DEVELOPMENT OF MODERN SCHOOL FURNITUREProgram // MSc4 ID3 // February 2014 // Collaboration with Højer Møbler A/S

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Master thesis in Industrial DesignArchitecture, Design & MediatechnologyAalborg University

Program title: Development of modern school furnitureHand in: 28th of February 2014

Project period: 3rd of feb. - 28th of may 2014

Project participants:Christine Fanny OlsenKristina Ekkelund JensenRikke Møller

Supervisor:Kaare Eriksen Institute of Architecture, Design and MedietechnologyAalborg University

Contact information:Mail: eriksen@create.aau.dkPhone: +45 21 78 36 58

Cooperator: Højer Møbler A/SIndustrivej 12 Vester Hassing, 9310 Vodskov www.hojermobler.dk

Contact information:Heidi Nørgaard JensenProduct managerMail: hnj@hojermobler.dkPhone: +45 23 69 52 52

Pages: 35Appendix: Page 28Definition of words: Appendix 1.

TITLE SHEET

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Christine Fanny Olsen

Kristina Ekkelund Jensen

Rikke Møller

The main part of my studies in the field of industrial de-sign has been absolved in Denmark at the University of Southern Denmark and Aalborg University. Apart form that I have gathered inspiration and knowledge form other European countries. I’m a dreamer and like to ob-serve my surroundings, which help me to come up with the design ideas I like to work with. +45 51327340 Christine.fanny.olsen@gmail.com

I am born and raised in the Aarhus area. I graduated as Bachelor of engineering in Integrated Design at Univer-sity of Southern Denmark in Odense. All my studies have been focused on the development of industrial design products. I value solutions which fit into the socio-cul-tural context and give value to someone. Focus this semester: Modeling, Testing, Visuals, Commu-nication of ideas+45 28746040 ekkelunds@gmail.com

I have a bachelor in Industrial Design from Aalborg Uni-versity, and continued directly on to the candidate. Be-fore my bachelor project I have worked with architectu-re and urban projects, but have ever since only worked with Industrial Design. I use my surroundings as inspirati-on to create exciting, different and quirky ideas. I appre-ciate user-oriented solutions that don’t compromise on the function, aesthetics or quality.+45 30272680 rikkem@live.dk

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PREFACE# Hvorfor vil vi arbejde med højer

Hvordan ser det ud med folkeskolen!? Hvorfor er det spændende at arbejde med folkeskolen?

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TABLE OF CONTENTSAbout Højer Møbler 7The competitors on the market 8Actors map 10Four levels of freedom 11The board solution 12The Modern School 15School visit 18Design brief 24Next steps 26Source 27Appendix 28

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ABOUT HØJER MØBLERThe information about HøjerMøbler A/S is gathered on their webpage (www.hojermobler.dk) and from observa-tions made from the first visit with Heidi Nørgaard Jen-sen, Product manager at Højer.

HøjerMøbler A/S has more than 20 years of experience in development, production and delivering learning fur-niture for educational use. Højer describes themselves as providers of functional, inspiring and innovative solu-tions that support different kinds of learning methods, as the new school reform refers to. They describe their customer contact as a careful and thoughtful arrange-ment of solutions supporting the pedagogical goal and promote welfare and learning within the people who use them.

“When a school wants new furniture, it is impor-tant to us to guide the schools to good solutions, that they will value for a long time – We do not sell furniture we create learning environments customized for each school”, Heidi, Højer.

Højer Møbler, FurnX and OJ Skolemøbler are all rela-ted companies in the same concern. OJ Skolemøbler is the traditional brand, but now Højer is the brand on the Danish market, and FurnX is the brand known outside Denmark. The development of a new product solution is designed by Højer and FurnX, as they have the same employees. Højer do not manufacture product parts, but order from outside manufacturers. Højer assembly the product, pack and send it to the customer.

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Højer has a broad range of furniture for schools. Looking at their product portfolio gives a view of a both standard traditional assortment and innovative and creative furni-ture. An example of Højers innovative design is the new table, named Mute, which table surface absorbs noise and in this way gives a better indoor environment. An overview of Højer Møbler can be seen in the illustrati-on below.

