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Design creative age_slides

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Randall Fieldings presentation på Framtidens lärande – här och nu, 2010.

Randall Fieldings presentation på Framtidens lärande – här och nu, 2010.

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  • 1. design for the creative age: school 2.0 Microsoft Schools of the Future 2010 Randall Fielding, Partner Fielding Nair International Architects and change agents for creative learning communities
  • 2. part 1: essential questions:
    • If your school is to be one of the best schools in the world, what are the key drivers for learning?
    • What are the key design principles that support the vision for teaching and learning?
  • 3. key learning driver 1: creative age Like Web 2.0, School 2.0 means a shift from students as passive consumers of content to active creators and collaborators. Above: Harbor City International School, Duluth, Minnesota Right: 16-year-old Gavin Ovsak creator of CHAD (circuit head accessibility device)
  • 4. industrial & information age network Traditional “(cells & bells classroom plan) bus network star network
  • 5. web 2.0 / creative age left: fully connected network below: harbor city plan right: cristo rey high school
  • 6. key learning driver #2: personalization in a global economy “ the leveling pressures of globalization have at the same time provided people with the technological resources to decide for themselves who they are and how they choose to be known.” Michael Kimmelman, New York Times, 2010
  • 7. key learning driver #3: old + new basics old basics: literacy and numeracy the new basics: Independent learning, creative collaboration, and mastery of emerging technologies Scotch Oakburn College, Launceston, Australia + Harbor City International, Duluth, Minnesota
  • 8. space for independent learning
  • 9. key idea #4: sustainability in a global network above left: design pattern # 24: connected to the community above: global learning center cafe broadmeadows, australia Fluidly interdependent networks are a key to global sustainability. Students that have an agile range from independent learning to global citizens can navigate and nurture a complex global ecosystem.
  • 10. key idea #5: building for the future with patterns we can leverage universal design patterns to jump-start the design process left: design patterns workshop saskatchewan, canada
  • 11. part 2: key design patterns from 1:25 to 4:100 small learning community design pattern #1g
  • 12. reflective “cave” space for independent learners Right: galilee catholic learning community, south australia design pattern # 17
  • 13. life-long, holistic fitness Design Pattern # 7 right: yuyu-no-mori nursery School yokohama city, japan
  • 14. active spaces with daylight Collegio Altamira Chile
  • 15. active, real-world project space x above: science, life skills design pattern #5 right: lake country school, minneapolis
  • 16. gaining mastery through music
  • 17. a fusion of play, learning, and the environment St Bede’s Secondary College Mentone, Australia
  • 18. integrated sustainable design & curriculum Left: design patterns 19 - 23
  • 19. professional learning communities above right: cristo rey school, minneapolis above left: design pattern #26
  • 20. indoor-outdoor connections design pattern # 12 Right: Stephanie Alexander Kitchen Garden, Melbourne
  • 21. integrated outdoor learning space swarthmore college amphitheater
  • 22. part 3: case studies case study # 1: cristo rey high school, minneapolis
  • 23. step dancing in the main commons
  • 24. graphing project in the commons
  • 25. case study #2: scotch oakburn college Scotch Oakburn College, Launceston, Australia, a Learning by Design International Award Winner sustainable design with strong indoor-outdoor connections
  • 26. scotch oakburn college high school centre
  • 27. varied furnishings, davinci studios Yuyu-no-mori Nursery School Yokohama City, Japan Scotch Oakburn College, Launceston, Australia
  • 28. case study # 3: sinarmas world school early childhood elementary middle school community high school community design arts & technology global media center performing arts fitness center from departmentalized, linear organizations to holistic learning communities
  • 29. sustainable, with strong indoor-outdoor connections x
  • 30. sitting softly on the land
  • 31. agile common areas
  • 32. fni case study # 4: douglas park school A pre-k – 8 school One of six new projects by FNI in Regina, Canada
  • 33. learning community diagram |
  • 34. Douglas 1 st floor plan: plcs
  • 35. The Heart of the School
  • 36. Expanded Heart
  • 37. Douglas View form PLC 2
  • 38. follow-up contact
    • Randall Fielding, Cofounder Fielding Nair International Architects and Change Agents for Creative Learning Communities www.fieldingnair.com
    • Contact: randy@fieldingnair.com
    • Visioning
    • Master Planning
    • Architectural, Sustainable & Interior Design
    • Curriculum Mapping
    • School Building Assessments
    • FNI Studios:
    • Minneapolis • Tampa • Los Angeles Washington • Providence • Bangalore Amsterdam • Brussels • Melbourne