Learning Space Design Proposal
My design proposal for the school principal outlining my design solutions for my 'swamp'.
Dear School Principal
I have identified the library media room as a space that does not meet the needs of the students in the school. The media room has an uninviting atmosphere and the furniture within provides problems for all learners within the space to gain quality instruction and learning opportunities. This proposal identifies how this learning space can be redesigned to meet the needs of all learners and provide these students with the possibility for engagement in learning without the restraints of the current design. As the school principal I write to you for your support for the redesign of the library media room and provide me with the necessary funds to achieve a space that promotes inclusive learning.
I have identified the library media room as a space that does not meet the needs of the students in the school. The media room has an uninviting atmosphere and the furniture within provides problems for all learners within the space to gain quality instruction and learning opportunities. This proposal identifies how this learning space can be redesigned to meet the needs of all learners and provide these students with the possibility for engagement in learning without the restraints of the current design. As the school principal I write to you for your support for the redesign of the library media room and provide me with the necessary funds to achieve a space that promotes inclusive learning.
The library media room currently has white walls and blinds
covering the windows. It also has two large laptop portable storage pods
located in the centre of the room. Along all walls are desktop computers and a
projector is located on the back of one wall. A white board is on the other end
of the large rectangular room. This room currently is used by class groups
(completing research, working on computer skills) or by students at lunch time.
Learning spaces must encourage and support learning for all students (ASLA/ALIA, 2003) and this media room does not achieve these needs. Observing classes working in this room it is immediately apparent that the design of the room limits the students and the teacher from achieving quality learning experiences. The teacher is stretched across a large space and struggles to instruct and guide students in their learning journey. Students are confined to desks and isolated from collaboration with peers. Collaboration with others provides an encouraging and supportive learning experience and can enable deep and enriching learning possibilities of its users (ASLA/ALIA, 2003, & Kolb & Kolb, 2005, p.200). This is why a redesign of this space is imperative for students to work in a space that promotes collaborative and inquiry learning.
Learning spaces must encourage and support learning for all students (ASLA/ALIA, 2003) and this media room does not achieve these needs. Observing classes working in this room it is immediately apparent that the design of the room limits the students and the teacher from achieving quality learning experiences. The teacher is stretched across a large space and struggles to instruct and guide students in their learning journey. Students are confined to desks and isolated from collaboration with peers. Collaboration with others provides an encouraging and supportive learning experience and can enable deep and enriching learning possibilities of its users (ASLA/ALIA, 2003, & Kolb & Kolb, 2005, p.200). This is why a redesign of this space is imperative for students to work in a space that promotes collaborative and inquiry learning.
Design Solution
I propose the following solutions for the redesign of the
media room. These solutions were developed from completing research of the
space through discussions with students and teachers using the space, as well
as the teacher-librarian of the library. Also by conducting a charrette with a
peer and investigating the research around inclusive design and design
processes I believe I have developed a design solution that will meet the needs
of the users of the space.
The media room will now house the current laptops and iPads without the desktop computers. The two laptop storage units will be positioned in the corner of the room either side of the projector screen. Two benches will be positioned in the room for students to sit at either on stools or standing when working, these benches will be positioned at either end of the room. A large wooden snake (see design solutions) will be positioned in the room allowing for iPad storage and students to lean on and work. Also cushions will be positioned around the snake for students to sit on. A variety of coloured beanbags will be included in various positions in the room for students to sit with the laptop device on their laps.
Coloured tables will be positioned around the room for students to use, these tables will have computer chairs but can also have stools if preferred. The coloured tables can be joined to create small group work spaces (2, 3, 4 group configurations). A colour palate for the room has been designed with bright reds, pinks and oranges at one end and softer greens, blues and yellows down the other. In line with comments made from teachers the area in front of the projector screen has a variety of different coloured and sized stools for class instructions or for student’s individual work. The existing whiteboards and pin boards around the room will be reduced with the large white board and small white board kept along with two pin boards. The now vacant spaces will allow for the information literacy steps to be displayed, along with the school smart searching skills poster. The two windows will have the blinds wound up allowing for natural light, the light bulbs will be replaced with daylight bulbs.
