CEFPI Mayfield project- Curriculum Group-Multi-purpose spaces-Dr Neda Abbasi-May2010-Perth


Published on

The outcome of research into multi-purpose learning spaces and some of the factors that might influence their effectiveness.

Published in: Design
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

CEFPI Mayfield project- Curriculum Group-Multi-purpose spaces-Dr Neda Abbasi-May2010-Perth

  1. 1. Mayfield Project Curriculum Group The Role of Multi-purpose Learning Spaces in Supporting 21 st Century Curriculum Council of Educational Facility Planners International (CEFPI)
  2. 2. Defining multi-purpose spaces <ul><li>Terms such as ‘Learning Studio’, ‘Learning Community’ and ‘Flexible Learning Space’ </li></ul><ul><li>Spaces within which a variety of learning activities can take place </li></ul><ul><li>Spaces that provides for a wide range of pedagogical practices and learning styles </li></ul><ul><li>Spaces that take a variety of forms according to a school’s social and cultural contexts, students’ ages and abilities, educational philosophies, curriculum and pedagogies </li></ul>
  3. 3. Examples; Learning Studio in UMSL 27/04/2010 from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheSpaceIstheMessageFirstAsses/162874
  4. 4. Examples; Learning Studio in Scotch Oakburn College 27/04/2010 from http://www.fieldingnair.com/
  5. 5. Linking Pedagogy and Space [1] <ul><li>A very first & basic step to ensure the effectiveness of a multi-purpose space </li></ul><ul><ul><li>Understanding the curriculum context including ‘teaching & learning principles’, ‘learning strands & domains’ & ‘key pedagogical approaches’ </li></ul></ul><ul><ul><li>Determining the functions a space, the specialist facilities, equipments and services required </li></ul></ul><ul><ul><li>Designing learning setting with certain spatial qualities, furniture, technologies, equipments and relationships to other spaces </li></ul></ul>[1] For further examination refer to Dr. kenn Fisher, Linking Pedagogy and Space, 21/04/2010 from http://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/Linking_Pedagogy_and_Space.pdf Department of Education and Early Childhood Victoria, Victorian School Design, 21/04/2010 from http://www.eduweb.vic.gov.au/edulibrary/public/propman/facility/vsd-introduction.pdf
  6. 6. Linking Pedagogy and Space <ul><li>An effective multi-purpose space is Flexible . </li></ul><ul><ul><ul><li>Change is an inevitable part of schools. Changes in demography, society demands, educational focus, learning and teaching principles and the curriculum areas, make schools constantly evolving contexts. Learning spaces of schools need to keep pace of the changes. To support the changing needs of the school curriculum and meet learning and teaching needs, a multipurpose space needs to be flexible. </li></ul></ul></ul>
  7. 7. Space layout and spatial relationships <ul><li>Location of a multi-purpose space within a school site </li></ul><ul><ul><ul><li>A multipurpose space may serve a number of learning spaces and be shared by a number of smaller learning communities and sub-schools. </li></ul></ul></ul><ul><ul><ul><li>A multi-purpose space may be used by the local community -> being welcoming to the community and safe for students </li></ul></ul></ul><ul><li>Spatial relationships and adjacencies of the various learning settings within a multi-purpose space </li></ul>
  8. 8. Zoning for Acoustics <ul><li>Managing the noise created in different learning settings brings to the fore the importance of zoning for acoustics. </li></ul><ul><li>Reflective, Creative & Interactive zones . Each zone facilitates certain learning modes and activities and requires specific spatial qualities and furniture [1] . </li></ul><ul><li>Various design-related strategies may be applied to apply zoning: </li></ul><ul><ul><ul><li>Screening </li></ul></ul></ul><ul><ul><ul><li>Level difference </li></ul></ul></ul><ul><ul><ul><li>Carpeting floors and covering surfaces of a space with sound absorbing materials </li></ul></ul></ul>[1] For further information refer to the works of Rubida Research that specialises in practical research on the planning and design of learning environments under the direction of Associate Professor Kenn Fisher; http:// www.rubida.net /
  9. 9. Zoning for Acoustics; screening Chism, Nancy, Liz Coles, Erica Pyle, Lauren Bevers, and Brooke Worland. ES Informal Learning Spaces: A Study of Use 2005 retrieved 12/1/2010. Available from cimc.education.wisc.edu/about/Staff/Catherine/TL_06.ppt.