Højer’s core value Innovative within learning solutions – Follow the development of teaching and well-beingNeed and user orientate – Include the users in the development processCreate practical and system based solutionsScalable solutions – Ad on to the existing furni-ture solutions20years life expectancy and Fulfill Danish standards within environmental de-mands, the Danish label for indoor climate and only use of sustainable wood – within own pro-duction partners

Højer

OrganisationFurnXOJ skolemøblerHøjer

QualityWarrenty 7 years on own productionLife expectancy 20 yearsFulfill Danish standards within environmental demands

DeparmentsProduct developmentSales departmentAssembly

SlogansSpace for people in movementThe best possition is the next oneWe do not sell furniture - we create learning environment

Customer contactUser-orientateFocus on the need - costumized solutions for each schoolFocus on the holistic solutions and to integrate the existing furniture

First moverSchool environmentsFuture schoolsFurniture for learning

MarketEducational environments- mainly elementary school20 years of experience

CompanyProfile

Work solutions Practical solutions System based solutionsScalable - Ad on parts

Work methodContact to the usersDevelop solutionsExternal productionAssembly the partsPack furnitureDeliver furniture

ill. 7.1 The group members overview of Højer from interviews and website research

Højer aims for a seven week delivery time. The delivery time is an important part of the agreements with the schools. The fast delivery is possible since the furnitu-re parts are produced in Denmark and northern Euro-pe. Højers life expectancy on their furniture is twenty years and they have a warranty of seven years, which demands a high quality as the demands for furniture in Danish schools are higher than the European demands, which Højer Møbler fulfils. All Højers own furniture is la-belled with the Danish indoor climate label, which me-ans increased demands according to degasification of chemicals in products. Højer only uses sustainable wood in own furniture. A few products in the assortment are bought from other companies to have a wider range of products.

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The aim is to understand the market for school furniture and to see how Højer differentiates. A diagram mapping of the focus points of companies has been made, to see where Højer is differentiating.

The companies are found through research on which companies that the Danish schools use to provide school furniture. The estimations are done on basis of the com-panies’ web-pages and product range. The companies are all designers of school furniture. Consultancies are also selling furniture solutions for schools, but selling brands, which are not developed or produced by them-selves. The consultancies are not specialised in school in-terior, but more office interior in general. These are not seen as direct competitors and are therefore left out of this analysis.

THE COMPETITORS ON THE MARKETExplanation of the competitors mapping

1) Holistic oriented need solving – Do the company help to understand the need and provide a holistic solution for the elementary school when buying new furniture?2) Multifunctional solutions – Do the companies devel-op multifunctional products, which can be used for dif-ferent purposes and products that are module based, so additions are possible. 3) Innovation level – How innovative are the companies approach and solutions for the modern school? 4) Developed by them self – Is it the company who is developing the furniture solutions by them self? 5) Ergonomics – How focused on ergonomics is the company when providing both total solutions and single products. 6) Environmentally aware– How much focus does the company have on the environment?7) Work with other areas – Do the company create so-lutions for other areas or businesses than the elemen-tary school. A high position = work with many different areas.8) The product range of school products – How large are the companies’ range of furniture for the school not including the vocational facilities. 9) Manufacture by themselves – Do the company ma-nufactures the products by themselves?10) Sell other manufactures products – Do the company sell external products in their total solutions?11) Sell outside Denmark – How big is their market out-side Denmark?

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8. The product range for school products

7. Work with other areas

3. Innovation Level

2. Multifuctional solutions

6. Environmentally aware

1. Holistic oriented need solving

Competitors mapping

10. Sell other manufactures products

9. Manufacture by themselves

5. Ergonomic

11. Sell outside of DK

4. Develop by themself

Højer Kinnarps Holmeris Flexform

SIS Functional Furniture Vanerum SIS FJ Trading

Low Middle High

Sum upThe most of them have high focus on the best holistic so-lutions for the elementary school’s needs and when the company don’t have specific furniture designed by them self, they use external furniture designs for help.

The big companies Kinnarps, Holmris Flexform and SIS Functional Furniture have a bigger work area, where other environments than education are in focus as well. This can influence their specific knowledge in the ele-mentary school environment compared to the compani-es, which core competence is solutions for the elemen-tary school.

All the companies have their own ways of reaching and covering the needs from the elementary schools, but in total they are similar in their way of thinking - The functi-onality and ergonomics are essential for them all.

Højer is together with Holmris Flexform standing out in the innovative category. They have focus on the future upcoming tendencies for the schools and develop their products in that direction.

