Abstract

AbstractBased on an empirical case study, this chapter puts forward the thesis that in order for an innovative learning environment (ILE) to work as intended, three things must be aligned: teaching (the teacher), space (the designer) and organisation (the school management). Ideally, when designing new ILEs all three factors are considered in the design process in order to ensure a common goal: creating the best space for innovative learning. In reality, this rarely happens and the users are left with a physical learning environment where the intentions do not always match educators’ expectations and established practices. To remedy this dilemma, the chapter proposes an additional activation phase in the design process after implementation—that is, the early use phase of a new build—where the intentions of the space are translated into actions, and refinements negotiated through discussions with the users through a participatory process. The purpose of this phase is to match pedagogies with spatial possibilities. The methodology used is Research through Design.

Highlights

  • innovative learning environment (ILE) are being built across the world in order to foster twenty-first- century learning skills such as creativity and collaboration

  • I have proposed that in order for the ILEs to work as intended and to become a tool for improved pedagogical practices, three things must correspond: teaching, space and organisation. This has been exemplified in a case study at a Danish school, where a design process model was used in an attempt to engage all participants in the design process of a new ILE and through this create accordance between teaching, space and organisation to ensure a common goal: innovative learning

  • Experience from the process showed that changing space did not automatically change pedagogical practices

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Summary

Introduction

Space shapes us but we are affected by the way we interact with and act within the space. We know that changing the space is not enough (Imms & Byers, 2017); the intentions of the space can only be fully realised if the users of the learning environments are aware of and support the pedagogical principles informing the provision of these spaces (Burke, 2016). The pedagogies that a project is expected to facilitate often remain unstated, or may even be unknown by those who are to use the facilities (Jamieson, Fisher, Gilding, Taylor, & Trevitt, 2000)

Bøjer (B)
A Participatory and Practice-Based Research Approach
Conclusions
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