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Innovate, Iterate, Prototype: How failing fast can generate engaging and effective learning environments
- 3. Innovate, Iterate, Prototype: How failing fast can generate engaging and effective learning environments. ABSTRACT: Our multidisciplinary presentation team of a superintendent, a planner, and two architects will demonstrate a variety of techniques used in design thinking with real world case studies of how these processes produced effective and engaging learning environments for a range of activities and ages; from early childhood through middle school and high school. The first case study will explain how design thinking led to a renovated early childhood center in an elementary school. The second will focus on the creation of a cutting-edge STREAM Lab within the confines of an outdated natatorium at a junior/senior high school. The third will include the design process for visioning and community engagement for a new performing arts and indoor athletic facility for a high school.
- 4. Introductions Carl Baxmeyer Planner - Wightman Tony Leininger Architect – CARMI Design Greg Monberg Architect - Wightman Dave Eichberg Superintendent Berrien Springs Public Schools
- 5. Learning Objectives • OBJ #1 Describe how design thinking can lead to improved engagement from a community visioning group. • OBJ #2 Understand how rapid prototyping can streamline the design process and create unexpected solutions. • OBJ #3 Define the steps needed for design thinking to be productive in creating an effective and engaging learning environment. • OBJ #4 Contrast the different paths in design thinking to develop a successful outcome for varying age levels and differing educational programs.
- 8. EARLY CHILDHOOD CENTER CASE STUDY ONE
- 9. Early Childhood Development How Children Succeed Paul Tough “Non-cognitive Soft Skills” GED Study late 1990’s by James Heckman, University of Chicago Perry Preschool Project Yipsilanti, Michigan, 1960’s 3rd Grade IQ versus Adulthood “Personal Behavior” “Social Development” The Antidote to highly stressed children Human Interaction Positive Feedback & Support Non-cognitive skills 9
- 10. Early Childhood Development Early Childhood Development 10
- 11. Early Childhood Development Early Childhood Development 11
- 13. 13
- 24. Existing Conditions Visioning Outcome
- 26. STREAM LAB SPACES CASE STUDY TWO
- 31. FUNDAMENTAL EXPERIENCES FOR MAKER SPACES Think Share Make
- 32. PROGRAM SPACE SUMMARY 1. LEARNING STUDIO Classroom, Direct Instruction 2. DESIGN STUDIO Computers at perimeter 3. MAKERSPACE – “Messy Projects” Art, Electronics, Robotics, Sinks 4. PROTOTYPE STUDIO Wood working equipment – Loud/Dusty 5. TEACHER WORK SPACE Teacher’s desk, computer, files 6. STORAGE Materials, tools, student projects 7. KILN – Art Projects Clay traps at sinks, Exhaust 8. SECURITY VESTIBULE After hours access 9. SMALL GROUP WORK AREA Technology and furniture 10. INDEPENDENT STUDY AREA Quiet, focused work 11. STUDENT PROJECT DISPLAY Celebrate student work, promote program
- 33. PROTOTYPI NG STUDIO • Machines for a variety of project types • Dust collector • Project storage under tables • Variation of available tools • Easy access to tools for display • Tools • Tall Tables • Heavy Equipment for Building • No Carpet Group One Findings From Workshop One
- 34. PROTOTYP E AREA • Work space • Tables/Chairs on wheels, ergonomic • Storage for K’nex – reuse • Storage for cardboard, balsa wood, foam core, scissors, glue, etc. Group Two Findings From Workshop One
- 35. 1. IT IS IMPORTANT TO PROVIDE A LEARNING STUDIO IN THE STREAM LAB. 1. Strongly Agree 2. Agree 3. Somewhat Agree 4. Neutral 5. Somewhat Disagree 6. Disagree 7. Strongly Disagree
- 36. 9. IT IS IMPORTANT TO PROVIDE SMALL GROUP WORK SPACE IN THE STREAM LAB. 1. Strongly Agree 2. Agree 3. Somewhat Agree 4. Neutral 5. Somewhat Disagree 6. Disagree 7. Strongly Disagree
- 37. 10. IT IS IMPORTANT TO PROVIDE INDEPENDENT FOCUSED WORK SPACE IN THE STREAM LAB. 1. Strongly Agree 2. Agree 3. Somewhat Agree 4. Neutral 5. Somewhat Disagree 6. Disagree 7. Strongly Disagree
- 39. DESIGN LAB
- 40. MAKERSPACE
- 41. PERFORMING ARTS & ATHLETICS CASE STUDY THREE
- 42. Berrien Springs HS PAC/IAC •Expectations •Process •Outcomes
- 43. Berrien Springs HS PAC/IAC •Expectations •What were the expectations for a successful project, from the district’s / designer’s point of view? •What did we learn? •What would we do differently? •What would we do again?
- 46. Berrien Springs HS IAC/PAC •Process during Visioning •What did we do? •What did we learn? •What would we do differently? •What would we do again?
