The document outlines a project by Claire Seger to design a conceptual 'learnway' in high schools, redefining hallways from simple circulation spaces to multifunctional learning environments. This design incorporates various learner-centered spaces such as group study areas, computer stations, and individual focus spaces, promoting diverse teaching methods while considering social, emotional, and physiological elements of learning. The project emphasizes the importance of creating engaging educational spaces that encourage interaction and learning, ultimately aiming to enhance educational environments.

1. Hallway2Learnway
Module 1, Signature Project
Claire Seger
“I would like my architecture to inspire people to use their own resources, to move into the future.”
–Tadao Ando
Introduction
Out of the many readings throughout the course, one that made stop and ponder was Nigaglioni’s concept
of triangular hallways. Immediately, my brain started drawing out the space she described as allowing for
“the creation of unique activity spaces that enable both formal teaching and active learning to take place
(194).” I love the idea of giving circulation corridors non-traditional uses, especially when providing a
school with needed spaces that can help save them money in the long run, as now that circulation square
footage becomes space for learning.
Overview
The expectation I gave myself for this project was to design a conceptual hallway space in a high school
that goes beyond the definition of circulation, but provides spaces for the diverse learning needs within an
educational facility. This space becomes a learning community that brings together multiple learner-
centered spaces into one community space. With the abandonment of the traditional double-loaded
corridor hallway space, “circulation function was minimized so that the instruction function could be
maximized (Capolupo, 211).” Along with supporting differentiated instruction, designing for all group
sizes, and incorporating specific types of lighting for the differing needs, one large challenge was the idea
that this could be repeatable in both existing and new educational facilities. Due to this, many of the ideas
in this project are not defined in terms of an exact layout, but rather use my iteration to illustrate how
spaces can connect and flow together. The basic ideas, however, can be applied anywhere: to expand the
hallway and create a variety of learning spaces.
To create this expanded hallway that becomes a ‘learnway,’ I took out one classroom and shifted two to
be smaller. It is important to leave space for Lippman’s “breakout niches (9).” These spaces allow a
variety of learning spaces. In my design, where the classroom was taken out, the ‘learnway’ then expands
to an outdoor learning space.
Goal/Concept
The main goal/concept of this project was to create a ‘learnway’ that doesn’t stop pedestrian traffic, but
interrupts it; encouraging students to pause to study, talk, laugh, learn, and embrace the positive learning
environment that is right outside the classroom.

2. Intended Audience
The intended audience for this design is simply for anyone who creates learning environments. Even if
not working on a hallway space, hopefully the ideas in this project can be replicated or altered to fit
multiple types of projects.
Narrative and Key Points
The Building Excellence Survey elements that will be addressed in this ‘learnway’ design include:
Sociological Elements- Alone, Pair, Small Group, Large Group, Variety
Physiological Elements- Mobility
Emotional Elements- Motivation
Psychological Elements- Reflective vs. Impulsive
Environmental Elements- Sound, Light, Seating
Perceptual Elements- Auditory, Visual Picture, Visual Word, Tactual, Kinesthetic, Auditory Verbal
**These elements are shown in italics below regarding how they relate to each space.
The ‘learnway’ is comprised of 6 spaces:
1. Large group/amphitheater
2. Display
3. Computers
4. Individual focus spaces
5. Small group study spaces
6. Bonus spaces
1. Large group/amphitheater:
As the name implies, this is a space that is intended for larger groups (5-10 people), as well as entire
classes to come out of their classrooms, and use the space. This allows teachers and students alike to have
more variety in their day, as they can choose to use this space rather than the classroom to learn as a large
group. One of the many reasons to use this space compared to a classroom, is the informal seating
provided. The nature of this informal seating allows for students preferring a lot of mobility throughout
their learning day. Larger steps to create benches and a sunken down middle to get that huddle/campfire
feel allow for larger discussions or presentations. To promote the use of this space for presentations, it is
equipped with visual and sound technology that is versatile to work with any high school subject. This
technology allows students with a preference for auditory or visual picture learning styles to thrive here.
To promote different lighting types for presentations and group discussions, ambient artificial light is
evenly dispersed throughout the space on a dimmer. During the day, this space will be lit with a louvered
skylight, which allows for more control over issues like glare and when low lighting is needed.

