity! Relational !- support, challenge ! Experiential!- involved in authentic, purposeful activities! ! Learning is complex and non-linear! ! LEARNING! Learning Principles – universal! ! ! © CORE Julia Atkin, 2009 Applying the EPS System to facilities design – KEY QUESTIONS! How can new designs contribute to what we believe about what is powerful to learn? How will we articulate and communicate the purpose/ values underpinning our learning environment design? How will new facilities help us align our curriculum with our educative purpose? What opportunities are there for re-designing our curriculum? What is our educative purpose? What do we want learners to have gained from their experiences of our school? For what educational reasons would we want to redesign facilities? How will we inspire and stimulate people to think beyond what they know? What is the nature of learning we value? What capabilities and attributes are we working towards for each learner? How could learning be more effective, enriched? What processes will we use to engage people in reflecting on the ‘why’ and the impact of any changes? How will we keep the values educative purpose as the driver and reference point for our design? How will we promote ongoing reflection and refinement to ensure we are achieving what we value? How will we meet people where they are, support them and involve them in development – staff, students, parents? How will we explicitly encourage and support informed risk taking? What constitutes a risk for individuals? How can we develop this in a collaborative way? How will collaboration support implementation? Will this demand new strategies for leaders, teachers, support staff, learners? How will we develop them? What ICT resources/systems will be required? How will they be kept current? How do we design for an unknown future? What groupings of staff and student support our vision? What are the implications for Master Planning? How will we support this initiative with time, resources? How can our physical layout support our groupings? How do we design learning settings and spaces that enhance learning? What will this require in terms of physical infrastructure and technical support? What spaces/settings support different modes of thinking? What is required to develop different ways of knowing?