Højer needs to keep on being innovative to stand out, and to follow the development of the elementary schools.

ill. 9.1

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The actors map shows the process and who is involved when the school buys new furniture. The understanding gives an idea of the complexity of the arrangements and which parameters that influence the decision.

When the public schools buy furniture in Denmark they are limited by the public agreements made by the mu-nicipality, which limits the school to buy furniture from one main supplier. Having this type of agreement is es-sential to a company like Højer, since this is the main way to sell school furniture in Denmark (Konkurrence og for-brugerstyrelsen, Københavns Kommune).

The schools economy is limited by the municipality, but the final decision maker, of which furniture to buy, is the management of each school. The decision is influenced by the school board and the teachers. (School visit and information from Højer) A simple description of how the actors influence each other is seen on the illustration be-low. Different types of agreement and further descrip-tion of the process is described in appendix 2. Actors Map.

ACTORS MAP

CompanyPublic

AgreementMunicipality

School

TeachersSchool

managementSchool Board

Money

Agreement

Service

Products W

ishes,

Orders,

Money

InfluencersDecision

ill. 10.1

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Højer has done research projects to get insight into the school today and which new type of furniture is needed. Højers observations show a need for a school environ-ment which both facilitate different work constellations simultaneously and quick changes in teaching styles.

”Over time we have understood, that it is ne-cessary to activate the pupils when learning, otherwise the learning is not effective enough” Headmaster, Vester skole

The school is limited by its walls and space is often an issue, which forces the teacher to think alternatively to fulfill these demands.

Højer has developed “the four levels of freedom - the in-terior design of learning environments” which is a mo-del, describing how the interior is placed in different learning environments. The model is divided into four

steps going from the traditional frontal interior to the free interior. Højer has developed the model to illustrate how the interior can be designed to support a more acti-ve learning where scene changes are quick suitable for a differentiated teaching (Heidi Jensen, Højer)

The characteristic for each step is showed in the figure below, which is identical to the one developed by Højer. The yellow lines indicate the rooms in each of the four levels. The blue box is indicating the aim of Højers inno-vative furniture.

Sum upThe model “Four levels of freedom” describes through architecture and interior how the school can be suppor-ted to more active learning. The model will be used con-tinuously during the project.

Frontal Move around Move out Free

Højer

• Frontal teaching • Effective change of scenery• Flexibility in the furniture• 360° perspective

• Activation of passive areasActivation of pupils• Flexibility in the interior• Differentiated room scenery• Quote: “The best sitting position is the next”

• Set the teaching free• From space to place

Four levels of freedom - the interior design of learning environments

FOUR LEVELS OF FREEDOM

ill. 11.1

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The Board Solution DevelopmentHøjers solution is a board supporting the active learning by setting the teaching free or in other words provides an effective change of scene. The board is developed by Højer in collaboration with 3Part. The early edition is in-troduced at Vestre skole, which has seen great potential in the product. The development process has reached far to end up with the board solution. See some of the

sketch and idea process below. In the final version, the focus on storage and other functionalities are put to side, to focus on the core aspect:

To provide a work surface for effective change of scenes.

The Board SolutionWork surfaceA fold, which makes it easy to hold the bo-ard, gives an edge which helps you to carry stuff around and makes it able to place it slanting for a better writing position. Elastic bands which can hold personal items, books, paper etc. for easier to carry-ing things around.Material: Pagholz, an impregnated be-echwood veneer. Size: 56 x 40 cm

The board solution is also thought to be a part of a sys-tem. Højer has sketched ideas of different types of mounting solution – Here for the wall and for free stand-ing in the room to provide a fast setup of a work surface.Højers difinition of the board solution is explaned in ap-pendix 3. Egenskaber ved skrivepladen.

THE BOARD SOLUTION

ill. 12.1

ill. 12.3

ill. 12.4

ill. 12.2

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The Board Solution in useThe board solution is an individual tool, used in the mod-ern school. It works as a table surface that can be moved around and used in many situations – e.g. for when sit-ting on the floor, outside and all around the school. It gives the pupil his or hers own personal table surface which easily can be moved around so work can be per-formed in varying situations.

The board solution aims for the 5th– 9th grade, as it is con-structed now, since this is too big for younger pupils to carry around.

