agile space and learning: the hillbrook ilab research project

Title: Agile space and learning: The Hillbrook iLab Research Project

Author: Tim Springer, Ph.D. Human Environmental Research Organization, inc. (HERO)

Citation: Springer, T. (2013) "Agile space and learning: The Hillbrook iLab Research Project", Franklin Park, IL: Bretford Manufacturing, Inc.

Keywords: Learning spaces, engagement, agility, convergent thinking, divergent thinking, affordances.

Type: Research Summary

Publisher: Bretford Manufacturing, Inc.

Abstract: Purpose: This paper summarizes a two year research project investigating how physical learning space affects student behavior.

Research Questions: ● Does an agile learning space affect teaching and learning?● Can a physical learning space be more interactive? ● Does enabling and encouraging manipulation of the physical environment

affect learning?

Background: Hillbrook School, an independent PK-8 school in Los Gatos, California, introduced 1:1 iPads for its middle school students. Quickly, and almost organically, the flow of the classroom began to shift. These personal powerful, mobile devices altered the ways students and teachers learned and taught. Hillbrook also began to change their thinking about the spaces where learning occurs. They replaced the aging, traditional computing laboratory with the Idea Lab (iLab).

The iLab is an agile, experimental learning space developed in partnership between Hillbrook School, Bretford - a manufacturer of educational and library furniture, and the Human Environmental Research Organization (HERO, inc), a research and consulting firm. The original computer laboratory was emptied and repopulated it with Bretford® mobile flip top tables, mobile stacking chairs, mobile whiteboards, and soft seating chairs. This gave everyone ‘room to move’, enabling and encouraging iLab users to manipulate their learning space as needed for class, group, or individual work. Design/methodology/approach: This is a hybrid research study. A wide variety of information was collected, from interviews and surveys to photos and videos. The result is a rich combination of quantitative and qualitative evidence addressing how this agile learning space is used and how agility affects teaching and learning.

Several teachers agreed to conduct different sections of their classes in both their traditional learning spaces and in the iLab, allowing direct comparisons between spaces with differing levels of agility - the ability to quickly and purposefully adapt to changing deamnds.

A HERO Research Report

© Human Environmental Research Organization May 27, 2013 1 of 22

Findings: ● Behavior in the iLab is different. Both students and teachers exhibited and

noted: more energy; more engagement; more movement and mobility; more interaction, both with others and the environment; greater engagement.

● As a highly agile learning space, the iLab enables a wide variety of configurations that support both divergent thinking (e.g., brainstorming) and convergent thinking (e.g.optimal solution seeking) with the same kit of parts.

● The iLab is preferred over traditional learning space - by a wide margin.● The iLab has changed how teachers think about learning space

Research limitations/implications: As a field study, the findings of this research project are based primarily on qualitative data with support from limited quantitative evidence. Analysis and interpretation rely more on patterns of behavior illustrated by examples than on numbers and statistical analyses. However, the illustrations and examples are powerful and persuasive.

The theoretical underpinnings of this research supported by the collected evidence are especially intriguing. Of particular interest are:

■ Evidence supporting benefits of engaging both brain and body; both cognitive and physical by affording or encouraging movement and interaction with the environment. (Gibson’s Affordance Theory)

■ Noted differences in the type of thinking best supported by different learning space configurations. Divergent thinking is typically associated with creativity, brainstorming and exploration of alternatives. Convergent thinking is applied solution seeking and typically associated with critical problem solving

Additional study of how agile learning space can enable interaction with the environment and how movement and mobility affect thinking and learning is warranted. Hillbrook continues to collect evidence.

Practical implications: The iLab research project demonstrates that properly designed agile learning space encourages interaction with the environment and enables movement, which is essential to learning. Learning spaces can exhibit varying degrees of agility, from low to high, allowing a range of adaptation. For example, a traditional science lab is a low agility space with everything bolted to the floor. The iLab is a high agility space since nearly everything in the room is moveable by students or teachers. High agility learning spaces can increase engagement, engage both mind and body and support improved student outcomes.

