Rationale: This design brief is intended to take into account the results of Heath’s VAST heuristic (relating to activities) (1989, in Elliott-Burns, 2003) and a selection of Lackney’s Design Principles (n.d.). Hennah’s (2007) concepts of traffic flow and layout will be incorporated. The design will also consider the requirements of integrating a guided inquiry pedagogy. The users of the space will also be given the opportunity to take part in the process. Heath’s VAST heuristic offers a “rich alternative” (p7, 1989, as cited in Elliott-Burns, 2005) to a checklist approach to designing and can be used to evaluate a learning space and lead to the design of a new one. Heath (1989, in Elliott-Burns, 2005) elaborates distinct elements which need to be considered in designing spaces for living and working. The VAST table relating to Activities within a space was used to critically appraise what was done in the junior section of the Library and to generate solutions. Lackney’s (n.d.) framework of 33 Design Principles is intended to serve as a framework of principles around which educators and design practitioners can organise the process and production of an educational facility design. The 33 Principles have been derived from educational research and the reflective practices of educational and design practitioners (Lackney, n.d.). In this design brief, I have chosen to focus on Principles 1, 3, 6, 12, 14, 23 and 27 as being most relevant to the context. Hennah (2007) contextualises a library as a retail store, advising library designers to consider users as customers. How space is used and the traffic flow in a library can be used to determine hot spots and draw links between library usage and layout. Hennah’s recommendations on t... ... middle of paper ... ...ved April 25, 2010, from School Design Studio: http://schoolstudio.typepad.com/school_design_studio/33-educational-design-pri.html Lyons, A. (n.d.). DESIRE LINES. Google. Retrieved May 26, 2010, from ttp://74.125.155.132/scholar?q=cache:zgKiOrILK3AJ:scholar. Michell, P., & Spence, S. (2009). Inquiry into Guided Inquiry. ACCESS , 23 (4), 5-8. Nair, P., & Fielding, R. (2005). The Language of School Design: Design Patterns for 21st Century Schools. DesignShare Inc. Radcliffe, D., Wilson, H., Powell, D., & Tibbetts, B. (2008). Designing Next Generation Places of Learning: Collaboration at the Pedagogy-Space-Technology Nexus. St Lucia: University of Queensland. Seeley Brown, J. (2006). New Learning Environments for the Twentieth Century: Exploring the Edge. Change , 38 (5), 18-24. Sens, T. (2009). 12 keys to library design. Library by Design , Spring, 34.
*My overall consideration in setting up my room was student safety. I then took into account best practices for their learning and designed my room from there in order to be accessible to all students when needed to best support their learning.
...y conceptual. But I sense that this might suffice as an initial tip and could help the multitudes who are carrying on the design procedure of these dorms. [2][5]
Zenger, Weldon F. & Zenger, Sharon K. (1999). Schools and curricula for the 21st century: Predictions, visions and anticipations. NASSP Bulletin: Vol. 83 (pp. 49-60).
In earlier times, the acquisition and spreading of knowledge was not used to improve society. Instead it was used to have control and to exclude certain groups. As one could imagine, there needed to be a change in the way that the education system was set up. In her essay, “Project Classroom Makeover”, Cathy Davidson discusses how the “one size fits all” model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more inclusive and creative. The “democratization of knowledge” is the improvement and modernization of how information is taught and learned. Having a modernized and advanced learning system is a vital point for students because they gain insight and experience with what is considered a society dominated by advanced technology. Technology has become a dominant resource in the 21st century which makes it a relevant and essential factor needed to succeed in the world of education and
Parr, Graham 2010, Inquiry-based professional learning : Speaking back to standard-based reforms, e-book, accessed 29 May 2014, .
...lectronic learning environments: Games, flow and the user interface. Presentation at the national convention of the Association for Educational Communications and Technology (AECT), St. Louis, MO, USA.
Disconnection between design, construction, and operation phase leads to the build environment that do not always perform as it is intended. Higher education buildings has received insignificant attention in regard to building performance appraisal despite the recognition of physical learning environment as prominent criteria in the creation of knowledge and learning. This research addresses the effectiveness of a physical learning environment in terms of supporting pedagogical practices- learning activities- such as teamwork, concentration, and communication. This study is evolved around a case study of the relocation of Construction Science Department within the campus of Texas A&M. The mixed methodology of quantitative and qualitative research
The small, but delightful, Library for Rare Books was completed in 1982 by van Heyningen and Howard Architects. The carefully designed building protects its treasures, which includes manuscripts, by employing minimal windows coupled with a ventilation and humidity system that does not require air conditioning. The library is a red and grey-banded brick box with a barrel roof – stunningly simple and beautiful.
Hegeman, J. (2008). The Thinking Behind Design. Master Thesis submitted to the school of design, Carngie Mellon University. Retrieved from: http://jamin.org/portfolio/thesis-paper/thinking-behind-design.pdf.
Universal Design for Learning Taskforce. (2010). Universal Design for Learning, The Facts for Educators. Retrieved March 21, 2010, from UDL Universal Design for Learning Taskforce: http://www.advocacyinstitute.org/UDL/Educatorfaqs.shtml
The design of a building is often reflective of its function. Without certain accommodations and details, a building will be visually appealing, but mostly useless to its inhabitants. The function of a school is particularly dependent upon its design. The design of New Spring Middle School will reflect the holistic middle school concept.
When building a classroom, the indoor learning environment will be influenced by the building and play area that surrounds the building. A classroom needs to have adequate space for children to play, explore and learn. Children need to have continuous access to water, bathrooms and a sink for handwashing. Although each room or center will be different they need to maintain areas that are easily and safely supervised from all areas of the classroom. The space needs to be organized into learning centers with well-defined areas. Areas such as science, art, sensory, bathrooms and eating areas need to be near a water source. Other areas such as block areas, library and housekeeping should be kept in areas with large area rugs or carpet.
Architectural spatial or interior designs can be participatory or performance-based but in most cases would feature a combination of the two. Although performance is an obvious undertaking in design, participation may no...
The instructions created by teachers and trainers in different educational and training institutes as well as in training programs of different organizations, which include the “instructional experiences which helps in making the learning a better experience by enabling and making the process of acquisition of related and relevant knowledge and skill more efficient, appealing in nature, and effective for the learner; is known as “Instructional Design”.
Using methodologies like project based learning, inquiry, and problem solving, would be some best ways to promote learning in the 21st century. Making students own their learning and working with their interest will turn them into active learners and results-oriented individuals. In a well-designed building known to be popularly called school in the “past” are now called learning studios, learning plazas, and home bases. They shift as needed in several varied extended learning areas and collaboration zones. These include project-planning rooms, workrooms, and other breakout areas (Pearlman,