ImplementationHøjer expect to introduce the board solution to the mar-ket during 2014 at a price: 500-700 DKK pr. board. Højer has done observations in schools, which shows that the different working styles are in focus, but also that the ex-isting school is having a hard time adapting to changes:

Frontal Move around

Move out Free

Board Solution

Implementation

Make more familiar

The board is designed to fit the free level environment, but to reach a good implementation of it in the schools, it needs to be presented in the smaller amounts in the move around/move out environment, so the teachers can get used to it and use it frequently.

”The active educational styles conflicts with the existing settings, which are designed for the old school” Quote from Højer´s observations.

Using the solution is ground-breaking and can be hard to implement in a school with conservative teachers. For the board to become successful it is important to con-sider how the teachers will take it to hearth otherwise it will be forgotten and not used. Further field research confirms this problem, which are described in the chap-ter School Visit p.18.

To reach the fourth level of freedom, Højers idea is to start the implementation of the board solution at the second and third level with a couple of boards in the class room, which can be brought for work outside the stationary classroom. When the classroom develops to a more dynamic room the board can be used in there too. When the fourth level is implemented the board will be used frequently, where each pupil has their own board. As shown in the figure below, the implementation is intended to start at a familiar level which the teach-ers relate to and where a graduated development of the teaching situation is supported.

ill. 13.1

ill. 13.2

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Sum upHøjer has developed a transportable work surface, the board, see pic. 14.1, which is flexible enough to be easily brought around by pupils at 5th – 9th grade, when new work positions are needed.

The board solution is a tool supporting the fast and ef-fective change of scene and in this way helps to achieve the active learning.

The Board with an A4 paper

Due to the implementation of the board, the teachers can have difficulties using the board and make it a part of their teaching since it demands change of teaching style. The development of the solution for this project can have similar challenges, which needs to be consid-ered and actively dealt with.

Pic. 14.1

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Longer and varying school day

Up to 9 hours longer weeks for the youngest pupils

More movement – 45 min daily

Varying, different and practical teaching methods

Challenge both strong and weak pupils – offer homework assistance and immersion

Ground value of the school design is to foster solidarity between the pupils

Focus on the well-being, calmness, order and educational environment with follow up

using questionnaires

School

School Reform 2014The school reformIn Denmark there is a continuously focus on the devel-opment of the school sector and how the system needs to be to create the best environment for good learning. The new upcoming school reform, which is to be imple-mented in august 2014, is likewise an indication of that the educational environment is changing and forced to be run in a more optimal way.

The new school reform has focus on flexible learning environments, varied teaching and space for everyone. The reform is built upon scientific knowledge about the chosen methods in the reform (School reform, 2014). The school reforms significant increase of hours; focus on teaching methods and well-being sets the higher de-mands for school environment and furniture. Highlights from the school reform are showed in the illustration 15.1.

THE MODERN SCHOOL The schools are slowly developing form the traditional settings to a more modern way of teaching. The aim is to create the best suitable school environment for all pu-pils. To get an understanding of the upcoming tenden-cies, a study has been made of the new school reform, new teaching methods and how the technology is influ-encing the teaching in schools.

ill. 15.1

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Good teaching The aim of the elementary schools is to educate the pu-pils well and get them ready for the next steps in the education system. Effective teaching and well-being is in focus by the elementary schools (School reform, 2014). Theoretical science has shown that good teaching is about:

• Safe and comfortable surroundings • Creative and positive environment• Varied teaching creates motivation

(God og motiverende læring – Eva.dk)• Participatory teaching methods - active pupil

See the “Learning pyramid” below. (The Learning Pyra-mid – from the National Trainung Laboratories. Bethel, Maine)

In practise some schools are experimenting in the field to create the new good school. Creating motivated pu-pils is tried out by using exercises, movement, different teaching methods and change of location.More activities during the lessons or between the les-sons have a great influence on the pupils learning abiliti-es and motivation. This is supported by the project-orien-ted teaching and the use of external teaching locations.(“Inspiration catalogue from school to school” – eva.dk)

Looking at examples, “Ny Holteskole” has made a chart of their idea of the good school and what good teaching is, based on the attempts in the school.

5 %

10 %

20 %

30 %

50 %

75 %

90 % Teaching Others

Practice

Group Discussion

Demonstartion

Audio-Visual

Reading

Lecture

Average Retention Rates

Pass

ive

Tea

chin

g M

etho

ds

Part

icip

ator

y T

each

ing

Met

hods

The Learning pyramid illustrates the retention of the le-arned information’s through different learning styles. The most rewarding teaching methods are through the Participatory Teaching Methods where the pupils are ac-tively participating in the teaching.