The media room will now house the current laptops and iPads without the desktop computers. The two laptop storage units will be positioned in the corner of the room either side of the projector screen. Two benches will be positioned in the room for students to sit at either on stools or standing when working, these benches will be positioned at either end of the room. A large wooden snake (see design solutions) will be positioned in the room allowing for iPad storage and students to lean on and work. Also cushions will be positioned around the snake for students to sit on. A variety of coloured beanbags will be included in various positions in the room for students to sit with the laptop device on their laps.
Coloured tables will be positioned around the room for students to use, these tables will have computer chairs but can also have stools if preferred. The coloured tables can be joined to create small group work spaces (2, 3, 4 group configurations). A colour palate for the room has been designed with bright reds, pinks and oranges at one end and softer greens, blues and yellows down the other. In line with comments made from teachers the area in front of the projector screen has a variety of different coloured and sized stools for class instructions or for student’s individual work. The existing whiteboards and pin boards around the room will be reduced with the large white board and small white board kept along with two pin boards. The now vacant spaces will allow for the information literacy steps to be displayed, along with the school smart searching skills poster. The two windows will have the blinds wound up allowing for natural light, the light bulbs will be replaced with daylight bulbs.
Justification
Students learn when supported by peers and work
collaboratively in a connected learning environment (Ito, Gutierrez, Livingstone, Penuel, Rhodes, Salen, Schor, Sefton-Green, & Watkins, 2013), thus a
library design that allows for flexibility in furniture will provide a positive
learning environment that encourages learning for all students. The area in
front of the data projector has a range of different sized stools, these stools
highlight an area for traditional teacher centred instruction but it also
allows for students to use these when directed to individual work providing students
to alter the design to suit their requirements.
A flexible and open space offers endless opportunities for change and reconfigurations, these features are the key to a successful collaborative learning space (La Marca, 2012, p. 22). The bean bags, puffs and puzzle furniture provide this flexibility in design. The puzzle furniture is designed to either be stand alone or place together to allow for group work. The tables are easily moved and light weight. Students can configure the tables to suit their needs at the time of use facilitating student learning. The bean bags, puffs and stools allow students a variety of seating options. These can be moved to work in groups or used in a private area of the room. Students who prefer to stand can work at one of the two bench tables allowing for a diversity in learning styles (Peterson, 2013).
The snake as a piece of furniture provides a fun element to the room. It has cushions positioned around it for students to sit on while they lean on it to write or work. It also has a storage box for headphones and mouses to be housed for the room. This piece of furniture provides another opportunity for children who prefer to work outside the confines of the computer chair to engage in their learning experience.
With the integration of these tables, bean bags, the snake and the benches students are supported to engage in quality learning opportunities. The furniture in this space allows for individual or collaborative learning, all of the furniture is easily moved and this allows flexibility within the space. Thus creating a collaborative space in which students feel comfortable and which encourages interactive or individual learning (La Marca, 2012, p. 22). Having the array of different furniture within this room caters for the student suggested learning spaces (group games or individual study options during lunch time visits). Learning spaces that are flexible and adaptable (rearranged with ease), suit group and individual settings for presentations, communications and collaboration modes and are able to foster student learning in a 21st century school (n.d., 2010, para 7).
The flexibility of the furniture and the variety of furniture options creates a space that meets the universal design principals. Principal seven: Size and Space for Approach and Use (Universal Design Institute, 1997, para 9) identifies the needs for “Appropriate size and space is provided for approach, reach, manipulation, and use” (Universal Design Institute, 1997, para 9). The bench and puzzle tables accommodate the use of wheelchair and students with walkers. The moveability of all the furniture means adequate space can be created for students who require additional assistance. The flexibility and mobility of the different furniture options promotes inquiry learning within learning spaces (Blackmore, Bateman, O'Mara & Loughlin, n.d., p.7).
Colour can indicate change in usage from one space to another, blues and greens are termed as calming colours while reds and yellows are stimulating (La Marca, 2012, p.37). The colour palate in the library has been developed with this colour recognition in mind. One side of the room exhibits pinks, reds, oranges and yellows which indicates that this area is a space for collaborative work, talking is encouraged and a large space has been created for whole class instruction in front of the projector. While the opposite side of the room is filled with blue and green furniture, these colours indicate an environment for individual work, soft speaking if any, a space for reflective thinking. Effective design elicits the management of a person’s mood and helps inspire the person in learning (Hoare, 2008, para 2). These colours of the furniture aim to assist the furniture in the room create a quality space for learning.
