Future Learning Conference Peter C. Lippman, Stockholm, Sweden Associate Director May 15, 2012 EIW Architects

Creating Learning Environments for Optimal Experiences

Learning Objectives

1.  Examine Practice Theory 2.  Define Learning Technology 3.  Review Exemplary Models of environments that connect

the learner, the learning, & the things to be learned. 4.  Recommendations for Designing Future Learning

Environments

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1920

1960

2000

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•  Does the physical environment impact the learner?

•  Does the physical environment influence the learning

•  Does the physical environment shape the things to be learned?

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Windowless School Norman Thomas H.S. NYC

•  Focus on task

•  No distractions

•  Additional surface for displaying students’ work

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Open Plan School

•  The student is motivated to learn, because they choose what s/he wants to learn

•  The student can chooses where s/he wants to acquire skills

•  The students is motivated to learn because s/he chooses what they want to learn

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Open Plan School – Design 2000

Open Plan School – Design of Classrooms 2002

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2010

•  Do we create spaces to fit the learner to the learning environment?

•  Does the learning environment need to adapt to the learner?

•  Do we design the learning environment around the learner(s), the things to be learned and the learning?

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Define the Learning Environment •  Who are the learners?

•  Where does learning taking place?

•  How does Learning take place?

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Type of Social Groupings

Peripheral, Guided, Full Participation

Activity (reading, writing, technology project work, etc.

What does the space require to accomplish the activities

Independent

With Another

With Others

Entire Class

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•  Evidence Based Design (EBD) -  Rooted in design of healthcare

facilities -  Building Technology Systems -  Information Technology -  Building Maintenance

Programs -  Framework for programming &

planning facilities

•  Responsive Research - Participatory Action Research - Methodologies that can guide the

programming, planning and design

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•  Participatory Action Research -  The impetus comes from the learning

community. -  Empower the learning community -  Participants contribute their physical

and/or intellectual resources -  Participants are involved w/ research

process & analytic issues—interpretation, synthesis and the verification of conclusions

•  Methodologies for guiding: -  programming, -  planning and -  design

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•  Defining Learning Technology -  Building Systems

-  Electrical -  Mechanical -  Daylighting

-  Information Technology -  Reflective Space -  Engagement Space -  Proximal Space

-  Spatial Design -  Pedagogy -  Flow -  Flexibility

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Heating, Ventilation, Air Conditioning

•  Potential health effects: Dirty, mold-like vents, ammonia /chlorine smell

•  Humid classrooms •  A/C performance varies with

classroom, can be overpowering–need temperature controls

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•  Natural light important for staying awake, day lighting needs controls •  Embedded blinds have not worked, traps bugs & leak •  Windows sometimes too high to enjoy view •  No air circulation in some classrooms, fans provided. •  Operable windows preferred

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United States Merchant Marine Academy Research PEHKA & JCJ Architecture (2010)

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Oliver, C. & Lippman, P.C. (2007). Examining Space and Place in Learning Environments.

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Teacher-Centered

Classroom Environment

Learner-Centered

Environment

Learner-Centered

Classroom Environment

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•  Reflective Space

•  Engagement Space

•  Proximal Space St. Stephen’s ELC, Perth Designed by EIW Architects

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Projects for Environmental Health Knowledge & Action (2011) The Gateway School, New York, NY

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•  Flow -  Within Setting -  Between Activity Settings

Meadowdale Middle School Washington Designed by INTEGRUS Architecture, P.S.

North Platte High School North Platte, Nebraska Designed by The Architectural Partnership

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School of One / Dull Oslen Weekes & the Cuningham Group

Chemistry Lab, University of Melbourne/ Associate Professor Peter Jamieson with Bloomquist & Wark Architects

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Engineering School Classroom at the University of Melbourne Designed by: Associate Professor Peter Jamieson with Woods Bagot

Architects

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Loris Malaguzzi Infant School, Reggio Emilia, Italy Year of Completion: 2008 Architect:ZPZ Partners Size: 3,000 m2 Pupils: 90

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Loris Malaguzzi Infant School, Reggio Emilia, Italy Year of Completion: 2008 Architect:ZPZ Partners Size: 3,000 m2 Pupils: 90

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Springfield Literacy Center Springfield, Pennsylvania Year of Completion: 2010 Architect: Burt Hill Size: 51,000 sq.ft. Pupils: 350

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Springfield Literacy Center Springfield, Pennsylvania Year of Completion: 2010 Architect: Burt Hill Size: 51,000 sq.ft. Pupils: 350

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The Montessori School, Kingsley Perth, Western Australia Year of Completion: 2011 Architect: EIW Architects

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The Montessori School, Kingsley Perth, Western Australia Year of Completion: 2011 Architect: EIW Architects

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The Montessori School, Kingsley Perth, Western Australia Year of Completion: 2011 Architect: EIW Architects

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•  Managing Interactions •  Place Identity

Rachel Carson Elementary School Lake Washington School District—2009 Seattle, Washington Designed by: INTEGRUS Architecture, P.S., Seattle, Washington Photographer: Lara Swimmer Photographer

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Hatwell Primary School Secondary School Building Architect: Baldasso Cortese Melbourne, Australia Proposed Scheme

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Aspen Middle School Aspen, Colorado , Aspen School District—2007 Architect: Hutton Ford Architects (now Hutton Architecture Studio, Denver, Co) with Studio B Architects (Aspen, Co) Photographer: Paul Furhmeister

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Cavelero Mid-High School LAKE STEVENS SCHOOL DISTRICT Lake Stevens, Washington Designed by: NAC Architecture, Seattle, Washington Photgrapher: Harlan Chinn, NAC Architecture

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Santa Maria College Perth, Western Australia Year of Completion: 2011 Architect: EIW Architects

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Santa Maria College Perth, Western Australia Year of Completion: 2011 Architect: EIW Architects

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•  Privacy •  Place Identity

Science Leadership Academy School District of Philadelphia –2006 Philadelphia, Pennsylvania Designed by: Stephen Varenhorst Architects, Philadelphia, PA. Photographer: Stephen Varenhorst Architects, Philadelphia, PA.

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Science Leadership Academy School District of Philadelphia –2006 Philadelphia, Pennsylvania Designed by: Stephen Varenhorst Architects, Philadelphia, PA. Photographer: Stephen Varenhorst Architects, Philadelphia, PA.

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The Metropolitan Learning Alliance Bloomington, Minneapolis, Richfield, and Saint Paul School Districts – 2006 Bloomington, Minnesota Designed by: Cuningham Group Architecture, P.A., Minneapolis MN. Photgrapher: Don Wong Photo

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Holy Cross College Secondary School Building Architect: EIW Architects Proposed Scheme A

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Holy Cross College Secondary School Building Architect: EIW Architects Perth Australia Proposed Scheme B

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CONCLUSION 53

Peter C. Lippman, Associate Director EIW Architects, Perth, Australia pclipp@eiwarch.com.au

Creating Learning Environments for Optimal Experiences