Finds an active location in a good visual learning environment and consider physical

activities and outdoor environments

New Holte SchoolThe Good Teaching

Builds on a good and safe atmosphere and gives the pupils the opportunity to be active

Builds on the pupils to have impact on the content and the methods of the teaching

When there is a transparent structure and clear rules

When the pupils get fitting challenges and have the opportunity to develop

Varying teaching methods and focus on diversity in learning suitable for each pupil

Prepare the pupils to reflect on new knowledge

Gives the opportunity of group work and individual work

Source: “Inspiration catalogue from school to school” p.46 – eva.dk

Part of New Holte Schools chart ”The good school” - A chart of their understanding of new school reform

ill. 16.1 ill. 16.2

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One of the new teaching methods is the “flipped class-room method”, where the pupils get the most out of the time used with the teacher. The pupils get the subject in-formation at home through a video e.g. instead of fron-tal teaching by the black board and solve related tasks in class while the teacher supervise. See appendix 4. Flip-ped classroom.

Technology in schoolsTechnology is being integrated and increased conti-nuously in the Danish modern school. The digital govern-ment administration (digitaliseringsstyrelsen) is funding digitalisation in the public schools to support the increa-se of use.

The future teaching methods like flipped-classroom uses technology to replace the frontal teaching which helps to use the teachers time more effectively. See appendix 4. Flipped classroom.

Educational material is also developing into the digital world to provide more flexible teaching. As an example Systime (publisher) and Dansklærerforeningen are run-ning a project to make digital school books.

Technology is used in group work, where the pupils use technology to educate and help each other during the process. Such a project is running at Hillerød Vest Sko-le, where the pupils make animations and posters which have resulted in more active pupils. The teachers see the technology as a useful tool in this process to reach all pu-pils and create the active learning. (Politikken, PA-tillæg, “Den moderne folkeskole”, 2.marts 2013, ”En folkeskole I tridt med tiden”, ”Digitalt liv I dansk undervisning” and ”Elever skal undervise hinanden”) Appendix 5. Techno-logy gives a more thorough description.

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Børn skal læse, regne og GoogleDet er lige så vigtigt, at børn lærer at søge viden, som de lærer at læse og regne. Derfor har Egedal Kommune indført en ny læringstilgang for digitale medier – som viser sig også at gøre børnene til bedre læsere.

Tekst: Karsten Østergaard - pa-magasiner@mediamovers.dk

Tidligere kunne læreren garantere for kvali-teten af den viden, eleverne blev præsenteret for. Undervisningsmaterialer og bøger var blåstemplet af højere læreranstalter og nøje udvalgt af den enkelte lærer. Men sådan er det ikke mere.

Tablets og smartphones giver nemlig børn adgang til viden og digitale værktøjer når som helst og hvor som helst – også uden-for klasseværelset. Det ændrer fundamentalt på den måde børn lærer, fordi de selv skal kunne navigere i viden og værktøjer – og at kunne det er lige så vigtigt som at lære at læse og regne.

”De digitale medier gennemsyrer vores hverdag og vores arbejdsliv, men i skolen får eleverne besked på at lægge deres telefoner væk, når undervisningen begynder. Sådan er det ikke i Egedal Kommune, hvor vi har en vision om at skabe en ny læringstilgang, der giver børn de kompetencer, der skal til for at navigere i vores digitale verden,” siger Stieg Eriksen, der er centerchef for Dagtilbud og Skole i Egedal Kommune.

Børn starter i to-årsalderen It-konsulent i Egedal Kommune Kim Byr-

”Børn i to-årsalde-ren kan lege med tablets og det bety-der, at børns digitale kompeten-cer allerede grundlægges her.”

ding høstede de første erfaringer med tablets for helt små børn, da han som en af de før-ste i landet begyndte at eksperimentere med tablets til vuggestubørn.

”Børn i to-årsalderen kan lege med tab-lets, og det betyder, at børns digitale kom-petencer allerede grundlægges her. Derfor har vi som noget nyt udviklet en fælles me-dielæringsstrategi for alle institutioner – en strategi som sikrer sammenhæng i digital læring fra vuggestuen og hele vejen op til afgangseksamen i niende klasse,” siger Kim Byrding.