The walls of the room will remain white however the pin boards will create colour and texture to the stark white. “Texture pulls a space together, stimulates the eye, adds depth to an ordinarily flat space, and creates an exciting and interesting overall effect” (Bolan, 2009, as cited in La Marca, p.38). Along with these boards, posters and stickers will be placed on the wall to enhance the atmosphere of the room. These elements help convey atmosphere and enhance the overall feel of the space (Bolan, 2009, as cited in La Marca, p.38).
Providing a room that supports all students and provides them with the tools to access information (ASLA, ALIA, 2004, para ) is enhanced in the digital media room through the utilisation of laptops. Collaborative spaces for effective research classes require flexible table arrangement that allow for computers and open desk space (La Marca, 2015, p.21). Wireless laptop computers allow for use in any configurations the tables are placed in and also allow for students to utilise the beanbags, stools and puffs. Using a variety of these laptops can expand a students level of engagement within learning experiences and draw upon social supports, diversity of the connected learning experience through the accessibility of the device within the room (Ito et al., 2013, p.82).
A flexible and open space offers endless opportunities for change and reconfigurations, these features are the key to a successful collaborative learning space (La Marca, 2012, p. 22). The bean bags, puffs and puzzle furniture provide this flexibility in design. The puzzle furniture is designed to either be stand alone or place together to allow for group work. The tables are easily moved and light weight. Students can configure the tables to suit their needs at the time of use facilitating student learning. The bean bags, puffs and stools allow students a variety of seating options. These can be moved to work in groups or used in a private area of the room. Students who prefer to stand can work at one of the two bench tables allowing for a diversity in learning styles (Peterson, 2013).
The snake as a piece of furniture provides a fun element to the room. It has cushions positioned around it for students to sit on while they lean on it to write or work. It also has a storage box for headphones and mouses to be housed for the room. This piece of furniture provides another opportunity for children who prefer to work outside the confines of the computer chair to engage in their learning experience.
With the integration of these tables, bean bags, the snake and the benches students are supported to engage in quality learning opportunities. The furniture in this space allows for individual or collaborative learning, all of the furniture is easily moved and this allows flexibility within the space. Thus creating a collaborative space in which students feel comfortable and which encourages interactive or individual learning (La Marca, 2012, p. 22). Having the array of different furniture within this room caters for the student suggested learning spaces (group games or individual study options during lunch time visits). Learning spaces that are flexible and adaptable (rearranged with ease), suit group and individual settings for presentations, communications and collaboration modes and are able to foster student learning in a 21st century school (n.d., 2010, para 7).
The flexibility of the furniture and the variety of furniture options creates a space that meets the universal design principals. Principal seven: Size and Space for Approach and Use (Universal Design Institute, 1997, para 9) identifies the needs for “Appropriate size and space is provided for approach, reach, manipulation, and use” (Universal Design Institute, 1997, para 9). The bench and puzzle tables accommodate the use of wheelchair and students with walkers. The moveability of all the furniture means adequate space can be created for students who require additional assistance. The flexibility and mobility of the different furniture options promotes inquiry learning within learning spaces (Blackmore, Bateman, O'Mara & Loughlin, n.d., p.7).
Colour can indicate change in usage from one space to another, blues and greens are termed as calming colours while reds and yellows are stimulating (La Marca, 2012, p.37). The colour palate in the library has been developed with this colour recognition in mind. One side of the room exhibits pinks, reds, oranges and yellows which indicates that this area is a space for collaborative work, talking is encouraged and a large space has been created for whole class instruction in front of the projector. While the opposite side of the room is filled with blue and green furniture, these colours indicate an environment for individual work, soft speaking if any, a space for reflective thinking. Effective design elicits the management of a person’s mood and helps inspire the person in learning (Hoare, 2008, para 2). These colours of the furniture aim to assist the furniture in the room create a quality space for learning.
