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Space, place
and the future
of learning
ULI Fall Meeting
November 5 – 8, 2013
Chicago
Session: W185A
Royal Opera at the Backstage Centre, London
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Andrew Harrison
Director, Spaces That Work
Raymond W. Gastil
Howard Friedman Visiting Professor, College of
Environmental Design, University of California, Berkeley
Michael Pagano
Dean, College of Urban Planning and Public Affairs,
University of Illinois at Chicago
Steven Smith
Founder, Urban Narrative
Jennifer S. Vey
Fellow, Metropolitan Policy Program, Brookings Institution
Speakers
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The rules are changing…..
• The internet has changed notions of
place, time and space
• Emerging new methods of teaching
and learning based on an improved
understanding of cognition
• Effect of demographic changes on
learning population
• Changing financial context for
education: increased competition,
pressure on resources
• Impact of changes in government
policy: funding, participation,
research strategy
• Blending of living, learning, working
and leisure
• Life-long learning
Source: DEGW
Hellerup School, Copenhagen, Denmark
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“Thirty years from now the big university campuses will be relics. Universities won’t survive.….”
“…the cost of higher education has risen as fast as the cost of healthcare…. the system is rapidly becoming untenable. Higher education is in deep crisis.” Peter Drucker, Forbes magazine, July 1997
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“The pressure of change is on the classroom; it is utterly unthinkable
that it can continue to be built, structured and equipped as it has been
for all these decades.
It is rather grotesque that societies which essentially depend on and
intently strive for innovation and progress should try to source the
power and energy for their innovative and progressive future from the
physical and conceptual conditions of the educational mills of the 19th
century.”
Andreas Schratzenstaller (2010)
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Transformation not extinction: new space models
• Traditional categories of space
are becoming less meaningful
as space becomes less
specialized, boundaries blur, and
operating hours extend toward
24–7
• Space types designed primarily
around patterns of human
interaction rather than specific
needs of particular departments,
disciplines or technologies
• New space models focus on
enhancing quality of life as
much as on supporting the
learning experience
circulation as
event space
more freely
available space
group project work,
solo work
redefining ‘balance’
space
circulation as glue
Source: DEGW
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Supporting new ways of learning
• Collaborative, active learning
with hands-on experiences
• Integrated, multidisciplinary
• Distributed, learning takes
place anywhere/anytime,
mobile technology with social
activity
• Immersive with simulated or
real-world experiences
• Blended activities, online with
face-to-face, mixed reality
Design Factory, Aalto University, Helsinki
There are no stable space types in
education.
Every space, every level of
education is open to innovation.
| 20130124 | 8 Vittra Telefonplan, Stockholm
| 20130124 | 9 Vittra Telefonplan, Stockholm
| 20130124 | 10 Harkness Table, College Preparatory School, California
| 20130124 | 11 Kiva, Institute for Educational Development,
Aga Khan University, Karachi, Pakistan
| 20130124 | 12 D School, Stanford University
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Saltire Centre,
Glasgow Caledonian University, Scotland
| 20130124 | 14 University of Virginia Medical College, USA
| 20130124 | 15 University of Melbourne Learning Lab
Melbourne, Australia
| 20130124 | 16 | 20110215 | 16 Department of Architecture, TU Delft
The Netherlands
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Department of Architecture, TU Delft
The Netherlands
| 20130124 | 18 Fiordland Kindergarten, New Zealand
| 20130124 | 19 TK Park, Bangkok, Thailand
| 20130124 | 20 Aalto on Tracks, Aalto University, Mongolia.
| 20130124 | 21 Aalto on Tracks, Aalto University, Mongolia.
| 20130124 | 22 Tent City University, London
| 20130124 | 23 Hamburger University, Shanghai
| 20130124 | 24 Natural History Museum, London
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Summary: creating spaces to support the pedagogy
• Thinking spaces
− spaces for conceiving ideas,
deliberating, brainstorming
• Designing spaces
− spaces for putting structure, order, and
context to free-ranging ideas
• Collaborating spaces
− spaces for enabling team activities
• Presenting spaces
− spaces for showing things to a group
• Debating or negotiating spaces
− spaces for facilitating negotiations
• Documenting spaces
− spaces for describing and informing specific
activities, objects, or other actions
• Making spaces
− spaces for creating objects and artefacts
using diverse materials and processes
• Practicing spaces
− spaces for investigating specific disciplines
• Sensing spaces
− spaces for pervasively monitoring a location
• Operating spaces
− spaces for controlling systems, tools, and
complex environments
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The future learning experience
• Layered experience
• Creation of flexible activity zones
to support learning, living and
working
• Users choosing appropriate
settings and technology for the
tasks they want to achieve
• Blending of physical and virtual
research areas
• Blurring of learning with working,
living and leisure
• Sharing of facilities with other
institutions/ uses
• Thinking beyond the campus
– the wider learning landscape
d.school, Stanford University, USA
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Social, political and organisational context
Learning objectives and
tasks
Selection of appropriate
learning landscape
physical and virtual
components
Learning activities Mediating factors Characteristics of required
learning landscape
Mapping of available
community learning
resources
Defining the learning landscape
© Harrison and Hutton 2014
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Examples of mediating factors
• Number of participants
• Geographical distribution of participants
• Individual or group activity
• Degree of concentration needed
• How intermittent or continuous the activity is
• Importance placed on the activity and the task it is part of by
the participants and wider stakeholders.
• Predictability
• Formality
• Relationship needed with participants for successful activity
• Organizational preferences based on institutional identity
• History and financial structure of the institution
• Personal circumstances and enduring and temporary
preferences of the individual learners
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VIDEO CONFERENCE
INSTANT MESSAGING
SHARED VISUALISATION
CHAT ROOM
e-WHITEBOARD
VR WORLD/ AVATAR
virtual
TEXT MESSAGE
VOICEMAIL
DESK & CHAIR
SMALL TABLE FOR 3-4
LARGE TABLE FOR 6-8
LAB BENCH
SOFA
QUIET BOOTH
BROWSERY
SEAT
LEARNING SETTING
CLASSROOM
INFORMATION
COMMONS
CORRIDOR
LIBRARY
LABORATORY
STUDIO
AUDITORIUM
CAFÉ
OFFICE
LEARNING ARENA
SCHOOL
COLLEGE
UNIVERSITY
LIBRARY
MUSEUM
ART GALLERY
PARK/ GARDEN
STREET/ CITY
HOME
OFFICE BUILDING
LEARNING ENVIRONMENT
LEARNING LANDSCAPE
Desk
Table
Chair
Filing cabinet
Bench
Power
Wall
Partition
Task light
Down light
Telephone
Computer
Network connection
Whiteboard
Data projector
Printer
Photocopier
LEARNING SETTING ELEMENT
physical
Defining the learning landscape
© Harrison and Hutton 2014
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Creation of learning-centred communities
Schools FE and HE
Culture/Leisure/ Living
Workplace Early Childhood Centres
Primary Schools
Secondary Schools
Public Libraries
6th Form Colleges
Joint use libraries Corporate
Training Centres
Innovation Centres
Executive Education
Universities
R&D facilities Professional
Education Institutions
Library Business & IP Centres
Art Galleries Museums Libraries
Colleges
Teaching Hospitals
Performance spaces
Workplace based learning
The virtual learning environment
Academic Retirement Communities
Life long learning
© Harrison and Hutton 2014
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Published in the US:
November 13, 2013
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