Originality/value: This is a unique field study involving comparisons of a range of different, real learning spaces. The study suggests important considerations for the design of learning spaces grounded in theory and supported by evidence. The research shows how movement, mobility and interaction with the physical environment affects student engagement, confidence and performance.

Agile space and learning: The Hillbrook iLab Research Project


Context• Smart, mobile interactive technology has changed the learning paradigm. Learning

spaces must adapt to support these changes.• The power and personal nature of mobile, smart devices encourage and enable

greater focus on student-centered learning.• Technology and pedagogy have driven a more interactive paradigm of learning.

Learning spaces must adapt and reinforce the interactive quality of learning with mobile technology freeing both students and teachers to explore, create, share and grow.

BackgroundHillbrook School is an independent co-educational JK through 8 day school in Los Gatos, California. They have been exploring the use of mobile devices to replace traditional, tethered, desktop computers. In 2010 they launched a 1:1 iPad program in their middle school. The change in technology quickly began to raise questions and encourage Hillbrook to examine thinking about the spaces in which learning occurs.They decided to convert their old computing lab into an experimental learning space they call the Idea lab - or iLab for short.

Bretford® (bretford.com) is a partner and sponsor. Bretford EDU 2.0 furniture and support equipment populate the iLab.

The iLab is a purposefully agile space. It is equipped with furniture and furnishings that not only allow but encourage interaction, manipulation and movement.

The iLab is also a shared, community space. While it is in the middle school area of Hillbrook’s campus, it is used by all ages for a wide variety of purposes. Because it is available to all, it has a "reset" configuration - a "blank slate" if you will, thereby reinforcing the agile nature of the space. Each time the space is used, the teacher, the students or both need to decide how it will be configured. Once they are finished, they are expected to reset the space for the next users



The ResearchThe iLab project was recognized as an opportunity to collect evidence to answer the question - does it work? The Human Environmental Research Organization (hero-inc.com) was enlisted to help collect, analyze and interpret evidence.

Evidence.The collected evidence falls into three broad categories:

• Anecdotal evidence: Informal information in the form of stories, photos, recordings, observations and direct personal experiences. Anecdotal evidence is largely qualitative.

• Ethnographic evidence: Expands on anecdotes, employing in-person observations, photographs and videos, structured interviews, survey questionnaires, focus groups and similar tools. Ethnography seeks to capture everyday behavior in context. Ethnographic evidence is a combination of qualitative and qualitative.

• Empirical evidence: Results from a more structured, data intensive approach to collecting information. One begins with a specific question (hypothesis). Answering this question almost always involves a form of comparison: for example between similar groups under different conditions, or comparing something before and after a planned change. Empirical evidence is quantitative.

Over the course of the research project, a wide variety of information, observations and evidence has been collected. Most of the evidence is qualitative, meaning analysis and interpretation rely more on patterns of behavior illustrated by examples than on numbers and statistical analyses.

Collected Evidence includes:a. Survey questionnaires. Teachers and administrators were asked questions about their

traditional learning spaces and their experience and impressions of the iLab at the beginning of the project and again a year later.

b. iLab use form. Teachers and students were asked to fill out a form on their iPads when they used the iLab

c. Student feedback form. Students were asked to provide feedback on their experience in the iLab

d. Behavioral Observations. One Resident Teacher in Hillbrook’s Center for Teaching Excellence program volunteered to collect structured observations of randomly selected students during science class in both the traditional science lab and the iLab.

e. Audio. Several teachers and students offered comments and observations about the iLab. These comments were captured on audio media.



f. Photos. Hundreds of photos have been taken using cameras and smart devices. Images range widely in terms of quality and subject from professionally captured shots to informal, impromptu snapshots

g. Video. Hillbrook has documented major milestones in the evolution of the iLab using video. The video is of two types:

1. Interviews. Students and teachers have offered ideas, impressions and experiences related to learning space and specifically to the iLab. Most of these interviews are unstructured, meaning the questions vary. Some structured interviews were also conducted where the same questions were asked of a number of people.

2. Observations. Small, wide-angle, motion sensitive video cameras captured hundreds of hours of video. The videos show patterns of use, movement and changes to the configuration of space.

