During my time in the classroom, I had many students approach me to request the classroom environment be quieter. Many students had study carrels to reduce distractions or noise deafening headsets. In my experience, I have never had a student request that the noise in the classroom be raised to help them learn.
Students do enjoy sharing their new ideas and learning with their teacher and fellow classmates, this inherently becomes a social aspect of learning. According to Ravi, moderate classroom noise supports students creativity. Low levels of noise and high levels of noise are too distracting to benefit creativity, but moderate levels distract a students fixation on an idea and create a pathway for creativity (Ravi, 2012). With a moderate level of noise, individuals need to have a higher level of concentration resulting in the conception of creativity (Ravi, 2012).
Playing quiet, meditative music while transitioning into the classroom is a strategy I have observed across the elementary panel. The quiet music seems to have minds on effect and prepare students for their learning. Students working in groups, sharing their ideas and discussing a plan or the next step is the basis of collaboration. Oral discussion and collaboration breeds creativity, students are able to build off of one another’s ideas and stretch their individual thought process.
I would suggest that learning and creativity are two very different concepts. The effects of noise on learning may be very different than the effects of noise on creativity. If a student is learning to read, they don’t necessarily need to be creative. If a student is completing a formal summative assessment, creativity may not be the priority. These independent learning situations may not benefit from noise, but rather be hindered by noise. According to Treasure (2012), a noisy classroom negatively affects student learning.
It seems that moderate noise has a positive effect on creativity but can negatively affect learning. I would argue that students learn through social and collaborative situations where moderate levels of noise are required. Module 7 was about building future of learning centred built environments, teachers will need to be aware of the need for moderate noise to benefit student learning as well as the necessary times when students will need to have a quiet work environment to best learn.
Refrences
Ravi, M. (2012), Is noise always bad? Exploring the effects of ambient noise on creative cognition. Journal of Consumer Research 39(4)4 784 -799. Retrieved from: http://www.jstor.org/stable/10.1086/665048
Learning spaces have a variety of methods to provide students and teachers with learning opportunities. Hunter (2006 ), lists teaching spaces, open access spaces, social spaces and other learning spaces. A teaching space is used to lecture students and teaching activities. Open spaces are libraries and learning commons that provide open access to technology. Social spaces are internet or learning cafes and other learning spaces can include any venue where learning can occur, Starbucks comes to my mind. According to Hunter, there is an increasing demand for open access spaces for socializing and learning. I can see this, as when I attended University during my undergraduate degree, there would be a number of us studying together. We would share notes, ask potential test questions and share our responses openly. My learning definitely benefited from open social learning spaces. Even though the learning space where we generally studied was an empty lecture room.
The open social learning space I used was definitely a traditional learning space, but we as students used the space to collaborate and communicate. The furniture was fixed, comprised of tables that didn’t move and chairs that couldn’t be moved around the room quickly or easily. However, we would gather around the rooms and study, quiz each other, create a study plan and work together in the traditional learning space. The collaboration was done face to face. The university didn’t offer a learning management system such as D2L or Blackboard. The Professeur would provide a hard copy of the course syllabus and we could email if we had any questions.
No, 15 years later, I am able to complete a course online, without any face to face interactions. I have collaborated with fellow students using Google Hangout, Adobe Connect and the discussion forum within the course shell. I have created a Blog and I use Twitter for professional learning. I have viewed many TedTalks and uploaded my assignments without using a printer.
I can see how the advance in technology has supported the availability of education. I am taking Masters level courses from an Australian University while living in Canada. Not only do I live across the ocean, but I also live a rural remote location, I need to drive over 30 minutes to purchase groceries. I don’t need to relocate my family to pursue my higher education goals.
Many of the schools within the school board are old, however, I observe how educators use their teaching space to embed 21st-century learning competencies (Ontario Ministry of Education, 2016). Technology is accessible in classrooms, students from Grade 3 – 8 each have their own Chromebook. Each classroom has an interactive whiteboard and Kindergarten to Grade 2 students share 10 tablets. Each school has a classroom set Beebots, Codeapillars, Dash and Dot, Lego WeDo 2.0 and Lego EV3 robotics kits. Each learning commons or library has a green screen for multimedia presentations with video editing software. So, although the physical space is olde and outdated, the activities occurring within the learning spaces foster new ways of teaching and learning (Kuuskorpi & Gonzilez, 2011).