- 49. Process Educational Visioning Empathize - One on One Interviews
- 50. Process Educational Visioning Explore - Photosort
- 51. BerrienSprings Review Workshop #1 Spaces that Teach Tell us about the places you love to learn and the places you try to avoid. Describe the places where you LOVE to learn. Describe the places you try to AVOID. Pleasant, clean, comfortable environment (temperature), open to light, quiet and peaceful Lack of windows, boring colors - white, sterile environment, spaces that echo, feeling of confinement, columns and rows of seats, don’t like a lot of metal - steel Natural light, outdoor learning studio space, minimal distractions to maintain focus, comfortable seating, calm, natural colors Loud, dirty, dark, not maintained, poor temperature and air quality Group and individual spaces, technology use - easy access Crowded
- 52. BerrienSprings Review Workshop #1 Spaces that Inspire Map the activities you want to engage in that you can't do now. What are things you would like to do educationally that are difficult or impossible due to the existing space available? What spaces need to be provided to allow you to do things you want to do? Choir classroom, larger band classroom, rehearsal rooms, robotics, eliminate early and late night team practices, host tournaments, innovative technology learning experiences Choir and band performance, practice and classroom space Large events (performing arts) Multiple athletic team practices at some times Entire band or choir in one room, recording large groups at one time Larger strength and fitness rooms Provide gym space for Sylvester students, adequate instruction space for performing arts programs Space for school performances - musicals, concerts, etc. Phy. Ed specialty class, lack of equipment or space to accommodate all class/activities, ability to run indoors Extra classrooms and rehearsal space, recording technology in larger rehearsal rooms, spaces with adequate music storage and instrument storage Practice at normal times Add orchestra, robotics? Add Family and Consumer Science (FAC) - formerly called Home Economics
- 53. BerrienSprings Review Workshop #1 Define the Challenge What does your partner define as being the biggest area of need for the built environment at Berrien Springs? needs a way to…[1] needs a way to…[2] needs a way to…[3] Surprisingly/because/but Provide individual spaces, dedicated spaces for wrestling and competitive cheer Be a wise investment and promoting of community goals Accommodate present needs and plan for future changes Education is valued in Berrien Springs Provide space for students to fully develop their skills in performing arts Build a facility that is attractive, operational and functional Design space to meet the needs of students and generate community pride Berrien Springs needs a functional, inspiring place that students can learn without creating a space that will be deemed over the top from the community Integrate learning experiences with performances and competitions Make space available for multiple sports to practice and compete at the same time Provide easy access for students and staff to the facilities This facility needs to be flexible to fit the needs of all programs using it, as well as the entire staff/student body Accommodate for future growth / flexible spaces
- 55. Process Educational Visioning Prototype - Charrette
- 56. BerrienSprings Review Workshop #3 Liked FeaturesforEachMain Space- Gymnasium Walking/running track Curtains to divide into three courts Hardwood floor Natural light LED Lighting Space for chairs in front of bleachers
- 57. BerrienSprings Review Workshop #3 Liked FeaturesforEachMain Space– FitnessCenter Turf but on the outside of the space not the middle Natural light Cardio/Fitness as well as weight equipment Mirrors Audio system Larger space
- 58. BerrienSprings Review Workshop #3 Liked FeaturesforEachMain Space– Auditorium Flexible seating in place of the pit Shell/Sound panels Sound control in the auditorium Good sound system Access to stage from seating area Full fly loft stage
- 59. BerrienSprings Review Workshop #3 Liked FeaturesforEachMain Space– BandRoom No risers Instrument storage in the room Carpet Natural light Clouds for acoustic control High ceiling Recording capability
- 60. BerrienSprings Review Workshop #3 Liked FeaturesforEachMain Space– ChoirRoom Portable risers Natural light High ceiling Hard surface flooring not carpet One small practice room One group room (shared) Space for uniforms and music Staff and regular whiteboards
- 61. BerrienSprings Review Workshop #3 Liked FeaturesforEachMain Space– Lobby Some flexible seating (limited) Standing tables Good signage Storage for tables and seating Low and high ceiling Built-in display cases Concessions
- 62. BerrienSprings Materialize - Test Prototype - Fail Fast
- 64. Berrien Springs HS IAC/PAC •Outcomes •What aligned with the original expectations? •What surprised us? •What would we do differently? •What would we do again?
