This document provides an overview and guidance for a module called "Designing Spaces for Learning". The module will involve note taking, reading, experimentation, and reflection on theories of teaching and learning and how they relate to the design of learning spaces. Students will appraise existing learning spaces, redesign three spaces while considering educational needs, and present their findings visually along with notes. The presentation will include an introduction, appraisal of three existing spaces, descriptions of three redesigns, and a reflection on the redesigns and vision for inclusive future learning spaces. Overall, the module aims to help students explore how space design impacts learning and pedagogy.

1. Introduction to Designing Spaces for Learning
(DS4L)
With Sarah Davies and Jamie Tinney

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3. Designing Spaces for Learning.
• What does it involve?
• What is the context?
• Who will deliver the module?
• When and where will the module take place?
• How will we be assessed?
• Why is this module relevant to me?
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4. Designing Spaces for Learning
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5. What does it involve?
Note making
Reading
Experimentation
Visual Communication
Reflection
Peer Review
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Spaces
for
Learning
Theories of
teaching and
learning
Appraisal of
existing/created
spaces for
learning
Re-design of
spaces for
learning
Visual
Communication

6. What is the context?
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7. Who?
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8. When and where will the module take place?
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9. How will we be assessed?
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10. Why is this module relevant to me?
• Explore the link between learning spaces and educational
inequalities
• Investigate the tension between traditional and recent
developments in teaching and learning and how this applies to the
design of learning spaces
• Develop an overview of how learning spaces may alter pedagogical
approaches across different age ranges
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Who do I want to be?
• designers of space
• procurers of space
• users of space

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12. PRESENTATION
GUIDANCE
Re-design three identified ‘learning spaces’ for young
and/or adult learners, based on your initial analysis of
three existing ‘learning spaces’ in relation to how they
meet the inclusive educational needs of young and/or
adult learners.
Present your findings in visual form, including notes
(2000-word equivalent).
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13. Introduction: Research into what makes a
good ‘space for learning’
Use this part of the presentation to introduce:
• What is the presentation about?
• What is the context/setting?
• What is the main point/problem/topic to be explored?
• Where does it take place?
• Who is involved?
• Who is affected?
• Who might be interested?
• When does this occur?
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14. Appraise and Review three existing ‘spaces
for learning’ (minimum 3 slides)
Use this part of the presentation to appraise and review three
different ‘spaces for learning’
• How are they designed?
• How does the design relate to theories about teaching and learning?
• How do the different aspects of the design: form, function and
significance, relate to theories about teaching and learning?
• Why are they designed this way?
• Why have different aspects of the form, function and significance,
been designed that way?
• Why do these designs promote (or restrict) the inclusive educational
needs of young and/or adult learners?
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15. Re-designs (minimum 3 slides)
Use this part of the presentation to communicate your three
experiments into communicating effective ‘spaces for learning’
– What is the space?
– What is the context/setting of the space?
– What is the main point/problem/topic to be explored through the re-design?
– Where will the space be located?
– Who will use the space?
– How have you re-designed the space?
– How does the re-design relate to theories about teaching and learning?
– How do the different aspects of the design: form, function and significance,
relate to theories about teaching and learning?
– Why have you designed it this way?
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16. Appraise and Review re-designs through
reflection
Use feedback from peers (formative presentation) and architects and
tutors (summative assessment) to inform this section
• What has been successful and why?
• What has been less successful and why?
• What is it about these designs which promotes the inclusive
educational needs of young and/or adult learners?
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17. Conclusion: Your vision for inclusive future
‘spaces for learning’.
Use this section to iterate one of your designs based on reflection and
share your vision of inclusive design through ‘spaces for learning’ – or
good design!
Include a personal reflection on your learning process:
• How did you use the visits, lectures and workshops to develop your
thinking about ‘spaces for learning’?
• What did you do when things didn’t go to plan?
• What would you do next time?
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