A more complete and detailed description of the iLab research project and the collected evidence is found at: www.bretford.com/researchComparisons.Several teachers agreed to conduct different sections of their classes in both their traditional learning spaces and in the iLab. Caution should be exercised when interpreting the evidence of these comparisons. Several factors must be considered as possible contributors to any observed differences between traditional learning spaces and the iLab. Circumstances did not allow sufficient control to enable empirical comparisons. For example, it was not possible to counterbalance the order (i.e. whether the subject matter was first presented in the iLab or the traditional learning space) or match the student groups on gender or performance. Nonetheless, comparing evidence from these similar class sessions allows examination of how adaptability and constraints of space affect both student and teacher. Activities conducted in comparison sections included:

a. Science projects b. Math projectsc. History/social studies project

Examples.Collected evidence provide many examples of how the iLab is used - from teachers arranging tables and chairs in rows for lectures or presentations; to an English class where students were encouraged to move to the area of the room representing the side of the argument they favored; to explaining the activity for a class session and allowing students to configure the space how they feel it best served their needs. While at times the period of “settling in” and moving things around may seem unusual and even chaotic, the students are very thoughtful and purposeful as they interact with, manipulate and configure their space.



http://www.bretford.com/research

http://www.bretford.com/research

Evidence-based PropositionsThe iLab allows exploration of the impact of learning spaces on teachers, students and outcomes. It poses an essential question: Can the physical environment better support a changing learning paradigm?Organizing, analyzing and synthesizing the variety and volume of collected information requires a framework with both theoretical grounding and evidentiary support.Three key propositions emerge to help explain whether, how and why the iLab affects learning. These principles can be thought of as answers to basic questions: 1) What is adaptability in the context of physical

space?2) Can agility be classified?3) Why would agile spaces affect learning?

1. Adaptability of space is a function of agility and constraint. Neither characteristic is binary - they are graded properties of space: a. Agility is operationally defined as the ability

of end users to interact with and manipulate the elements within the space to meet their needs.

b. Constraint is operationally defined as physical or functional characteristics of an environment that inhibit interaction with and manipulation of elements within the space to meet users needs.

2. Learning activity and adaptability of a learning space are co-dependent and define one another. That is, the nature of the activity helps define the space that best supports it - and vice versa - (i.e learning is both interactive and dependent on context)

• Low agility - high constraint: very limited ability for users to make changes (e.g. Science Lab) The structure of low agility spaces better supports linear activity and convergent thinking.Characteristics include:• work surfaces - fixed, no or limited adjustment• configuration - fixed (bolted to floor); heavy, difficult to move• displays - fixed (e.g. mounted to the walls)• seating - not easily moved (constraints = weight or friction)

• Medium agility - moderate constraint: Most traditional classrooms fall into this category. They provide moderate adaptability and afford limited user initiated change. Medium agility spaces allow a variety of activities but



Affordance Theory was developed by JJ Gibson and EJ Gibson of Cornell University.

Affordance theory states that the world is perceived not only in terms of object shapes and spatial relationships but also in terms of object possibilities for action (affordances). Thus, perception drives action.

Affordances, or clues in the environment indicate possibilities for action. They are perceived in a direct, immediate way with no sensory processing. Examples include: buttons for pushing, knobs for turning, handles for pulling, levers for sliding, etc.1

constrain others. For example, risk-taking and exploration may be constrained by spatial limitations.• work surfaces - can be adjusted but may require tools• configuration - a mix of fixed and moveable elements. Moveable but not

mobile - reconfiguration typically requires more than one person due to weight or friction

• displays - mostly fixed with some smaller, moveable displays• seating - moveable but not easily done from seated position

• High agility - minimal constraint: support the widest range of activities driven by user needs. These spaces seem to better support diverse activity and divergent thinking• work surfaces - adjustable, changeable (e.g. flip top)• configuration - primarily moveable elements on low friction surfaces with

casters - no set configuration• displays - large amount of display surface from wall mounted to mobile to

table top to personal.• seating - chairs move easily from the seated position

3. Higher agility is a function of more affordances.* Affordances suggest and enable opportunities and actions. By providing more affordances, high agility spaces encourage greater interaction with and manipulation of elements in the learning space:

For example, students are given a problem to solve. When they are allowed to manipulate and configure the space to fit their needs, they are thinking and moving with purpose - shaping how they intend to approach solving the problem. The explore and test ideas and spatial configurations. They move more as they move as they think.