- 65. •It is fast •It educates •It is creative •It is collaborative •It builds consensus •It creates a sense of ownership DESIGN THINKING BENEFITS
- 71. THANK YOU! Q & A
Editor's Notes
- Tony Our discussion points this afternoon for this project will be EXPECTATIONS, PROCESS & OUTCOMES
- Dave Stakeholder & Community Input/Involvement (Ownership) Stakeholder Face & Voice – Not Superintendent & Board of Education Improve Student Learning Experiences Passage of a community supported bond millage (1st new bonded facility in 45+ years), stakeholder ownership and input in the planning and design of two new facilities and creation of 21st century learning spaces for students What we learned through this process is experiencing the power of engaging community at a high level and observing authentic empowerment. We would have planned to engage stakeholders earlier in the process with more focus on student involvement. Following The planning and design process would be critically important for any future project. Tony As designers we remind ourselves that we ultimately design for the end user – in this case students and administrators – I believe this must be an expectation We learned in order to truly balance the NEEDS and WANTS of the district and in turn provide for those end users – a broad cross section of stakeholders was a necessity. It affords you less opportunity to miss something. We were fortunate to have such a group We also learned when designing for new spaces the district didn’t currently have or never had opens up existing spaces throughout campus. It may sound obvious this would happen – but for all of us it was an ”AH HA” moment I wish we would’ve involved more students in the process and more importantly found better ways to engage them once we had them Following a good design thinking process that fosters listening before talking and understanding before development and general to specific thought – I would definitely implement again
- Tony The next 2 slides reflect different segments of the VISIONING process
- Tony We will talk more about the VISIONING process in more detail in a bit
- Dave My primary responsibility was recruitment of the leadership team that would drive the process from planning a campaign through the visioning process. The most significant learning for me personally was experiencing the power of “letting go”. Increasing our effort to include student voice in the visioning process. The entire process was effective; would use the same or similar process in the future Tony My responsibility as lead architect was to assist with facilitating the Visioning process; to facilitate not dictate I learned that TIMED events within the Visioning process – although often stressful for all involved was critical provoking pure thought – sometimes too much time promotes overthinking Promote project and process sooner with community and stakeholders – busy schedule factor; if you haven’t noticed not only are we getting busy – our clients equally so I would certainly promote a process again that values community input – the broader the cross section of stakeholders the better Identify the correct folks to be managers – doers vs. followers syndrome
- Tony This graphic reflects the process we used during the VISIONING phase of our project Those of you familiar with the late Stephen Covey and his 7 habits of highly effective people – this design thinking process reminds me of some of those habits “Begin with the end in mind” – where we must know what we are attempting to implement as we EMPATHIZE and DEFINE to understand “Put first things first” – where we adhere to the correct order of go – the order of GENERAL to SPECIFIC thought And lastly, “Seek first to understand, then to be understood” - listen carefully before speaking – EMPATHIZE before we IDEATE
- Tony To enable the owner to better understand through comparable facility tours
- Tony One on One Interviews to enable all parties involved to empathize more effectively
- Tony To assist the owner with WHAT they want through a PHOTO SORT exploration
- Tony Workshop 1 Spaces that teach – “read question from slide”
- Tony Workshop 1 Spaces that inspire – “read question from slide”
- Tony Workshop 1 Define the challenge – “read question from slide”
- Tony Synthesize Bringing together the separate parts of the PHOTO SORT Customizing and identifying the WHAT for our project
- Tony Prototype / Charette Ideas come alive in this segment Ownership through participation and explanation to others Importance of space relationship / adjacencies / circulation
- Tony Workshop 3 – we compiled Liked features for the GYMNASIUM
- Tony Workshop 3 – We compiled Liked features for the FITNESS CENTER
- Tony Workshop 3 – We compiled Liked features for the AUDITORIUM
- Tony Workshop 3 – We compiled Liked features for the BAND ROOM
- Tony Workshop 3 – We compiled Liked features for the CHOIR ROOM
- Tony Workshop 3 – Wed compiled Liked features for the LOBBY
- Tony Materialize In my opinion the most empowering part of the design process The steering committee was divided into groups and they were given colored building blocks to arrange to their liking 4 concepts were proposed and presented One concept was then selected and became the impetus for Schematic Design Unique components for our project [maintain a single campus setting, maximizing through shared spaces; designing for the future High School]
- Tony This was the concept presented to the Board of Education and approved for Schematic Design
- Dave The final product was very closely aligned to all of our original expectations – high community involvement, passage of a bond proposal and improving student learning experiences. The most surprising aspect of this process was the insightful ideas and suggestions each stakeholder group contributed to the final outcome. Additional focus on student involvement throughout the process. Wouldn’t do anything different in the future Tony Yes the outcome aligned very closely with the owner’s vision preserved a single campus environment maximized developed space with use of a common Lobby for the Gym and Auditorium developed a successful blend between fine arts and athletics adequate provisions were made for a future HS What was surprising for me was how a development of this magnitude effects buildings and grounds far removed from the specifics of this project – what spaces become available I agree with Dave – engaging the student more effectively is something I would do differently – as I said earlier it’s hard to discount the importance of designing for the end user I would most definitely participate in a DESIGN THINKING process again such as this – with a order of go with strategic milestones built-in Better anticipate and react to a robust construction industry The results of a MASTER PLAN study is also something I would do again – its hard to place a value on the importance of a comprehensive plan to properly forecast GENERAL to SPECIFIC thought A MASTER PLAN allows us to design 5 moves ahead – like a chess match
- Dave The level of community empowerment and the ability of community leaders to influence support was beyond amazing. Most powerful process I’ve experienced in my 38 years as an educational professional. Numerous opportunities provided for community engagement throughout the process. Never observed the deep sense of ownership experienced using this process for these two projects (PAC & IAC).
- Tony Talk from slide
- Tony Talk from slide
- Tony Talk from slide
- Tony Talk from slide