I did find Thornburgs comments about how interactive whiteboards are not used to their full potential (Thornburg, 2014). Many teachers use the interactive whiteboard as an electronic whiteboard and their pedagogy hasn’t changed to use the technology that is available differently than the traditional chalkboard. I have also observed that when students have the opportunity to learn in a flexible learning environment they can determine what type of learner they are. For example, my daughter came home after her first week in the flexible classroom and told me she likes to work at the high top table against the wall. She said that was her preferred learning spaces as there were fewer distractions than working at a group table. I can also identify the campfire, watering hole and life spaces within the school learning commons, however, I have noticed the need for a cave. A few of the learning commons have constructed a teepee for quiet reflective learning, but many of the open learning spaces within the schools are lacking this key zone for learning.
The primary take away is that learning is about a positive attitude. It doesn’t matter how old or outdated the physical learning space is if the teachers and students value a collaborative social learning environment, then creativity and engaged learners will evolve.
References
Hunter, B. (2006) The eSpaces Study: Designing, developing and managing learning spaces for effective learning, New Review of Academic Librarianship, 12:2, 61-81. DOI: 10.1080/13614530701330398. Retrieved from: http://dx.doi.org/10.1080/13614530701330398
Kuuskorpi, M. & Cabellos González, N. (2011), The future of the physical learning environment: School facilities that support the user, CELE Exchange, Centre for Effective Learning Environments, 2011/11, OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/5kg0lkz2d9f2-en
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.
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
Creative space design can be subjective based on the user, however, common themes seem to be present. Comfortable seating, writeable wall space to collaborate, meeting spaces that are magnets for collaboration, flexible and open to change. Many of what I would consider innovative or creative design is rooted on natural and organisational culture. Innovative oragnisations reflect their business culture in their space. An important step in designing and developing a creative or innovative space is to seek input and feedback from the user group. It has been a goal of mine to have makerspaces created in the transformed learning commons. The learning commons is a student magnet, students love to visit the space with flexible furniture, with various seating options.
I work for a non-for profit publicly funded school board, not a for profit business where profits and revenues are the primary goal, student achievement and wellbeing are at the heart of my work. If I consider what schools need to include to get students excited to walk through the doors each morning, I think of Google’s work place. Slides, hover boards, bike paths, rejuvenation stations, micro kitchens, cafes and outdoor work spaces. Schools do have collaborative work areas with flexible furniture where students can occasionally visit when their class has time booked in the learning commons. Students have some opportunities to play outdoors during recess and enjoy breakfast program. My mind is filled with many other ways that educators can transform their classroom, time table and program to be an engaging, exciting and fun place to learn everyday.
Students are able to tap into their creative juices through the implementation of a makerspace. I understand a makerspace to be the activity of making something or being a maker. It can include physically making something such as wood work, prototyping or cooking to technically coding/making something such as a computer program or robotics. I am excited to work with schools to develop a makerspace this school year 18/19. I think in order for a makerspace to be successful educators need to have an open mindset to allow students to explore and create based on their interests. Student learning can be documented in a portfolio, whereby, students share what they learned, what problems they encountered, their initial goals, and reflect on where they ended up. It is the educators role to deliver the curriculum, however, allowing space for students to explore within the curriculum can provide a rich opportunity for student engagement and unleash creativity. Students are in charge of their learning, not the teachers in the maker movement. The responsibility for learning is on the student, students learn that its ok to break things and intrinsically are motivated to learn.
Maker movement is a way of thinking, learning by doing, that fosters creativity, innovation and challenges students to invent and explore. Students can adopt the attitude of “not yet”, by continuing to preserver, developing multiple drafts and not giving up until their goal is achieved. Makers collaborate to share and ask questions of each other. Makers find multiple solutions to a problem, improving each attempt. The Learning Exchange has a great bank of resources, currently highlighting innovation, creativity and curiosity. EduGains has many resources developed for Ontario educators to access titled, Innovative Environments, Global Competencies, Digital, Digital Learning, Experiential Learning and Makerspaces.
When posed with the question, “What might be the role of nature in helping create a more sustainable learning space?” I considered what is a sustainable learning space? I have observed some interesting projects where students have recycled their healthy snacks into a vermin composter, collected milk jugs to build an igloo or to return them to the store for recycling. Many schools within the school board actively participate in a recycling program and learn about reducing waste, but does reducing, reusing and recycling create a more sustainable learning space? If sustainable learning, is learning that is student driven, authentic and engaging then I do believe each of these “green” programs support students sustainable learning. One of my favourite units that I lead while teaching in a Grade One classroom had a strong nature component. The unit began by making a healthy snack together, we learned about all the food groups and how fruits and vegetables are healthy for our bodies. Students brainstormed what we could make as a healthy snack. Together we wrote a grocery list that Mrs. Clowes would take with her to the grocery store to purchase the ingredients. We saved all the peelings from the fruit and vegetables and then made a classroom vermin composter. Large plastic table clothes were laid on the floor of the classroom so we could all layer soil, gravel, newsprint, water, worms and fruit peelings. Students loved observing the worms and the active composter in the classroom. Each week students would draw their composter observations and we would discuss how the composter changed using descriptive language. With the composter soil, we planted seeds to grow flowers for mothers day. Each student decorated a mason jar and planted a few seeds to sprout, these treasures would be sent home for mothers day gifts. Students tenderly cared for these plants, watching and measuring their growth each week was very exciting. I have heard that the students I taught a few years ago still remember and discuss how much fun they had during the nature, composting unit. I think that these Grade One students were apart of creating a more sustainable learning space.