Examples: Impact on Learning:Note: Hillbrook does not assess student performance or assign grades in ways that lend themselves to quantitative comparison between individuals, groups or settings. Consequently, the case for direct cause and effect of learning space on learning outcomes must be made with example and inference.

Comparing Learning SpacesScience, Structure and Agility

Christa Flores, Middle School Science Teacher and Director of the iLab agreed to conduct a number of science projects in both the Science Lab and the iLab. Hillbrook introduced a new problem-based science curriculum in 2012. The curriculum integrates traditional subjects of science, technology, engineering and math (STEM) and focuses on developing mastery by progressing from approaching simple problems using materials to patterns, structures, systems and finally complex problems.



This approach incorporated a number of different projects in which students engage in defining the questions, exploring the problems space, testing hypotheses and developing solutions.Observations were conducted in both settings on five separate occasions. During each class session four different students (2 female; 2 male) were observed. Observations were recorded every two minutes for the full 50 minute class session. Behavior was noted as positive, neutral or negative on three scales:

Performance - time on taskConfidence : volunteering information or contributing to class activityEngagement: body language

Science Lab iLab

The chart below graphically illustrates the observation data. Caution must be exercised when interpreting these data. For example, consider changes attributable to time and experience. As the academic year progresses:

• The observer gains experience with the data collection protocol and instrument• The teacher gains experience with the new curriculum • The nature of the projects become more involved and complex

That said, the observations indicate:• Performance and engagement appear higher in the Science Lab for earlier

projects• Performance and engagement appear higher in the iLab for later projects



+Performance -Performance +Confidence -Confidence +Engagement -Engagement

Oct 22, 2012

Science Lab

iLab

Nov 6, 2012

Science Lab

Ilab

Dec 14, 2012

Science Lab

iLab

Feb 5, 2013

Science Lab

iLab

Feb 28, 2013

Science Lab

iLab

0 10 20 30 40 50 60 70 80

5

7

2

14

9

12

4

9

7

10

43

37

39

43

59

50

67

73

54

67

12

7

12

12

11

7

27

35

11

32

26

45

10

17

26

21

8

16

56

40

42

22

22

18

50

50

24

21

Total Observations



Discussion.Comparison between the Science Lab and the ILab illustrates the contrast between low agility and high agility spaces. The Science Lab constraints mobility and movement since the lab benches are heavy and difficult to move and the cabinets are bolted to the walls and floors. By contrast, in the iLab everything except the wall mounted storage cubes and the large wall-mounted white boards afford manipulation and movement. Each setting serves a purpose and both can be effective learning spaces. The structure of the Science lab lends itself to more linear processes and convergent thinking. (see figure) The earlier science projects focused on materials and patterns - activities that draw on convergent thinking1 The iLab is more agile, encouraging exploration. The later science projects are more involved and complex focusing on systems and complex problem solving. Groups approaching more complex problems benefit from divergent thinking (see

figure) to generate a large number of ideas and alternatives prior to converging on an agreed upon solution. Observations from the iLab suggest increased complexity of the learning activity led to greater interaction of students with both their peers and the environment. They use white

boards on the walls, the mobile stands and on table tops to express ideas and to brainstorm. They are more engaged in solving the problem.This is an enticing inference. More research is warranted to explore how the physical environment supports convergent and divergent thinking and problem solving.



1 Source: http://www.senseandsensation.com/2012/03/divergent-convergent-thinking.html

http://www.senseandsensation.com/2012/03/divergent-convergent-thinking.html

http://www.senseandsensation.com/2012/03/divergent-convergent-thinking.html

The Bridge ProjectThe fifth grade participates in the Bridge Project. They study different types of bridges and construction methods. The students are grouped into teams of four. They research three different types of bridges: arch, suspension of beam. The teams then choose a style of bridge and begin design. Next, using a standard kit of parts: 20 drinking straws and 100 cm of tape, they construct their design. Finally they load the structure with pennies - at least 100.

