Prior to the commencement of this subject, my focus on design in the context of learning spaces was limited. Throughout my career, I always placed importance on my own learning space as a fundamental aspect to the learning and teaching process. I ensured it was a safe space where all students were seen and recognised. Spaces to create, to rest, collaborate, work individually and to join together as a whole group were always offered to encourage students to learn in their own way. Though I had limited research to reinforce my design focus, I knew by experience both inside and outside the classroom, the importance of the user in designing a space. I have since developed my understanding of the importance of user-centric design. Literature clearly stipulates that good design is intentional, user-focused and human-centred (Kelley, 2002). The very process of design should involve understanding user needs thoroughly by first observing and studying the user (Design Council, 2013). Brown & Katz state that design involves putting people first, specifically the users (2011). Klooker et al. (2016) also note that solutions must fit the needs of users and improve their experience. The clear correspondence in the research undeniably suggests the importance of the user in design. One of the most prominent examples I sourced regarding user-focused and learner-centred design in modern education is a Kindergarten in Japan. In this instance, designers observed that when given a large space, children run in circles. From this simple observation the entire learning environment was designed to be a large circle. My ability to focus on the user in design, and throughout the design process to implement authentic and effective solutions has improved. I am challenged now to observe and involve the user in future design, and to be creative when seeking solutions.
Although I understood the importance of collaboration in both teaching and learning, my knowledge of its critical importance in the context of design and change management has significantly altered. Not only is effective design user-centric, but the process of implementing design changes must also involve collaboration and multi-disciplinary teams (Design Council, 2013). When comparing current research with the design processes I have been involved in, it has been made evident that issues which arose were largely due to the lack of collaboration and authentic communication.
The way I have viewed the design of my own learning spaces has not altered significantly throughout my career. This subject, especially within the context of the current pandemic, has required me to prioritise adaptability and flexibility, as well as creativity in the way we use digital spaces. As educators, the way we do things should be ever-changing to meet the needs of different students, classes and curriculum requirements. Hunter (2006) states that the development of innovative learning spaces involves knowledge of learning technologies and pedagogy. In twenty-first century education, our learning spaces should be equipped to cater for rapidly changing technology. According to Neill & Etheridge (2008), it is critical that a learning space is adaptable and allow for varied educational instruction and learning. This need to be flexible is greatly enhanced when examining our careers in the context of the current global pandemic. The way we have traditionally taught or connected with school families and communities has changed. I am challenged to allow flexibility and adaptability when embarking in design and change management.
References
Brown, T., & Katz, B. (2011). Change by design. Journal Of Product Innovation Management, 28(3), 381-383. doi:10.1111/j.1540-5885.2011.00806.x
Design Council (2013). Design for public good. UK Design Council and SEE platform
Hunter, B. (2006) The eSpaces Study: Designing, developing and managing learning spaces for effective learning, New Review of Academic Librarianship, 12:2, 61-81.mDOI: 10.1080/13614530701330398. Retrieved from: http://dx.doi.org/10.1080/13614530701330398
Klooker, M., Nicolai, C., Matzdorf, S., Trost, A., von Schmieden, K., Bottcher, L., & Weinberg, U. (2016). On creating workspaces for a team of teams: learnings from a case study. In H. Plattner, C.
Neill, S., & Etheridge, R. (2008). Flexible learning spaces: The integration of pedagogy, physical design, and instructional technology. Marketing education review, 18(1), 47-53.
TED. (2002, February). David Kelley: Human-centred design [Video]. YouTube.
https://www.ted.com/talks/david_kelley_human_centered_design#t-142243