How does designing “green” change the very nature of learning in our spaces?
I thinking designing “green” creates a space of intention. The focus is taken off ourselves and directed towards others, the world and the future. Students will be supported in their development of thinking locally and globally. They will have the opportunity to make a difference in their world and give back to the environment or community. Designing “green” can support creating a space were learners can work together to support a greater mission, thinking beyond simply learning to better themselves. Education that is meaningful and purposeful is the intention that can be achieved through designing “green” learning spaces.
The big idea throughout this module was around designing with intent. This idea lead me to consider “what is my intent when I enter a classroom?” Is it to engage students in 21st century learning competencies, is it to work collaboratively with a classroom teacher, am I there to teach something new to students? Design with intent brings focus to the goals and objectives. During the development of a new space, whether it be a learning commons/library or classroom, the designer needs to consider “what is the intent of the learning space?” Is it to reduce barriers, increase access to technology, embed 21st century learning competencies into the classroom, support student achievement and wellbeing?
Another key concept that stuck with me was the idea of design with the human experience as the focus. Brown calls it “putting people first”. ” Rather than asking designers to make an already developed idea more attractive to consumers, companies are asking them to create ideas that better meet consumers’ needs and desires ” (Brown, 2008) If students are our consumers, do we as teachers consider their human experience each time they enter the school? Do we develop relationships with our students, do we greet them by name, do we foster a safe learning environment to create a space where students are ready to learn? If we consider the students human experience each time they enter the school we are developing a space with a focus on the human experience.As a designer of learning spaces, my intent is to meet the needs of students. What are their desires for a learning space, what do they need in their learning space to reach their full potential.
My final thought for this module is that designers need to have a growth mindset towards design implementation; designers need to have a positive attitude towards innovation and continue designing until the desired goal is attained. The intial design may not work, it may not meet all students needs, but learn from it and try again.
Traditional Library to 21st Century Learning Commons Transition
I had the opportunity to support a transformation of a traditional library into a 21st century learning environment within a kindergarten to Grade 8 school. The rationale behind the transformation was to create a new space for students to learn collaboratively in a large piece of under-utilized real estate within the school. The traditional library space was used exclusively as a repository for books, read aloud, weekly library class visits and a day each week dedicated to private music lessons. It was a quiet space for independent reading and quiet working space. Prior to the transformation, the space was divided up using large shelving units that held books. There were two office spaces for the Special Education Teachers and furnishings that included large tables and stackable chairs.
In Tim Brown’s (2009) book Change by Design he discusses design as being the process of improving a product or experience, shifting a mindset of a problem to a project and the importance of assembling a team to with various expertise to collaboratively complete the project. During the transition of the learning commons, the team was created included senior administration, supervisor of plant and facilities, an architect, school principal, classroom teacher and myself.
Victor, Seidel and Sebastian (2013) sheds a light on the importance of including many different experts to ensure a breadth of information and ideas are shared. We should have expanded the team to also include a parent representative from the parent council, a student to represent the student body, janitorial staff and an educational assistant to ensure we included all stakeholders. Including all stakeholders more perspectives would have been considered, conflicting ideas and a more thorough brainstorming of needs and solutions.
There were a number of physical changes made to the space to support the needs of the school. There were two small meeting rooms created to have a private space for agencies to provide services to students and by educators for meetings, conference calls or professional development. A larger meeting room was also sectioned off to support larger meeting such as case conferences, meetings with parents or for community groups that would like to book the room. Also, the weekly music lessons can be held in the large room; this prevents the whole learning commons to be monopolized during the music lessons day. The flooring was also updated with a rubberized sheet type flooring. It is soft to reduce acoustic noise in the space when multiple classes or activities are going on simultaneously. Area carpets were also installed to define the different learning zones within the learning commons.
Flexible furnishings were purchased to create different learning zones within the space. There is a large circle that is in the centre of the room with a large medicine wheel carpet. To define the large circle soft seating and active seating, the large circle supports sharing circles, whole group instruction or read alouds. Another area within the learning commons that supports whole group instruction is a number of tables with casters on the feet and rolling chairs. These tables allow educators to create groups, or have one large table group depending on the project or activity for the whole class.