Paige Campbell, the 5th grade Math teacher leading this project, conducted class sessions in both the traditional 5th grade Math classroom and in the iLab noted: Side by side comparison of similar activity supports this observation. In the traditional classroom, the configuration of the tables constrains movement. Comparing that group of students with those in the iLab shows: • Students use the tables, chairs and white boards to configure a wider range of

settings. • Students move more in the iLab - both within their “team space” and they circulate

more within the larger room.• Students use the mobile white boards and tilt top tables to define boundaries of

their team territory.

Traditional classroom iLab

To see a video of the Bridge Project, go to :http://vimeo.com/62833460

Discussion:While the iLab is often used as group space, this example shows that the agility of the iLab affords creating boundaries and territory as well as collaboration and team space.

“The iLab... allows students to stand, move around, use the white boards and really feel their space was their own”

Paige Campbell, 5th grade Math & Language Teacher



http://vimeo.com/62833460

http://vimeo.com/62833460

Using the mobile white boards and tilt top tables, students created space where they could collaborate with their teammates while shielding their ideas from other teams.When the activity moved from one of separate groups working independently to sharing results among the entire class, the highly agile elements of the iLab afforded easy reconfiguration to meet that need.

The Dynasty ProjectChristina Pak’s seventh grade History classes were asked to make comparisons between the Zhou dynasty and the Shang dynasty. Students were paired to examine one dynasty and prepare to debate it’s strengths and weaknesses in comparison to the other.Ms. Pak conducted this learning activity in two sections: one in her classroom and one in the iLab.

Traditional classroom iLab

Students in the traditional classroom sat at tables arranged in an open square, “U”. They spent less time arranging their materials and were on task quickly. The way in which the students used the classroom space was more informal than normal, with one student sitting on the table with her back to her opponentsStudents in the iLab spent time manipulating the environment. They arranged white boards and tables to define their team space so that competing teams would not see their work. Ms. Pak noted, students in the lLab created more privacy than in the traditional classroom. Discussion:As was true in the Bridge project, the agility of the iLab affords creating boundaries and territory as well as collaboration space.



Using the mobile white boards and tilt top tables, students created space where they could collaborate with their debate partner while shielding their ideas from their opponents.The energy in the iLab is greater than in the classroom Students stand more and move around more. The space itself engages both mind and body. The students begin to consider how they will approach the problem as they arrange the space.Movement is essential. “Research shows giving students increased opportunities to move triggered far-above- average levels of attention and concentration during test taking.” 2

While movement “itself doesn’t make you smarter, ,,,it puts the brain of the learners in the optimal position for them to learn.” 3

The Great DebateAzlan Smith introduced a philosophy problem to his 8th grade English class by framing the issues as a debate. The first session was held in their traditional classroom, the second in the iLab. The classroom was arranged in a “U” shape. Students were asked to vote periodically by raising their hands - in effect voting for whether they supported one position or the other or were undecided. Continuing the discussion in the iLab, Mr. Smith arranged the space so students would need to physically move to an area in the room depending on whether they strongly favored one approach (one side of the room) or another (the other side of the room), or were undecided (the middle). Students were encouraged to move depending on the view they held.Mr. Smith noted the engagement of the students went up when there was a physical representation of the argument - when they had to commit with their whole body. He also noted that students were more engaged with the debate. They switched their position more often in the ILab by moving from one area to the other and back again.Discussion.Mr. Smith noted students were more engaged when they had to commit and occupy space representing their position in the debate. Abstention was not an option. Students had to occupy space representing their position. He noted, “All of them seemed pretty determined about where they ended up, and were determined when and where they moved. I couldn’t have done this in my classroom.”



