Designing and Building Robust Innovative Learning Environments
Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design p...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-08-01
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| Series: | Buildings |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2075-5309/11/8/345 |
| _version_ | 1797524425308897280 |
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| author | Anneli Frelin Jan Grannäs |
| author_facet | Anneli Frelin Jan Grannäs |
| author_sort | Anneli Frelin |
| collection | DOAJ |
| description | Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes as well as visualize how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analyzed with a particular focus on educational vision, organization, and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity (several stakeholders involved in more than one phase); Preparation (processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces); Alignment (early and extensive considerations of the school’s organization and working methods); and Participation (multi-professional teams with representation of a pedagogical perspective at the higher levels of participation). From this, it can be concluded that achieving robust, innovative learning environments involves stakeholders’ regard to the aspects of knowledge, education, organization, and economy. |
| first_indexed | 2024-03-10T08:57:12Z |
| format | Article |
| id | doaj.art-21a67e9f08f740dfb6d0b772db5313f0 |
| institution | Directory Open Access Journal |
| issn | 2075-5309 |
| language | English |
| last_indexed | 2024-03-10T08:57:12Z |
| publishDate | 2021-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Buildings |
| spelling | doaj.art-21a67e9f08f740dfb6d0b772db5313f02023-11-22T07:00:41ZengMDPI AGBuildings2075-53092021-08-0111834510.3390/buildings11080345Designing and Building Robust Innovative Learning EnvironmentsAnneli Frelin0Jan Grannäs1Faculty of Education and Business Studies, University of Gävle, 80176 Gävle, SwedenFaculty of Education and Business Studies, University of Gävle, 80176 Gävle, SwedenPrior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes as well as visualize how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analyzed with a particular focus on educational vision, organization, and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity (several stakeholders involved in more than one phase); Preparation (processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces); Alignment (early and extensive considerations of the school’s organization and working methods); and Participation (multi-professional teams with representation of a pedagogical perspective at the higher levels of participation). From this, it can be concluded that achieving robust, innovative learning environments involves stakeholders’ regard to the aspects of knowledge, education, organization, and economy.https://www.mdpi.com/2075-5309/11/8/345built pedagogyeducational visioninnovationinterior designlearning environmentparticipatory design |
| spellingShingle | Anneli Frelin Jan Grannäs Designing and Building Robust Innovative Learning Environments Buildings built pedagogy educational vision innovation interior design learning environment participatory design |
| title | Designing and Building Robust Innovative Learning Environments |
| title_full | Designing and Building Robust Innovative Learning Environments |
| title_fullStr | Designing and Building Robust Innovative Learning Environments |
| title_full_unstemmed | Designing and Building Robust Innovative Learning Environments |
| title_short | Designing and Building Robust Innovative Learning Environments |
| title_sort | designing and building robust innovative learning environments |
| topic | built pedagogy educational vision innovation interior design learning environment participatory design |
| url | https://www.mdpi.com/2075-5309/11/8/345 |
| work_keys_str_mv | AT annelifrelin designingandbuildingrobustinnovativelearningenvironments AT jangrannas designingandbuildingrobustinnovativelearningenvironments |