The walls of the room will remain white however the pin boards will create colour and texture to the stark white. “Texture pulls a space together, stimulates the eye, adds depth to an ordinarily flat space, and creates an exciting and interesting overall effect” (Bolan, 2009, as cited in La Marca, p.38). Along with these boards, posters and stickers will be placed on the wall to enhance the atmosphere of the room. These elements help convey atmosphere and enhance the overall feel of the space (Bolan, 2009, as cited in La Marca, p.38).
Providing a room that supports all students and provides them with the tools to access information (ASLA, ALIA, 2004, para ) is enhanced in the digital media room through the utilisation of laptops. Collaborative spaces for effective research classes require flexible table arrangement that allow for computers and open desk space (La Marca, 2015, p.21). Wireless laptop computers allow for use in any configurations the tables are placed in and also allow for students to utilise the beanbags, stools and puffs. Using a variety of these laptops can expand a students level of engagement within learning experiences and draw upon social supports, diversity of the connected learning experience through the accessibility of the device within the room (Ito et al., 2013, p.82).
Conclusion
Learners need space for instruction, spaces for talk, privacy, room to move, space for private student work and access to resources
(Education. au, 2010, para 6). It is imperative that the digital media room undergo a
redesign because at present the space does not meet the needs of this school or
its users. With the design suggestions I have proposed the creation of a space
that caters for inquiry learning and fosters inclusive practices which caters for
all learners. It is imperative that when creating a collaborative recreational space within a library it is an has open areas, flexible furniture options and is bright and colourful space (La Marca, 2012, p.22), the redesigned media room
meets these requirements.
References
Australian
School Library Association (ASLA). (2004). Standards
of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx
Blackmore, J., Bateman, D., O’Mara, J., & Loughlin, J. (n.d.) The connections between learning spaces and learning outcomes: people and learning places? Centre for Research in Educational Futures and Innovation: Faculty of Arts and Education, Deakin University, Retrieved from http://www.learningspaces.edu.au/docs/learningspaces-literature-review.pdf
Education. AU, (2010), 21st Century learning spaces. Retrieved from http://apo.org.au/node/20236>.
Hoare, S. (2008, Apr 22). Libraries unleashed: ‘buildings need to inspire’: Physical spaces are changing as a result of new technologies and student-centred approaches to learning. So what does the learning space of the future look like? Stephen Hoare finds out. The Guardian. Retrieved from http://search.proquest.com/docview/246777287?accountid=13380
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212. Retrieved from http://158.93.191.150/qep/documents/articles/learning-styles.pdf
La Marca, S. (2012). Designing the learning environment: Learning in a changing world. Camberwell, Vic: ACER Press.
Peterson, N.K. (2013). The developing role of the university library as a student learning centre: Implications to the interior spaces within (Doctoral Dissertation). Available from ProQuest Dissertations & Theses Global. (1415852188). Retrieved from http://search.proquest.com/docview/1415852188?accountid=13380
Universal Design Institute. (1997). Principals of Universal Design. Retrieved from http://udinstitute.org/principles.php
Blackmore, J., Bateman, D., O’Mara, J., & Loughlin, J. (n.d.) The connections between learning spaces and learning outcomes: people and learning places? Centre for Research in Educational Futures and Innovation: Faculty of Arts and Education, Deakin University, Retrieved from http://www.learningspaces.edu.au/docs/learningspaces-literature-review.pdf
Education. AU, (2010), 21st Century learning spaces. Retrieved from http://apo.org.au/node/20236>.
Hoare, S. (2008, Apr 22). Libraries unleashed: ‘buildings need to inspire’: Physical spaces are changing as a result of new technologies and student-centred approaches to learning. So what does the learning space of the future look like? Stephen Hoare finds out. The Guardian. Retrieved from http://search.proquest.com/docview/246777287?accountid=13380
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212. Retrieved from http://158.93.191.150/qep/documents/articles/learning-styles.pdf
La Marca, S. (2012). Designing the learning environment: Learning in a changing world. Camberwell, Vic: ACER Press.
Peterson, N.K. (2013). The developing role of the university library as a student learning centre: Implications to the interior spaces within (Doctoral Dissertation). Available from ProQuest Dissertations & Theses Global. (1415852188). Retrieved from http://search.proquest.com/docview/1415852188?accountid=13380
Universal Design Institute. (1997). Principals of Universal Design. Retrieved from http://udinstitute.org/principles.php