2 Breithecker, D. 2005. “The Educational Workplace” What the “classroom of the future” will look like. Bundesarbeitsgemeinschaft für Haltungs- und Bewegungsförderung e. V. www.haltungundbewegung.de

3 Ratey, J. 2008. Spark: The Revolutionary New Science of Exercise and the Brain. New York:Little, Brown and Company. http://www.johnratey.com/newsite/index.html

http://www.haltungundbewegung.de


http://www.johnratey.com/newsite/index.html


This example eloquently illustrates how high agility space affords interaction and engagement.

Learning Anecdote: Will’s Story - From Inquiry to Mastery in three daysWill is a 6th grade student. He is quiet and often not very engaged in class. During a recent science project, he began tinkering with an electrical device he discovered. In three days, he used:

• Formulating a question• Forming a hypothesis• Testing a hypothesis• Circuit building• Collaboration• Mentoring• Leadership• Creativity

By exploring and pursuing his interest Will learned and mastered:• Simple circuits• Resistors• Switches• Voltage• Series circuits• Parallel circuits• Circuit diagrams• Short circuits• Conductivity

Since mastering circuits, Will has emerged as a peer expert. His classmates call on him to explain and demonstrate his knowledge.Watch Will’s story at: http://www.youtube.com/watch?v=yuWfzQIlz6s

Conclusions1. Time spent in the iLab is different. Different space- different behaviors. Whether

used for formal classes or informal activities both students and teachers behave differently than when they are engaged in similar activities in other spaces. Sessions in the iLab are characterized by:• more energy• more movement and mobility• more interaction with both others and the environment• greater engagementIt is important to note that these behaviors are not independent from one another. Observations, reports and comments illustrate their interdependence.



http://lc.bretford.com/iLab

http://lc.bretford.com/iLab

The magnitude and frequency of these outcomes is not quantifiable. However, numerous examples coupled with other qualitative evidence builds the case.

Teacher

Student

----------------------------------------------------------------------------------------------------More energy:Teachers

----------------------------------------------------------------------------------------------------More Movement and Mobility:4,5

Outside research

It’s different. When I take my class into the iLab, the students are ... totally ‘in that space.’

Ken Hay, Art Teacher

The iLab feels different and I think it’s betterEmilie, 6th grade female student

because the iLab is new and different, I’ve seen a noticeable boost in energy.

Azlan Smith, Middle School English Teacher

The energy is the iLab is greater than in my classroom.Christina Pak, 7th & 8th grade History Teacher

(Movement) “itself doesn’t make you smarter, but it puts the brain of the learners in the optimal position for them to learn.”

Ratey, 2008

Research shows giving students increased opportunities to move while seated – rocking, swiveling – triggered far-above- average levels of attention and concentration during test taking.

Breithecker 2005



4 Breithecker, D. 2005. “The Educational Workplace” What the “classroom of the future” will look like. Bundesarbeitsgemeinschaft für Haltungs- und Bewegungsförderung e. V. www.haltungundbewegung.de

5 Ratey, J. 2008. Spark: The Revolutionary New Science of Exercise and the Brain. New York:Little, Brown and Company. http://www.johnratey.com/newsite/index.html





Teachers

Students

----------------------------------------------------------------------------------------------------More interaction with both others and the environment

Teachers

Students:

The energy is the iLab is greater than in my classroom. I believe it is because of the movement.

Christina Pak, 7th & 8th grade HIstory Teacher

The iLab helps students pay attention because it allows you to move around more.

Isabel, 6th grade female student

You can move the tables easily to where you want to work and in other classrooms, the tables don't have wheels.

Nicole, 6th grade female student

The students spend more time configuring the space in the iLab. In my classroom they seem to get on task sooner. In the iLab, they look at the space and decide how they are going to use the space. They engage the space and that seems to jump-start their problem solving. The iLab is a creative space and works best for creative exploration and activity.

Christina Pak, 7th & 8th grade HIstory Teacher

You can make your own space and interact.Emilie, 6th grade female student

It’s great for discussion. It’s amazing for project work Andy, 6th grade male student

You can set up a private space where you won’t be disturbed or set it up so you can have an open conversation and talk with everybody. It’s a great place to work.

