Physical Spaces
24%
can’t control the
airflow in their
learning environments
32%
can’t control the
natural light in their
learning environments
40%
indicate that
acoustics affect
their teaching
66%
can’t control the
temperature in their
learning environments
78%
do not have
biophilia in their
learning environments
100%
do not know the
humidity levels in their
learning environments
15%
indicate they have
vibrant colours in their learning environment
50%
indicate they have
calm colours in their
learning environments
Recommendation:
+ Smart meters, blinds, acoustic bafflers, wallpaper, biophilia, colour theme
Learning Spaces
As part of our research, we have recorded and tracked the spaces which we have been asked to redesign. These have been grouped into categories dependent on their engagement with learning rather than their name such as ‘classroom’ or ‘library’ or ‘science laboratory’. The technique of linking the learning with the environment is key to the success of the design process.
This type of zoning helps us as learning designers to not only create purposeful spaces but also to design spaces within spaces. This ensures flexibility and adaptability but also maxmises the impact the environment has on the intended learning outcomes.
Sustainability
34%
of responses indicate they have discussed sustainable approaches in their departments.
“Sustainable development is development that meets the needs of the present, without compromising the ability of future generations to meet their own needs.”
The concept of sustainable development can be interpreted in many different ways, but at its core is an approach to development that looks to balance different, and often competing, needs against an awareness of the environmental, social and economic limitations faced by society. All too often, development is driven by one particular need, without fully considering the wider or future impacts. By considering the three core elements: economic growth, social inclusion and environmental protection we are better placed to support the well-being of individuals and societies.
Teaching and Learning
52%
use flipped learning
The interactions and relationships that lead to learning are complex and multifaceted. A learner centred approach ensures that the focus for learning development is inward facing to support the learning process and not something which is ’done to learners’.
This is built from our core framework of people, place and pedagogy which is encapsulated within the premise of giving learners a purpose, a key baseline to self-fulfilment, through to progression of their learning journey through a purposefully designed curriculum.