To support an independent learning space, two long counter tops were installed against a wall. The counters are at varying heights to cater to primary, junior and intermediate students. Students have the opportunity to choose their learning posture, to stand or sit on stools or one of the active seating options. Learners who are working on an independent task or are easily distracted may choose to use the counters as any activity would be behind the students back.
For students who may be independent reading, three soft seating lounge style seats were purchased. The foam soft seating is light weight and can be easily moved to any space within the learning commons. The active seating integrated into the space allows students to choose the way that they learn best. There is active seating that rocks, rolls and bounces. If a student needs stimulation, active seating can keep students in motion.
Small group instruction is supported in a small zone in the corner of the room. There is a large monitor to support instruction, sharing and collaboration. The furnishings in this learning zone are active and soft seating. There is a carpet where students can sit or lay on their bellies while working together.
Technology was integrated into the space to expand its use. In the large meeting room and both the small meeting rooms a conference call line was installed. This allows educators and agencies to undertake collaborative work within the school without physically traveling to the school. Robotics and makerspace resources were purchased to foster 21st century learning. The robotic resources are used to create centres and used with partners. Both USB and standard three prong outlets were installed to support the new technology. “Technology makes learning available in different places and times, enjoyable and engaging” (Leadbeater & Wong, 2010 p. 2). Technology is an easy entry point for students of various abilities to participate and collaborate in learning activities. Integrating technology into the learning space opens the doors for 21st century learning to occur, thus meeting the goals of the project.
I believe the next step is to harness what Leadbeater and Wong call “transformational innovation” (Leadbeater & Wong, 2010, p. 20). The notion that “some of the most telling lessons in transformational, radical innovation will come from the bottom of the pyramid, not the top” (Leadbeater & Wong, 2010, p. 20). Senior Administration will need to continue to support front line educators explore to a student lead learning environment to foster a “pull not push” system, where students enjoy and want to attend school (Leadbeater & Wong, 2010 p. 21).
Seidel, V.P. and Fixson, S.K. (2013), Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Desing Methods and Reflexive Practices. J Prod Innov Manag, 30: 19-33. doi:10.1111/jpim.12061
The reading this week challenged me to think deeply about the role and process of design. I have always said that I am not creative, as the arts are not my forte. I do enjoy the arts, but I don’t consider myself a natural designer. In the reading Learning from the extremes by Charles Leadbeater and Annika Wong, many variables, factors and constraints were listed that effect design. The role of the design brief to identify outcomes of the project and outline any constraints. The design brief provides the designers with the initial starting point to begin meeting the needs of the end users. The specific problem may not be clearly defined in the brief, but the parameters what needs to be accomplished is.
What are the key tensions inherent in a design brief that seeks responses that are distinctly different from the status quo?
The design brief is not written by the designers but rather the stakeholders interested in fixing a problem or see an opportunity for improvement. The author of the design brief generally has not researched the problem or completed observations. It is the role of the designers to review the brief and begin investigating how to improve the end users experience. The status quo is doing something the way it has always been done. The role of the designers is to find a unique solution, that may not work anywhere else, but meets all the requirements and is a creative solution to the problem or opportunity.
I was greatly inspired by the article The Toyota Way – a quantitative approach by Phillip Marksberry. The company has such a human centred approach to management and teamwork. It helped me reflect on the way I interact with educators I support as well as administration. The core value of the company is respect. Similarly to satisfying the tensions between the brief and the designers, respect is required to arrive at the optimal solution.
Are there alternative approaches to design briefs, that help us move from knowledge-based decisions to a process that empowers design teams to make discoveries of their own, in what Hatchuel and Weil call “the concept space”?
The concept idea is still a little foggy to me. I understand the idea that a concept is abstract, knowledge is not. A concept may be something totally new that has not yet been designed or created. Creating a concept space encourages innovation and creativity to design something that hasn’t been done before. I think that trust is necessary to support “the concept space” of designing. An attitude of its ok to fail, learn from it and try again is important to reach a successful result.
Integrating the C – K theory into the classroom could support student learning. As teachers we need to be open to concept (C) design to develop programs for our students. We have our knowledge base (K) from which we draw core ideas for instruction, but no two students are identical. This is where concept design can support teaching within the classroom. Each student comes to school with different perspectives, knowledge, learning styles and interests. It is our job as teachers to reach each student and design a program to attain positive student outcomes. As teachers we need to be open to customizing the learning environment based on what we know to reach our students. I dont’ know of a specific formula to do this, however, if we follow the concept design new and innovative learning environment may be developed.
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.