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DESIGN GAMES: Planning for Participation

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Title: DESIGN GAMES: Planning for Participation


1
DESIGN GAMES Planning for Participation
  • Identify the people who should be involved.

2
Planning for Participation
  • Identify the people who should be involved.
  • Decide where in the process the participants
    should be involved that is in the development,
    implementation, or evaluation.

3
Planning for Participation
  • Identify the people who should be involved.
  • Decide where in the process the participants
    should be involved that is in the development,
    implementation, or evaluation.

4
Planning for Participation
  • Identify the people who should be involved.
  • Decide where in the process the participants
    should be involved that is in the development,
    implementation, or evaluation.
  • Clarify the participation objectives in relation
    to all participants who will be involved.

5
Planning for Participation
  • Identify the people who should be involved.
  • Decide where in the process the participants
    should be involved that is in the development,
    implementation, or evaluation.
  • Clarify the participation objectives in relation
    to all participants who will be involved.
  • Identify and match participation methods to
    objectives in terms of resources available.

6
Planning for Participation
  • Identify the people who should be involved.
  • Decide where in the process the participants
    should be involved that is in the development,
    implementation, or evaluation.
  • Clarify the participation objectives in relation
    to all participants who will be involved.
  • Identify and match participation methods to
    objectives in terms of resources available..
  • Implement chosen participation activities.

7
Planning for Participation
  • Identify the people who should be involved.
  • Decide where in the process the participants
    should be involved that is in the development,
    implementation, or evaluation.
  • Clarify the participation objectives in relation
    to all participants who will be involved.
  • Identify and match participation methods to
    objectives in terms of resources available..
  • Implement chosen participation activities.
  • Evaluate the implemented methods to see to what
    extent they achieved the desired objectives.

8
Davidson Elementary School
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LEARNING ENVIRONMENT SETTINGS
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SITE PLANNING WORKSHOP
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CLASSROOM BREAKOUT SPACES
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School Building Assessment and Design Millis
Road Elementary School

Henry Sanoff, AIA, Professor
Celen
Pasalar, Research Assistant
Mine Hashas,
Research Assistant
College of Design, North Carolina State
University
Adams Group Architects
Graham Adams, AIA,
National Clearinghouse for Educational
Facilities
30
Design Team Planning Session
31
Millis Road Elementary School Space
Classroom Area
SPATIAL LAYOUT
SEATING ARRANGEMENT
FLOOR PLAN
PHYSICAL ATTRIBUTES
NOTES
FURNITURE
PHOTOGRAPH OF EXISTING SPACE
32
Classroom Observation
33
Classroom Workshop
The aim is to compare alternative classroom
arrangements. ? Teachers worked in small
groups. ? Each classroom arrangement was
designed for 50 children. ? Classroom
alternatives were compared on six point
rating scale.
34
Teacher Workgroups
35
The Best Classroom Arrangement
  • Students move around
  • Students manipulate objects
  • Varied seating arrangements
  • Students choose learning activities
  • Small groups work independently
  • Variety of teaching methods
  • Team teaching
  • Transition between activities
  • Teachers move easily
  • Students sense of privacy

36
School Building Workshop ? A walking tour using
the Six Factor School Building Assessment
approach encouraged teachers to rediscover the
school environment. ? A checklist of questions
requiring ratings from very satisfactory to very
unsatisfactory including the following
categories Context the school buildings
setting Massing organization of buildings
into some type of formal
organization Interface connection between
inside of building and the outside Wayfindin
g ability to discern routes, traffic patterns,
or passageways in and around the
building Social Space the ability of the
school environment to provide
various human needs Comfort the environmental
conditions affecting human comfort
37
A Walking Tour
38
Wayfinding Bus Parking/Loading Zone
? Poorly arranged routes causing traffic jams ?
Insufficient routes, pathways, streets, and
passageways provided to and around the building
39
Design Criteria
? Provide appropriate parking area for buses and
parents pick-up. ? Provide direct and safe access
from bus loading to the building. ? Provide easy
access to classrooms for all students. ? Provide
team teaching supportive classrooms. ? Provide
daylight in all classrooms. ? Provide outdoor
learning facilities directly accessible from
classrooms. ? Provide safe outdoor environments
for students. ? Provide visual appeal to
classroom addition. ? Provide transition spaces
inside and outside the additional building. ?
Provide variation in new building addition.
40
Design Workshop
41
Comparison of Design Alternatives
A B 1- Safe outdoor
environment... ? ? 2-
Visual appearance of the classroom addition.
_ ? 3- Transition spaces inside and
outside the addition _ ? 4-
Relationship of classrooms in the building
addition. _ ? 5- Harmony of the
addition with surroundings.. ?
? 6- Student and teacher friendly classroom
addition.. ? ? 7- Interesting
variation in the addition massing. ?
?
42
New Classroom Addition
43
View of a Classroom
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Gibsonville Elementary School Teacher Workshop
47
Teacher Mobility in L Classroom Cluster
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