  10. 10. Zoning for Acoustics; screening 27/04/2010 from http://www.echucacollege.vic.edu.au/pdf/Neighborhood%20@%20Echuca%20College%20Pres.pdf 27/04/2010 from http://www.education.vic.gov.au/edulibrary/public/teachlearn/innovation/lpd/iledconference/atlantic_pointlonsdale.pdf 27/04/2010 from http://www.glasgowarchitecture.co.uk/images/jpgs/saltire_centre_210507_kh2.jpg 27/04/2010 from http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf
  11. 11. Visual Connections & Visual Privacy <ul><li>Transparency or creating visual connections between learning settings allows staff and teachers to keep an eye on students and provide necessary support and assistance </li></ul><ul><li>Transparency has positive psychological effects on students and teachers. </li></ul><ul><li>‘ Encouraging effects of viewing other people being engaged in learning’ </li></ul><ul><li>It is necessary to provide the control over being seen in certain learning settings e.g. meeting and interview rooms and rooms for serving students with special needs </li></ul>
  12. 12. Visual Connections & Visual Privacy 29/040/2010 from http://www.education.vic.gov.au/edulibrary/public/teachlearn/innovation/lpd/iledconference/pen_turner.pdf
  13. 13. Considerations for Specialised Learning Settings <ul><li>Considerations with regard to services, equipments and spatial qualities required for specialised learning settings such as arts and performance, science, cooking and music lessons </li></ul><ul><ul><ul><li>Wet areas </li></ul></ul></ul><ul><ul><ul><li>Connection to outdoor learning environments </li></ul></ul></ul><ul><ul><ul><li>Appropriate furniture and storage </li></ul></ul></ul><ul><ul><ul><li>Floor coverings and the materials used on walls </li></ul></ul></ul><ul><ul><ul><li>Lighting and ventilation </li></ul></ul></ul><ul><ul><ul><li>Gas, electricity and water supplies </li></ul></ul></ul><ul><ul><ul><li>Learning Technologies Requirement </li></ul></ul></ul>
  14. 14. Furniture <ul><li>Mobile for easy movement and quick reconfiguration of learning settings </li></ul><ul><ul><ul><li>Light materials </li></ul></ul></ul><ul><ul><ul><li>On wheels </li></ul></ul></ul><ul><li>Modular to accommodate various groupings of students </li></ul><ul><li>Special forms to allow collaborative learning and various groupings </li></ul><ul><li>Comfortable and stimulating </li></ul>27/04/2010 from http://www.fieldingnair.com/
  15. 15. Furniture 26/04/2010 from http://schoolstudio.typepad.com/school_design_studio/2007/12/ordrup-school-i.html 26/04/2010 from http://www.4thoughtconsulting.co.uk/page4.htm
  16. 16. Learning Technologies <ul><li>The placement of data projectors, projection screen and smart board </li></ul><ul><li>Islands of desktop computers in an open multi-purpose learning space </li></ul><ul><li>Appropriate storage and furniture </li></ul><ul><ul><ul><li>Laptops on trolleys for charging and storing them easily and moving them around quickly, </li></ul></ul></ul><ul><ul><ul><li>Design of computer desks with special form and placing them on wheels </li></ul></ul></ul><ul><li>Provision of data points from the floor </li></ul><ul><li>Informal learning spaces for access to information via wireless technologies </li></ul>BCSE. 2007. Learning Technologies and Schools of the Future. 26/04/2010 from http://www.bcse.uk.net/downloads/IC8647_BCSE_Brochure_V7.pdf .
  17. 17. Learning Technologies
  18. 18. Other important factors <ul><li>Inclusive & Participatory Design Process that involve teachers, students, parents and other stakeholders in the design process </li></ul><ul><li>Leadership approaches and strategies e.g. flexible open leadership strategies that allow staff to come up with ideas about how to use and share the space </li></ul><ul><ul><ul><li>Tools such as ‘VisionMapper’ can be used to assist consultation process and applying participatory design approach </li></ul></ul></ul><ul><ul><ul><li>Futurelab. (2009). &quot;What if...? Learning Spaces Workshop Cards.&quot; from http:// www.visionmapper.org.uk/ideas/spaceworkshopcards.php#buy </li></ul></ul></ul>
  19. 19. Other important factors <ul><li>Considering a preparation and training stage before occupation of a new multi-purpose learning space when teachers and students are offered the opportunities to settle in the new learning space and acquire mastery of how to use or modify the space </li></ul><ul><li>Timetabling and planning for teaching e.g. teachers negotiate about when and how to use different learning settings in a multi-purpose learning spaces depending on the requirements of the learning tasks they are going to run </li></ul><ul><li>Teachers Professional Development </li></ul>
  20. 20. Thank you… Dr Neda Abbasi PhD, The University of Melbourne, Australia [email_address] [email_address] Mayfield Project, Council of Educational Facility Planners International (CEFPI)