ISSN2072-7925 Can the physical environment have an impact on the learning environment?

CELE Exchange2010/13 OECD2010

Canthephysicalenvironment haveanimpacton thelearningenvironment?

By Peter C. Lippman, JCJ Architecture, New York

This paper argues in favour of challenging best practice generally accepted by the architectural profession by embracing a responsive design approach for creating learning environments. This approach should focus on the role of the social environment and how the physical environment may be structured to support learning.

INtroduCtIoN
Aresponsivedesignapproachwouldhelpdesignerscreatemoreinnovativeandsustainablelearning environments.Suchanapproachacceptsthattheenvironmentshapesthelearner,andthatlearners influence their environment.A reasonable criticism of so-called innovative learning environments isthattheyareneitheroriginalnornew,andgenerallysustainablelearningenvironmentsfocuson greenbuildingtechnologiesandignoreotheraspectsofsustainabilitysuchassocialdevelopment. A responsive design approach would embrace the educational ideology, practice theory, which describestheinteractionbetweenlearnerandenvironment,andlinkthistotheconceptofresponsive commissioning,aresearchapproachthatexploresthenatureoftheinteractionbetweenthesocial andphysicalaspectsofthelearningenvironment.Thedesignercanthencreateanenvironmentthat ismoreresponsivetotheneedsof21stcenturyeducation.
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PrACtICe theorY: INterACtIoN BetweeN LeArNer ANd LeArNINg eNvIroNmeNt

Researchersanddesignersoflearningenvironmentsoftendebatewhetherthelearnershouldadaptto thelearningenvironmentorwhetherthelearningenvironmentshouldadapttothem.Arguablythis isthewrongquestion.Abetterquestionis:howdoestheenvironmentshapethelearnerand,inturn, howdoesthelearnerinfluencethelearningenvironment?Inotherwords:whatisthetransactional relationshipofthelearningenvironment?Thisinvolvesunderstandingthemotivationsofthelearner withrespecttothetimeandplaceinwhichs/heacquiresknowledge(LaveandWenger,1991).The learningenvironmentinthiscontextiscomposedofthelearner,otherstudentsandteachersandthe physicalenvironment. Twenty-firstcenturylearningenvironmentsareenvisionedasplaceswherethelearnerisengagedin self-directedandco-operativelearningactivities,andthephysicalenvironmentisplannedsothatit canberoutinelyre-organisedtomediatelearning(Partnershipfor21stCenturySkills,2002).Therefore, 20thcenturyconstructivistconceptswhichviewthelearnerasactiveandthelearningenvironmentas

Can the physical environment have an impact on the learning environment?

passiveshouldbereplacedwithanewperspective.Practicetheoryrecognisesthatthelearnerandthe learningenvironmentareactive(Dent-ReadandZukow-Goldring,1997).Intheconstructivistsetting, studentslearnfromtheirowndiscoveries,whereaswithpracticetheorylearnersaretransformedand shapedbytheirtransactionsalongsideothersandtheirphysicalsettings.

INtegrAtINg teChNoLogY fuLLY INto the LeArNINg eNvIroNmeNt

In terms of innovation, the 21st century learning ideals are not so different from Reggio Emilia and Montessoripedagogies.Bothaspiredtoengagelearnersinactivitieswithavarietyoftools.Furthermore, these alterative programmes are places where faculty and students are motivated to extend their developmentbeyondtheircurrentlevelofknowledge.Onthewhole,thegoalsfostercriticalthinking, socialskills(throughco-operativeactivities)andself-directedwork.WhereasReggioEmiliaviewedthe physicalenvironmentasthethirdteacher whoguideslearning, Montessorirecognisedthatitmustbe preparedwithtoolstopromotelearningopportunities.Similarly,21stcenturylearningenvironments areusingtodaystools(i.e.informationtechnologies)whicharebelievedtoguidethelearnerandlead development(Vygotsky,1978). Montessoridevelopedteachingtoolsthatencouragedlearnerstoexploretheirenvironmentsthroughselfdirectedandco-operativelearningactivities.Atthetime,thiswasaninnovativeandmodernapproach. Sincetheearly1900s,technology,beginningwithfilm,thenradio,televisionandvideowerebrought intothelearningenvironment(Oliver,2004);currently,thecomputer,tabletsandSMARTboardshave beenintroducedintoinstructionalsettings.However,noneofthesepastorcurrenttechnologiesare beingfullyintegratedintoeducationalprogrammes,aswasanticipated(Weiss,2007). Onereasonforthisisthatthedesignofthephysicalenvironmentdoesnotsupporttheintegrationof technology(OliverandLippman,2007;Weiss,2007).Howcanthedesignprofessionalenvisionaspace thatincludestechnologyiftheadvantagesandconstraintsofthistoolhavenotbeenfullyevaluatedin relationtothepedagogyoftheplace?Otherwiseput,learningenvironmentsshouldbeprogrammed, plannedanddesignedtosupporttheintendedlearningactivities.Inaddition,thespatialdesignofthe learningenvironment,especiallyinAmericaneducation,isstructuredaroundtheclassroom.Onthe whole,thesespaceshavenotchangedfordecades.