3. 2. Display:
Dalila’s story clearly illustrated that her motivation was increased when her artwork was displayed for
everyone to see (Wolsey, 11). Display is a very critical space to a ‘learnway,’ as these spaces are
constantly changing (variety) and allow students to communicate with each other over projects that are
more graphic in nature. This helps students who prefer to learn through visual picture learn the material
more efficiently. Display features such as vertical walls that can fold or rotate are easily integrated with
the circulation, which allows for high mobility as one walks around and looks at the art or projects. As
viewers are engaging their larger muscles while looking, it promotes kinesthetic learning. Display can be
used for not only finished student art or projects, but also ongoing student homework and studying. For
this reason, the display area also provides vertical writing surfaces such as whiteboards or chalkboards.
These vertical surfaces and their associated seating are on wheels to promote multiple configurations
(variety) of group sizes as well as a study space for more impulsive cramming sessions, or reflective
layout space. The act of simply writing on these vertical surfaces engages small motor skills and is perfect
for more tactile learners.
3. Computers:
It is important to incorporate technology into this community ‘learnway.’ There will be two types of
computer stations: computer kiosks and computer desks. This is important for supporting both students
who might spend an hour working on a project at a workstation, and those who just need to quickly check
their assignments (impulsive). There will be two types of computer desks: standing and sitting. Both the
kiosks and the standing desks allow for a student to use their leg muscles while learning (kinesthetic) and
to have more mobility as they are focusing. The choice that students have between a sitting and standing
workstation adds variety to the way they work. It is important to have good ergonomic seating (both
formal computer chairs and informal wobbly chairs or exercise balls) provided at the sitting stations, as
many people acquire poor posture habits when not provided with adequate seating. Each computer station
is also be equipped with task lighting and optional space dividers to mitigate acoustic and visual
distractions when one needs more focus.
4. Individual focus spaces:
The ‘learnway’ also features individual focus spaces which can be either informal study booths, or formal
focus rooms. Both types of spaces are intended for individual or pair work. The formal focus rooms are
separated from the rest of the ‘learnway’ through glass doors, which provide acoustic, but not visual
separation. These spaces are ideal for a quiet reading or writing area, for visual word learners. Both the
formal and informal focus spaces provide individual task lighting so that students can have more control
over the environment of their study space.
5. Small group study spaces:
Similar to the individual focus spaces, the small group study spaces provide both informal and formal
seating. These spaces are equipped with appropriate technology to practice group presentations and
promote visual picture learning. These rooms or nooks also have vertical writing surfaces for tactile
learners. If these spaces are enclosed, they are separated with a glass wall for acoustic, but not visual
separation. These separation walls can easily serve two purposes, and give built-in bench seating facing
the rest of the ‘learnway’ for students to stop and chat or review notes with others. This provides a space
for students to observe what is going on in the rest of the ‘learnway,’ but can hang back if they don’t want
to engage more.

4. 6. Bonus spaces:
The bonus spaces are some other ideas that can help really make the ‘learnway’ feel like a community. As
mentioned above, peripheral seating (both formal and informal) allows for students to have the choice for
how much they engage in the middle or action of the space. This idea ties back to the main goal/concept
of this project, which was to not force or stop students from going through the hallways as they normally
would, but interrupts their path with opportunities for learning engagement. Peripheral seating The
‘learnway’ also opens out onto an outdoor learning space, showing that space as an extension of the
community created. It allows students to go out, have mobility, and learn kinesthetically, while improving
the environment inside the ‘learnway’ with natural daylight. The new shape that the ‘learnway’ creates
for classrooms adjusts the classrooms to be smaller, but to have breakout space, which allows for variety
during the school day. Storage is also naturally created between classrooms.
Sharing the Plan
Along with sharing this project with this class’s cohort, I intend to share this design and project with my
colleagues at Stafford King Wiese Architects in Sacramento, California. In my opinion, an important
aspect of this course is to help spread the knowledge about educational facility planning and design to
others that create learning spaces.
Closing
In my opinion, the most important thing to take away from this project is to look for opportunities. Look
for opportunities to insert varied learning environments in even the more utilitarian-purposed spaces, such
as hallways. Thank you!
References
Capoluop, James, Douglas Carney, & Robert Pillar. “Re-Writing the Rules for a New Design
Literacy.” Breaking the Mold of School Instruction and Organization. Ed. Andrea Honigsfeld &
Audrey Cohan: 2010. Pg. 207-214.
Lippman, Peter. “Guiding the Design Process: The Holy Cross College Early Learning Center in Pearth
(Part II).” Holtthink: http://holtthink.tumblr.com/post/81545778780/guiding-the-design-process-
the-holy-cross-college. Accessed: Aug. 20, 2015.
Nigaglioni, Irene. “Learning Environments Matter.” Breaking the Mold of School Instruction and
Organization. Ed. Andrea Honigsfeld & Audrey Cohan: 2010. Pg. 191-197.
Wolsey, Thomas DeVere, Lapp, Diane, & Fisher, Douglas. “Breaking the Mold in Secondary Schools:
Creating a Culture of Literacy.” Breaking the Mold of School Instruction and Organization. Ed.
Andrea Honigsfeld & Audrey Cohan: 2010. Pg. 9-15.