For at føre medielæringsstrategien ud i livet har alle institutioner fra vuggestue til skoler indkøbt mindst to tablets til hver bør-negruppe.

Læring med barnet i centrum”Små børn kan ikke skrive. Men de kan filme, optage lyd og skabe små digitale bil-ledfortællinger med tabletten. På den måde bliver deres egen nære virkelighed omdrej-ningspunktet for deres læring – ikke en fær-digproduceret fortælling i en bog formidlet af en pædagog. Dermed bliver børnene til medproducenter og ikke kun passive forbru-

gere,” siger, it-konsulent John Nielsen, der er medforfatter til medielæringsstrategien.

Find selv den bedste appI det hele taget handler den nye medielæ-ringsstrategi om at give slip. Både på mo-nopolet på viden, på retten til at bestemme, hvad der er interessant, og på kontrollen i klasseværelset. Når 25 elever i 1. klasse alle sammen leder efter viden og apps på deres tablet skaber det uro, men det ser John Nil-sen ikke som noget problem:

”Forstyrrelser skaber udvikling og er en forudsætning for kreativitet, så længe det er konstruktivt. Når børnene selv finder viden, bidrager de pludselig meget mere til timen, og det skaber mere engagerede børn. Men det kræver også, at lærerne tør give plads til lidt kaos og evner at skabe ro igen bagefter,” siger John Nielsen.

Ny lærerrolle Med den nye medielæringsstrategi i Egedal Kommune går læreren fra at være den cen-trale figur i undervisningen til i højere grad at facilitere læring.

”Man kan som lærer komme ud for, at

eleven ved mere end én selv, og det kangodt være angstprovokerende. Det kræver,at lærerne er gode til at tackle modspil oggode til at klæde eleverne på til selv at sor-tere i viden og sammensætte de værktøjer,der bedst løser den enkelte opgave,” sigerJohn Nielsen.

Bedre til at læse Næste skridt i medielæringsstrategien er atoprette et forskningsprojekt, der kan kon-kludere på erfaringerne fra institutioner ogfolkeskole. Men allerede nu er det ifølgeJohn Nielsen muligt at se nogle klare resul-tater af medielæringsstrategien.

”Børnene i 1. klasse laver deres egne di-gitale alfabet-bøger, hvor de både arbejdermed billeder, optager lyde, små film og skri-ver. Børnene bliver bedre stimuleret og fårmere ejerskab til læringen. Især drengene erblevet bedre til bogstaverne – og de plejerellers at være bagud i forhold til pigerne pådet punkt,” siger John Nielsen.

Egedal Kommune mener, at der er brug for en ny læringstilgang, hvis dag-institutioner og folkeskole skal udvikle børns digitale kompetencer.

”Lærerne skal tage udgangspunkt i børnenes måde at bruge de digitale medier – ikke deres egen måde, og det kan godt være en udfordring,” siger it-konsulent i Egedal Kommune John Nielsen.

...

Sum upGood teaching is achieved through active and varied teaching where positive environments and group ba-sed work are essential; this can be provided through flip-ped classroom or other methods forcing a participatory teaching. This has been studied theoretically and is te-sted in practice with the same conclusion:

Pupils using an ipad as a part of a participatory teaching

The active learning is the way forward to achieve a more effective and motivated learning for all pupils.

The new school reform pushes the public schools tow-ards this type of teaching, which makes the need for to-ols current.

Technology is a tool that is evolving and becoming a big-ger part of the teaching. It is inevitable to use technology in a modern elementary school and therefore necessary to consider in a product.

Pic. 17.1

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Nordstjerneskolen BangsbostrandModern architecture

Traditional architecture

wide hallways

lot of technology

common areas

slender hallways with

No common areas

Classrooms on both sides

small cozy areas

Mainly frontal teachingin the classrooms in the classrooms

Mainly move around teaching

Daily use of technologyless technology

Infrequent use of technology

By visiting two different types of elementary schools, a common understanding of which kind of teaching meth-ods and tools is used during the schooling and how the interior design in their learning environments is set. The two types of schools are built with different architecture, Bangsbostrandskolen; a traditional school from 1902 – with several renovations through the years, and Nordst-jerneskolen; a new school from 2013, which is built af-ter the 2020 environmentally requirement for buildings. During the school visit the environment will be observed and then compared with Højers model, the 4 levels of freedom, page 11. The observations are showed in ill. 18.1 and the comparison is showed in ill.22.1 on page 22.