A model of a 2010 classroom

MariusCalin

An accepted example of a 21st century classroom reflecting how technology is programmed, planned and designed into the educational setting. Although the SMART Board has been introduced, this tool has only replaced the blackboard as the focal point of the room. In addition, this technology along with the whiteboard encourages only peripheral engagement, and continues to reinforce a teacher-centred learning environment.

CELE Exchange2010/13ISSN2072-7925OECD2010

Can the physical environment have an impact on the learning environment?

Iftechnologyistobefullyintegratedintolearningenvironments,thecultureprevalentininstitutions mustchange.Notonlymustfacultyembraceit,buttheymustbewillingtoacceptwhatitcanand cannotdo.TheMontessoritools,forexample,wereplannedanddesignedaroundaparticularpedagogy andplaceswereviewedasessentialtolearning.However,theinformationtechnologiesoftodayhave notbeenplannedaroundanyspecificpedagogy,butratherareassumedtobeintegratedintoanyand allinstructionalsettings(Weiss,2007).

Collaborative classroom in the School of Engineering at the University of Melbourne
PeterJamieson

A 21st century instructional setting that was designed to create an active learning environment to support the active learner(s). This is a renovated engineering workshop. The design reflects an integrated setting where learners are either guiding one another and/or fully engaged in acquiring knowledge for themselves, and the professor acts as a facilitator guiding the learner(s), the learning process and the subjects to be learned.

SuStAINABILItY
Aswithinformationtechnologies,sustainabletechnologiesarealsounderstoodassystemsthatmaybe incorporatedintoanyandallbuildingsinsimilaranddissimilarcontexts.Recentdevelopmentsinclude new,alternativematerialsandprocessesforevaluatinglifecyclequalities,theLEEDdesignguidelines forimplementingsystem-specificdesignrequirements,andproductionandinformationsourceswhich have explored ways of promoting the trend toward reduced environmental impact. LEED is the US GreenBuildingCouncilthirdpartyverificationframeworkforimplementinggreenbuildingapproaches. Nevertheless,thisapproachtosustainabilityrarelyconsidersitseffectivenessoritsrelationshipwith socialorenvironmentaldynamics.Additionally,interchangingthetermwithgreendesigntendsto focusattentioncompletelyonenvironmentalimpactwithanunderlyingassumptionofimplicitsocial andeconomicbenefits(Allacci,2009).Asaresult,muchoftheprocessinevaluatingsustainabilitydoes notaddresstheseseeminglysecondaryqualitiesandmaypromotedesignguidelinesthatareharmfulto health,forexample,theconstructionofschoolbuildingsonknowntoxicsites. An exception to this trend is the concept of the triple bottom line (Elkington, 1997), which defines sustainabilityasbalancingsocial,environmentalandeconomicinterests.Technologicalleadershipin promotingthetriplebottomlinehasbeenlessevident.TheplethoraofInternetsourcesavailablefor researchingenvironmentalaspectsofsustainabilitydoesnotextendtosocialand/oreconomicqualities.
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Can the physical environment have an impact on the learning environment?

Instead,effortstoacquireinformationaboutsocialaspectsofsustainabilityaremorefragmentedand typicallyonlyavailablefromwebsitesonsocialequityandjustice(Allacci,2009).Manufacturersof greenproductsrarelyprovideinformationonthesocialimpactoftheiractivities.Thesecaninclude corporateresponsibilityandcodeofconduct,socialissuesassociatedwithharvestingrawmaterial,the healthimplicationsofproducts,manufacturing,recyclingandlabourconcerns.

reSPoNSIve CommISSIoNINg
Responsivecommissioningisanapproachthatconsidersthesocialenvironmentandviewsthephysical environment as involving the spatial design, the integration of information technologies throughout buildings and the efficiency and effectiveness of sustainable building systems. Whether responsive commissioning involves a new facility or developing an understanding about a current facility, this process begins with gathering information from key stakeholders and conducting post-occupancy evaluationsoftheconstraintsandadvantagesofthephysicalenvironment. Thisapproachmayinvolvequantitativeand/orqualitativeresearchmethods.Theseincluderesearching overanumberofyearsgraduationrates,attendancerecordsofstudentsandfaculty,andteachers length of service at a school. They also include more qualitative methods such as observations, interviewsand/orfocusgroups.Inaddition,thisapproachembracesaprocessofparticipatoryaction researchwherebythespaceisevaluatedwithstakeholderstoidentifydissonancebetweenhowpeople perceivethemselvesandtheiractivitiesintheirspaces,andhowthephysicalenvironmentperforms. Basedonthisresearch,recommendationsaremadetoalignteachingandlearningstyleswithhowto effectivelyusethephysicalenvironmenttoengagelearners.Pilotingthisentireprocesswouldbegin withfindingoutwhatkeystakeholdersconsidertobeagreatlearningexperience.Aspartofavisioning orre-visioningprocess,stakeholdersshouldconsideranddescribehowgreatlearningexperiencesare occurringinsidetheclassroomandthroughouttheentireschool.

