Why does design matter?
My new understanding of design is way of identifying a problem based on observations and identification of a specific need. Then working through a process to identify a solution to make the space, product or experience. Tim Brown (2009) writes that design is a “shift in mindset from a problem to a project”, this is how the design process begins. Design creates efficiencies, reduces waste and develops a more useful product or experience according (Brown, 2009).
What are the core reasons for which we need a design process?
From my reading I gleaned that a implementation of a design process supports corporate culture of innovation and creativity. (Davis, Doherty & Dowling, 2016, p. 118) I understand the process to include cooperation, collaboration within a team that has varying perspectives and skill sets. Davis, Doherty & Dowling write about a four and five stage process that can underpin and support the design process.
I had the opportunity to transform four traditional libraries to innovative learning spaces during the 2017/2018 school year. The team for each of these projects looked different. Upon reflection, had a team been built at the inception of project including all school stake holders the transitions may of had a different result. Also, had the stakeholders been engaged by identifying the need for the design on their own, the results may have changed as well. For example, if the janitorial staff was included in the design they could of shared their challenges for maintaining the space ie. floor waxing, carpeting materials, durability of furniture.
What might be the role of design when we think about learning spaces?
The role of design is to create spaces for students and educators that supports learning. All stakeholders should be included in the process as each has a different perspective: principal, teacher, educational assistants, students, janitors and parents. The design process may involve working together as a team to identify the needs of the space, observing how students interact in the space and how the teachers provide instruction within the space. Special attention can be given to students learning styles and needs and observation of students during transition times.
It was interesting to learn that after a classroom transition the educator observed that students were able to self regulate their behaviour by selecting a work environment that best suited them. For example, the redesigned learning space included stand up tables, active seating, cushions to lay across, bar height tables with stools and study carrells. Students would choose a learning space that they felt comfortable and could do their best learning at. Another observation the classroom teacher shared was that she noticed a reduction in classroom management issues. Students generally did not argue over work stations, they did not claim one work station as their own, rather the flexible space offered students and educators the opportunity to redesign the space regularly.
Here is a video that demonstrates the transition of the learning commons and the classroom I mentioned above.
https://www.youtube.com/watch?v=7PG3G4I8yX8
Thanks Sarah. This is no doubt the start of a continual re-design process. The more you can engage the students in the process the better! Great work
June
Wow, I bet that space really energised the students. Did you notice a change in the teaching also?
Thanks for your question Rachel. My understanding from speaking with the primary educator in the classroom was that she used the flexible seating to create a new learning space as needed to support her instruction. I am not sure if the teaching changed, or if was the ability to make environmental changes to support instruction. You have me thinking now about how I would teach differently if I had flexible seating in my classroom.
Hi Sarah,
I love that you also have defined spaces using different flooring this is an unobtrusive way of defining space.
I do agree using various stakeholders and the extreme users would have been a possible benefit to your design brief. The extreme users enable you to see the space in a new way and possibly give you a non conventional look at how the library space is not serving their needs.
To support learning does the space have information to assist the intrepid student or teacher who rarely ventures into the space? I recently had a conversation with a Maths teacher who said he felt previously unwelcome in libraries (he has taught at various schools) and that “maths had no place in a library”. These are the users I am keen to ensure become the users and our vocal champions to promote our spaces. I would be interested to know how this space (as it is amazing) creates this.