Suryavel, 6th grade male student

We can arrange the space to fit what we need. Like individual work or group work. It’s easy to change to fit all needs.

Chris, 6th grade male student



----------------------------------------------------------------------------------------------------Greater engagement

Teachers

Students

----------------------------------------------------------------------------------------------------Discussion.

Agility is more than simply flexibility. It is purposeful adaptation to meet present need. Highly agile spaces are nimble and can be configured in novel ways to spark creativity and risk taking within a safe space facilitating exploration and learning.

Just as the iPad provides a personal interactive mobile technology platform to access information and knowledge, the iLab complements the technology and pedagogy by enabling and encouraging movement, mobility, personal control and physical interaction.

students were much more engaged when they could move.Engagement went up when we were able to use the space as a physical representation of the problem

Azlan Smith, Middle School English Teacher

students are much more engaged in the iLabBrian Ravizza, 7th-8th grade Science Teacher

When I take my class into the iLab, the students are less distracted. They are totally ‘in that space.’ Especially with the technology, you can have a clearer mind.

Ken Hay, Art Teacher

You can make it your own. I feel freer and more productive in the iLab. I feel like I can express myself better here than a normal classroom.

Charlie, 6th grade male student

I like the iLab because it feels like you have space and time to think. You can make the room the way you want it to be

Nicole, 6th grade female student

I love the white board table because you can think and draw while sitting down.

Gaby, 6th grade female student

If every classroom was like the iLab you could adjust the space to meet your needs. You could move as you needed to. You would be less distracted and better able to do your work.

6th grade male student



The iLab is a highly agile space providing more affordances thus encouraging greater interaction with and manipulation of elements in the learning environment. The resulting Increases in energy, movement, interaction and engagement are interdependent effects of highly agile space used in concert with smart, mobile technology.

The “reset’ configuration of the iLab establishes expectations for interaction with and manipulation of the space affording6 students the ability to engage both their bodies and their minds in defining the physical and cognitive solution space for their learning activity.



6 http://www.learning-theories.com/affordance-theory-gibson.html

http://www.learning-theories.com/affordance-theory-gibson.html

http://www.learning-theories.com/affordance-theory-gibson.html

2. The iLab is preferred over traditional learning spaces.

Student RatingsWhile the iLab may not be most appropriate for every student or style of teaching and learning, the iLab is preferred by a majority of students.

Teacher RatingsThose teachers who used the iLab give it high ranks in almost every characteristic with the exception of storage space. In terms of what the iLab allows them to do,

Teacher ratings of the iLab (4 point scale)Answer Options Rating Average

Flexibility 3.71Support for group activity 3.50Openness 3.38Ease of Interaction 3.29Work surface size 3.25Student engagement 3.14Access to daylight 3.00Temperature control 3.00Sight lines (no obstruction; students can easily see and be seen) 3.00Technology support 3.00Ergonomics (adjustments to fit different users; works well with technology) 2.75One-to-one (mentoring/coaching) support 2.71Enclosure- (appropriate visual screening) 2.71Air quality 2.71Ventilation 2.71Comfort 2.63Lighting quality 2.63Task lighting 2.57Aesthetics 2.50Noise 2.43Support for solo-independent activity 2.43Freedom from distraction 2.29Display space 2.00Amount of storage 1.57! ! 1 = Inadequate! ! 2= Acceptable ! ! 3= Good ! 4=Exceptional

Much BetterSlightly Better

The SameSlightly Worse

0% 25.00% 50.00% 75.00% 100.00%

Compared to other learning spaces, the iLab is...



Teachers recognize the value of the space’s agility and support for diverse activities, interaction and learning.

