Throughout the course modules and reflecting upon the learning space design projects I have participated in there are key concepts and big ideas I have constructed. During Module 1, I learned about space design can be initiated to effect pedagogy and support student learning (Clowes, 2018). Creating an innovative learning space, is the idea of space as a change agent (Clowes, 2018). This approach to learning space design is the inspiration, it is vital that educators be supported through professional development. Contrasting design intention is when educators are intrinsically motivated to change their pedagogy based on research to create a collaborative work environment for their students. The shift in pedagogy precedes the change of space. Students and teachers as end users of the learning space need to be engaged and invested in the design project. Teachers should share what they would like to see in a learning space to reduce barriers and support their pedagogy (Brown, 2009).
Design thinking is a mindset that supports creativity, maker movement and prototyping through multiple drafts to improve the quality of student work. Design thinking also fosters experiential, hands-on learning opportunities that connect to student’s real everyday life. The research presented in the course about the quality of student work was fascinating, as I am perplexed by student motivation (Berger, 2017). In my experience, students want to complete their work, hand it in and move on to the next task. They are not as concerned about their learning and enhancing their work to improve upon their “finished product”. Design thinking is a shift in mindset for both educator and student to focus on the process of learning rather than the final product (Razzouk & Shute, 2012). Makerspaces support student’s curiosity and embedding prototyping and inventor’s mindsets into hands-on activities. Students are engaged to improve continually when learning tasks are real-world and authentic (Clowes, 2018) and (Leadbeater &Wong, 2010).
Innovative learning spaces include physical spaces within a school, outdoor learning spaces, virtual learning spaces and spaces for serendipitous collaboration. Physical areas within a school tend to have similar characteristics, whiteboards and writable surfaces to record brainstorming and collaboration, flexible furniture to move around the open space to create a physical learning hub, designing a magnetic learning environment that draws educators and students supporting informal collaboration. Outdoor learning spaces support wellbeing and health, allowing users to move around, access fresh air and learn in a green space (Clowes, 2018). Virtual learning spaces and learning management systems, facilitate online collaboration. Technology allows students and educators access to education and resources from all over the world, reducing barriers of physical distance.
Designing with intent is essential when creating learning spaces; numerous considerations should be reviewed with a multidisciplinary team (Clowes, 2018) and (Seidel & Fixson, 2013). Students learning styles, barriers, students interest and needs are vital to designing learning spaces. A critical piece to student engagement is technology. Throughout the course, I learned how technology engages students and also is a platform that creates equity. Leadbeater and Wong (2010) write about how computers and learning that matters to children and families is necessary to encourage students to attend school.
References
Berger, Ron., (2017, January 5). The Quality of Student Work. Retrieved from https://www.youtube.com/watch?time_continue=5&v=pPZqcFfLULE
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. HarperBusiness. P. 3.
Clowes, S. (2018) Module 1 Reflection – Design Theory [CSU thinkspace blog post]. Retrieved from CSU thinkspace: https://thinkspace.csu.edu.au/sclowe01/2018/07/13/module-1-reflection/
Clowes, S. (2018) Module 2 – Space as a Change Agent [CSU thinkspace blog post]. Retrieved from CSU thinkspace: https://thinkspace.csu.edu.au/sclowe01/2018/07/19/module-2/
Clowes, S. (2018) Blog Task – Redesigning a Learning Space [CSU thinkspace blog post]. Retrieved from CSU thinkspace: https://thinkspace.csu.edu.au/sclowe01/2018/07/27/blog-task-redesigning-a-learning-space/
Clowes, S. (2018) Module 3 Reflection – Studio Teaching and Space Design [CSU thinkspace blog post]. Retrieved from CSU thinkspace: https://thinkspace.csu.edu.au/sclowe01/2018/08/09/module-3-reflection-studio-teaching-and-space-design/
Clowes, S. (2018) Module 4 – Role of Nature in a Learning Space [CSU thinkspace blog post]. Retrieved from CSU thinkspace: https://thinkspace.csu.edu.au/sclowe01/2018/08/16/module-4-role-of-nature-in-a-learning-space/
Clowes, S. (2018) Module 5 – Creative Culture [CSU thinkspace blog post]. Retrieved from CSU thinkspace: https://thinkspace.csu.edu.au/sclowe01/2018/09/10/module-5-creative-culture/
Leadbeater, C. & Wong, A. (2010). Learning from the extremes. Cisco. Retrieved from: http://www.cisco.com/web/about/citizenship/socio-economic/docs/LearningfromExtremes_WhitePaper.pdf
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, September, 82 (3), 330 – 348. http://rer.safepub.com.exproxy.csu.edu.au/content/82/4/483.full.pdf+html
Seidel, V.P. and Fixsom, S.K. (2013), Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices. J Prod Innov Manag, 30: 19-33. doi:10.1111/jpim.12061