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Designing spaces for learning and living in schools:

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Radical learnings: abandonment and regeneration ... unique perspectives on the human dimensions of built spaces - almost palpable respect for human circumstances, ... – PowerPoint PPT presentation

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Date added: 12 September 2019
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Title: Designing spaces for learning and living in schools:


1
Voices of experience designing spaces
for learning Raylee Elliott Burns Queensland
University of Technology Council of Education
Facility Planners International Conference -
Melbourne - 2008 Radical learnings abandonment
and regeneration
2
Designing spaces for learning QUT Master of
Education study area core and elective Desig
ning the school library spaces
and places for learning Doctoral thesis
3
Impetus cycles of being puzzled
overwhelmed enthused galvanised
4
Who and what is valued here?
5
Impetus? Designing experiences .. uplift
parachute Research project . Performing
hybridity Questions . problem-based approach
6
How are learners and learning, teachers and
teaching understood? Who exerts influence on
the designing? How are design participants
influenced? What is assumed and
taken-for-granted? How do design elements work
to permit, prohibit, locate and order? Where do
educators have the opportunity to speak about
learning space designing?
7
all occupations engaged in converting actual to
preferred situations are concerned with
designing Schon (1983,77) The Reflective
Practitioner
8
QUT School of Cultural Language Studies,
Faculty of Education Raylee Elliott Burns (Ph D
candidate) Foundation Co-ordinator Master of
Learning Innovation (TL) Hilary Hughes (Ph D
candidate) Current Co-ordinator Master of
Education (TL), Professor Kerry Mallan Dr. Anne
Russell School of Design, Faculty of Built
Environment Engineering Assoc Professor Jill
Franz (Architect) Acknowledging the
encouragement of Catherine Baudet
Ferrier-Baudet Architects
9
Children are undervalued in building terms. They
deserve great buildings and great outdoor spaces.
They deserve spaces that inspire and are safe and
their carers and teachers deserve the same. For
example if teachers are unable to carry out
their programmes because of inadequate space and
inflexibility of the space, then children are
compromised. They are our greatest resource we
need to provide them with the best (Baudet,
2001, unpaged)
10
  • Designing spaces for learning
  • QUT Master of Education
  • Study area core in specific qualifications
  • Teacher-Librarianship
  • Learning Futures
  • Public Education (from 2009)
  • and elective in general program

11
  • Knowledge Hubs
  • Cyberlearning
  • Designing spaces for learning
  • Information-learning nexus
  • Youth, popular culture and texts
  • Digital pedagogies
  • Teachers Work
  • Information Organisation
  • Leadership for Change
  • QUT Master of Education

12
If these are the learners that we imagine, that
we hope for and actively seek to develop and
these are the learning experiences we value in
the process of developing such learners then
what kinds of learning spaces might support such
learners and learning? how might we go about
designing such spaces?
13
  • Perceptions of learners in current theory and
    pedagogy
  • Design theory in education contexts
  • Pedagogy and learning space relationships
  • Time-space and place physical/geographic and
    digital/online
  • Designing learning environments

14
  • Learning experiences
  • online and on-campus
  • independent and collaborative engagement
  • Research review
  • Conceptual visual representations
  • Problem based approaches to designing criteria
  • Document analysis
  • Site visits analysis
  • Online forums with education design
    practitioners
  • Design project

15
Thinking about learning space designing?
vernacular accredited magnifying
the voices of experience languages of
designing heuristic approaches Alexander
(1979) Heath (1989) Lawson (1997) Day (2003)
16
Heuristic approaches to designing VAST
Tom Heath Consensus design Christopher
Day Patterns Principles Christopher
Alexander Prakesh Nair Randall
Fielding Jeff Lackney
17
What is its individual spirit?
What values and spirit should things convey?
How do people feel about it?
What qualities does this imply?
What is ebbing and flowing and changing?
How can these changes grow out of the
developmental currents already at work?
What is its physical context?
What material changes does this require?
Day (2003) Consensus design socially inclusive
process. Oxford Architectural Press.
18
VAST people have values, in relation
to aspects/activities of buildings
sites/systems which must be expressed in
built form technology Tom Heath 1989
19
V.A.S.T design heuristic
  • Proposes that people have
  • Values feelings, attitudes, beliefs, customs,
    laws - in relation to
  • system of human relationships
  • Activities aspects
  • system of human activity
  • Site/System of buildings,
  • system to support human activity
  • Technology which must be expressed in built
    form
  • production of built space system
  • (Heath, 1989) inspired by Zeisel, (1984) Inquiry
    by design tools for environment-behaviour
    research. Cambridge, England Cambridge
    University Press.

20
Designing as a processes of discovery
unravelling complexity
unfolding
focusing
imagining
backtracking
venturing
feeling our way
working our way gradually
21
Paper Voices of experience designing spaces
for learning Doctoral thesis Designing the
school library spaces and
places for learning
22
Who and what is valued here?
Designing the school library spaces and
places for learning investigates the potential
for multiple voices of experience educators,
designers/architects, education facility planners
and students to influence the designing of
school libraries as a spaces and places for
learning.
23
  • Puzzles, and dilemmas
  • assumptions and confrontations
  • Rhetoric-reality gap policies facilities
  • Inequalities of education facility provision
  • System and process constraints
  • Limiting conceptions of learning spaces
  • Perpetuation reproduction of limitations

24
Identify and magnify the voices of
experience Educators, designers/architects,
education facility planners, students Critical
interpretative stance culture, society,
education governance Critical ethnographic
approach interviews, observations, published
texts Critical discourse analysis who speaks,
by what authority, what is spoken about how
25
habitualised ways, tied to particular times and
places, in which people apply resources (material
or symbolic) to act together in the world
(Fairclough, 1999, 21 Fairclough 2001).
awareness of what is, how it has come to be, and
what it might become , on the basis of which
people may be able to make and remake their
lives (Calhoun 1995 Fairclough 1999).
26
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