The architecture of Nordstjerneskolen is built with lots of space for several common areas, wide hallways, and small cosy areas with space for different and flexible fur-niture. See the mood pictures on page 20. Through a ca-sual interview with teachers and pupils it shows that it is mainly the class teacher that decides how the furniture is arranged in the classroom. The observations showed

SCHOOL VISIT that most of the classrooms at Nordstjerneskolen are set as a frontal learning environment. Few class rooms are set as a move around learning environment, where ta-bles are put together as groups. At Nordstjerneskolen, there is a smart board in every classroom, projectors in every common areas and use of tablets and computers in the teaching.

The observations showed that Bangsbostrandskole-have a more varied interior design in the classrooms. They use a frontal and a move around interior design, in more classrooms then Nordstjerneskolen, all though that Bangsbostrandskolen has an old and traditional ar-chitecture. Bangsbostrandskolen don’t have any com-mon areas, only few tables, benches and lockers on the long hallway. See the mood pictures on page 21. The use of technology in the young classes is a common com-puter in the back of the classroom and a smart board in some of the classrooms, but in the older classes there is a smart board in every class, and the pupils bring their own computer, if they want to use a computer in the teaching.

ill. 18.1

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Tasks through the dayTo understand the environment, which the solution will be surrounded by, the daily activities have been pointed out for both the normal classrooms and the external ar-eas. This insight will give an idea of what the school en-vironment is used for and what it needs to handle during the day.

Every class has their own classroom base, where they can meet and begin the day and leave their things. This room is used for different activities both through the les-sons and in the brakes, which needs different degrees of flexibility. The activities are shown in the figure below.

Tasks through a school day

Collective lessons

Presentations

Tools

Project oriented methods

Integrated movement during lessons and breaks

- groupwork, buddy and individual study

- Use of props e.g.

Lunch

Personal storage

External areas in use

Free playing ill. 19.1

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NORDSTJERNESKOLEN Mood pictures of the architecture and interior design.Pics. 20.1

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BANGSBOSTRAND SKOLEN Mood pictures of the architecture and interior design.Pics. 21.1

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Sum upThe school architecture development has and is mov-ing fast. See appendix 6. School architecture through 25 years. Although the visited schools are very different they should both be able to adjust to the new school re-form from august 2014.

At Nordstjerneskolen, the architecture encourages to move around, move out or having a free interior de-sign to provide an effective learning environment; but the teachers keep teaching the same way as they always have done – the frontal teaching. They don’t utilise the opportunity that the architecture attribute to.

At Bangsbostrandskole, the architecture urge to a frontal interior design, but the teachers both use a frontal and a

Frontal Move around Move out Free

Frontal Move around Move out Free

Nordstjerneskolens architecture

Bangsbostrandskolen architecture

Bangsbostrandskole interior

Nordstjerneskolens architecture sets the stage for this type of learning environment

Bangsbostrandskolen architecture sets the stage for this type of learning environment

The elementary school sets the stage for this type of learning enviroment to day.

- Vary according to the subject and teacher

Nordstjerneskolens interior

Architecture and Interior observed during school visit

move around interior design in their teaching. All though the teachers are a level past the architecture of Bangsbo-strandskolen, they have to change their ways of thinking teaching methods to fulfil the new school reform.

The architecture is moving forward with a focus on the modern tendencies and is getting inspiration from the new facts about new teaching methods, but the teach-ers stand still in there development for a new and bet-ter way of teaching. The design of the board is suitable for helping the schools to reach second and third degree of freedom despite whether it is a traditional or modern architecture. What must be taken into consideration is how to get the traditional teachers to teach actively in a more convenient way.

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An introduction to the core problem and limitation of the project

The problemThe new ways of educational environments require rooms for a varying and more active school day for more effe-ctive learning. The need is being amplified by the new school reform, which will be implemented in august 2014. Højer has developed the board solution, which can be used to support this kind of school day, but is now functio-ning best for individual work.

DESIGN BRIEF

ScopeTarget groupDanish public elementary schoolGrade: 7th to 9th grade is chosen to limit the target group. The upper grades are chosen since these are avai-lable for testing further in the project.

FocusFocus is on the traditional subjects inside and outside the classroom (not in the vocational facilities).

Main focus is on classroom, hallways and common areas.