the reSPoNSIve deSIgN APProACh

Theresponsivedesignapproachunderstandsthetransactionalrelationshipbetweenlearnersandtheir learning environment and that sustainable design does not merely signify the integration of green principles, but rather how the learning environment social and physical can contribute to the developmentofthelearner.Thisapproachdoesnotassumethatanyplacehasbeenideallydesigned, butitisusedtorevealitsadvantagesandconstraints.Thisiswhythedesignerwhoembracespractice theoryandresponsivecommissioningcanbesaidtofollowaresponsivedesignapproach.Furthermore, thisapproachchallengescurrentpracticeofarchitecture.Ratherthandealingmerelywithaesthetics, thedesignmustbeginwithanunderstandingthatlearningissituatedintimeandplace(Altman,1992). Furthermore,thedesignprocessmustfocusontheroleofthesocialenvironmentandhowthephysical environmentmaybestructuredtosupportlearningandassistfacilitatorsandlearnersintheirwork. Thiscallsforresearchtoexamineexistingsettingssoastounderstandhowtheyfunction,aswellas toidentifythesocialpatternsthatemergefromtheactivitiesthatoccurinlearningenvironments.By conducting research, these activity patterns can be identified; they may then be used to inform the designerwhothencanrecommendwhattheappropriatespatialarrangementsmightbe. Not only does the responsive approach value research on how the learning environment functions, butitalsoembracesaprocesswhichpromotesacultureofinquisitiveness whichrequiresrigorous analysis, animated dialogue between all participants and a working knowledge of the information
CELE Exchange2010/13ISSN2072-7925OECD2010

Can the physical environment have an impact on the learning environment?

available.Itrecognisesthatnoonepersonpossessesallofthisknowledge,andasaresulttheroleof theteamtakesongreaterimportance.Accordingly,eachteammembermustbecomeengagedinmore issuesthantheirusualscopeofunderstanding.Thischangewillonlyoccurwhendesignersunderstand thevalueofcreatingplacesthatarenotonlyaestheticallypleasing,butarealsogroundedinresearch. Itisundertheseconditionsthatthedesignofthephysicalenvironmentcansupportthetransactionsthat takeplaceroutinelyinthemsothatpeoplemaydevelop.

For more information, contact: Peter C. Lippman JCJ Architecture Empire State Building 350 Fifth Avenue, Suite 1029 10118 New York NY United States Tel.: 1 646-597-5405 E-mail: [email protected]

References
Allacci, M.S. (2009), Revisiting Cyberspace & Digital Technologies: A Look at Responsive and Ethical Design, paper presented at the Environmental Design Research Association (EDRA 40) conference, Kansas City, Kansas, 31 May. Altman, I. (1992), A Transactional Perspective on Transitions to New Environments, in Environment and Behavior, Vol. 24, Issue 2, pp. 268-280. Dent-Read, C. and P. Zukow-Goldring (1997), Introduction: Ecological Realism, Dynamic Systems, and Epigenetic Systems Approaches to Development, in C. Dent-Read and P. Zukow-Goldring (eds.), Evolving Explanations of Development: Ecological Approaches to Organism-Environment Systems, American Psychological Association, Washington, DC, pp. 1-22. Elkington, J. (1997), Cannibals with Forks: The Triple Bottom Line of 21st Century Business, Capstone Publishing, Oxford. Lave, J. and E. Wenger (1991), Situated Learning, Cambridge University Press, New York. Oliver, C. (2004), Teaching at a Distance: The Online Faculty Work Environment, unpublished dissertation, The City University of New York, New York. Oliver, C. and P.C. Lippman (2007), Examining space and place in learning environments, paper presented at the CONNECTED International Conference on Design Education, 9-12 July, University of New South Wales, Sydney, Australia. Partnership for 21st Century Skills (2002), Learning for the 21st century: A report and mile guide for 21st century skills, www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf. Weiss, A. (2007), Creating the Ubiquitous Classroom: Integrating Physical and Virtual Learning Spaces, in The International Journal of Learning, Vol. 14, No. 3, www.Learning-Journal.com. Vygotsky, L.S. (1978), Thought and Language, MIT Press, Cambridge, MA.

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