Teacher impressions of the iLab

I can easily arrange the space to suit my teaching style

It's easy to change to suit different activities

The lighting is adequate

The space is flexible enough

Encourages interaction

I can easily work with other teachers as a team

I have sufficient access to daylight

I am able to maintain eye contact with all my students

Supports professional development

It's easy to change from individual activities to group activities

Excites and engages students in active learning

I'm generally satisfied with the teaching and learning spaces I use

Is a highly supportive learning space

Students are able to concentrate when they need to

Provides sufficient display space for student work

There is sufficient space for both students and teachers

Makes my job easier

Provides sufficient display space for subject matter content

Students are easily distracted by room conditions

I have sufficient storage space

0 1 2 3 4 5 6 7 8 9

Strongly disagree Disagree Agree Strongly Agree



3. The iLab has changed how teachers think about and use space.

Teacher

Students

DiscussionThere are a number of variables that help explain this result. The iLab is new and novel. It is different and affords different behavior. It’s fun. It’s a safe place for exploring, creating and building. The iLab is the physical complement to the 1:1 iPad initiative. The Hillbrook curriculum is changing to incorporate design thinking and the Maker initiative. All of these things interact and are important.

I found when I was the in iLab I adapted how I taught the material. It was not planned. It was very organic. The way the space was arranged suggested it and made it easy.

If the iLab were my “regular” classroom it would be easy to ‘make it new’ much more often.

Azland Smith, 8th grade English Teacher

Because kids need both structure and change. The iLab has helped me think more about how the physical learning environment can spark students’ interest and help them think beyond...to expand their thinking...to inspire my students.

Christina Pak, 7th & 8th grade Social Science Teacher

You can move the tables easily to where you want to work and in other classrooms, the tables don't have wheels.

Nicole, 6th grade female student I love how this room is meant for expressing ideas and building.

Gabriella, 6th grade female

In the iLab you can set the table up like you want to and it helps working.

Emilie, 6th grade female

The iLab has the most collaborating space, tools, and the furniture can be rearranged easily.

Nevin, 6th grade male

The iLab has a large open space which is good for building and innovation.

Laura, 6th grade female



A central theme of Hillbrook School is focus on the individual learner. By providing the agility to accommodate a great diversity of learning and teaching styles through easy manipulation of the learning space, the iLab is a physical manifestation of Hillbrook School’s core values. Hillbrook’s vision mission values and commitments7 are defined by key learning concepts like “inspire”; “foster love of learning”; “individual potential”; “self-discovery”; “creative problem solving”; “be curious. Take risks”; “individual character”; “identity”; “interact”.Hillbrook manifests the organizational culture through pedagogy, technology, curriculum, actions and environment. The iLab changes how students and teachers think about space because it affords innovation, creativity, exploration, curiosity, interaction in physical form. It is the logical extension of educational progress and innovation to which Hillbrook School is committed.

Conclusion (What does all this mean and what’s in it for me)• Agility is more than simply flexibility. It is purposeful adaptation to present need. Highly

agile spaces are nimble and can be purposefully novel to spark creativity and risk taking within a safe space facilitating exploration and learning.

• Traditional classrooms are designed around a more structured model (of both space and time) encouraging students to stay on task and commit to a more linear process. Highly agile spaces like the iLab afford a wider variety of teaching and learning styles and behaviors. Both settings are important and each demonstrates strengths depending on the activity, material and learning styles.

• Students in high agility learning spaces engage in more exploration, mobility and movement than those in traditional static learning spaces.

• Permission and ability to interact with and manipulate the physical environment leads to more energy and engagement.

• Teachers’ role changes when students are given responsibility and permission to manipulate the physical environment. Teachers describe this changed role as being more like a coach, referee or guide, than the traditional ‘sage on the stage’

• The frequency and amplitude of motion (both macro and micro movement) is greater and different (i.e. more purposeful rather than “fidgeting”) in a highly agile learning space when compared to a traditional, less agile, more structured learning spaces.

• Movement is an integral part of learning. Beyond kinesthetic learning, movement engages the physical with the cognitive.

• By affording manipulation of the physical environment, the iLab encourages students and teachers to engage both physical space and the cognitive “problem space” as part of an integrated whole.

• An important element of the iLab is how it is used outside of normal classroom periods.• Students use it in both formal and informal ways outside of class

• e.g., study + play



7 http://www.hillbrook.org/discover/core

http://www.hillbrook.org/discover/core

http://www.hillbrook.org/discover/core

agile space and learning: the hillbrook ilab research project

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