Level of freedom in the educational environment: The solution must be visionary and fit into the fourth level, though it must also fit between second and third level for a smoother implementation. See illustration to the right.

Group work is defined as work of two to four pupils, where all of the participants equally can participate. It must provide a work surface and facilitate the tools that are commonly used such as books, iPads, laptops e.g.

Problem statementTo facilitate flexible group work in the modern elementary school, to which the board solution can be brought as an integrated part.

The SolutionGroup work is an important part of modern teaching due to the school reform and to get active and motivated pu-pils. The aim is to create a holistic futuristic solution for group work supporting the active learning. The solution is to be a part of a modular system together with the board solution to which it is possible to bring the board soluti-on when working in groups.

Frontal Move around

Move out Free

Group work Solution

Implementation

Make more familiarill. 24.1

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Dkk

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Demands

Wishes

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PPROVED

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Group work 2-4 pupils

Work access from serveral angels

Wear-resistent for school environment

Price suitable for school economy

Suit the quility of Højers furniture

Suit the portfolio of Højer

Individual work Useable for all grades in elementary school

Module based/scalable Move it around Function in open room (no wall needed)

Demands and WishesDemands and wishes are set up to limit the project and have clear focus. The demands and wishes will be used through the project development

ill. 25.1

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March 3rd May 28thMarch 20th

Integrated Detailing

April 24th

Status 1 Developmentstart

Status 2 hand in

Concept development Product solution development

March 3rd March 20th

Concept developmentTest of weak pointsGoal: 3 product concepts

IdeationMock upsSelectionGoal: 5 Concepts

Status 1- After status choose 1 concept

Week 10 Week 11 Week 12

Ideation sessions with focus on the design brief and basis in the gathered knowledge. -The flexible and varied teaching -The pupils need -The school environment -The tendencies in the futureCreate small models, to understand the ideas.

Use evaluation schemes, to document and support the pick out of solutions and end up with 5 concepts, which are going to be, developed further.

Goal: 3 product concepts Goal: 1 product solution

Further development takes place in each of the concepts weaknesses, which will be found through analysis and low-fidelity-tests

The point is to strengthen the concepts and sort out those who cannot be strengthened.

At the status 1 session feedback is given from outside (students, teachers and Højer) which will lead to a final selection of one concept during week 12.

Week 10 Week 11

Detailing the next steps

General Project Plan

NEXT STEPS

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SOURCETitle Source Other

Information from Højer Heidi Jensen, Product Managerwww.hojermobler.dkHand out confidential material from development of the board solutionVisits at Højer Møbler

Four levels of freedom Developed by Højer

Competitors http://www.kinnarps.com/da/dk/http://www.flex-form.dk/http://www.totalinventar.dk/http://www.kolonskab.dk/ http://www.vanerum-sis.dk/http://www.sis-as.dk/

Københavns Kommune https://subsite.kk.dk/PolitikOgIndflydelse/ Moedemateriale/Boerne-OgUng-domsudvalget/12-10-2011/404779c8-d3c4-466c-b4ee-a8 3beb2e09b3/0fb-704de-c23d-4da0-af98-7f88acefd43b.aspx

Konkurrence Styrelsen http://www.kfst.dk/Offentlig-konkurrence

School Visit Nordstjerneskolen, Frederikshavn – Peter Munk, head of departmentNordstjerneskolen, Frederikshavn – Kasper Bagnkop, teacherBangsbostrandskole, Frederikshavn – Anette Nedermark, School manager

School reform, 2014 http://www.uvm.dk/~/media/UVM/Filer/Udd/Folke/PDF13/130607%20Aftaleteksten.ashx

Good teaching God og motiverende læring – eva.dkThe Learning Pyramid – from the National Trainung Laboratories. Bethel, MaineInspiration catalogue from school to school – eva.dk

Flipped learning David Truss, http://www.laeringsteknologi.dk/?p=333

Technology in school Politikken, PA-tillæg, used the following articles:“Den moderne folkeskole”, ”En folkeskole I tridt med tiden”, ”Digitalt liv I dansk undervis-ning” and ”Elever skal undervise hinanden”Digitaliseringstyrelsens strategy: http://www.digst.dk/Digitaliseringsstrategi/Den-faellesof-fentlig-digitaliseringsstrategi-2011-15

2 . m a r t s 2013

School architecture Barndom og Arkitektur – rum til danske børn igennem 300år. Kap.8