Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments

Abstract

This issue of the European Journal of Education examines a crucially important, though largely overlooked, area in educational design research: architecting and building physical educational environments. Effective policymaking in school design necessitates the negotiated, shared and timely input of key educational stakeholders, including policymakers, architects, educational designers, pupils, teachers, and parents. Furthermore, practical, participatory and principled examples of the design and construction of bespoke learning spaces are warranted to guide those formulating and implementing policy, particularly the commissioning and construction of built educational environments. The articles exemplify how to engage diverse, key stakeholders in participatory design of school buildings, whilst practically illustrating design innovations in context. This commentary article offers reflections on the respective articles, informed by extant, relevant research on the history and praxis of school building design internationally. This includes the Reggio Emilia Schools' socio-material concept of 'the third teacher', a philosophy that is particularly germane to the participatory design of contemporary (built) learning environments. The article concludes with design sensitivities and SEAM framework (space, engagement, aestheticity and media), which can be used to explore and extend further the concepts, methods and technologies outlined in this issue. wileyonlinelibrary.com/journal/ejed Eur J Educ. 2017;52:318-326.A challenge for educational designers, policy-makers and practitioners is the dearth of comparative examples of systematic school building design, where the participatory design processes are outlined in detail, especially the phasing, elicitation and structure of stakeholder involvement. The first article by van Merri€ enboer, McKenney, Cullinan, and Heuer (2017, pp. 253-267) sets the context very well as a detailed and insightful enumeration of two comparable but contrasting school (re)-designs. The first design case study, the UCL Academy School in London, emerges as a greenfield, new school build, whereas the second is a contemporary redesign of a school that is historically innovative and 'radical' in its ethos and mission, De Werkplaats, Bilthoven, The Netherlands, founded in 1926 by educational pioneer HALL | 319

Relational architectures and wearable space: Smart schools and the politics of ubiquitous sensation

“…This gap is further perpetuated by the lack of evidence as to how “smart” architectural visions and technologies are variously affirmed or disavowed by the vicissitudes of everyday life in schools (Cleveland and Fisher, 2014). Little is known about how smart buildings and technologies fit (or do not) with the lives, habits and expectations of students, families, school staff, and local communities (Hall, 2017; Higgins et al., 2005). There is also a need for studies focusing on the potentially transformative capacities of digital technologies in relation to school buildings and the everyday experiences of students and teachers (Burke, 2014).…”

Walking with Media: Towards a Mixed Reality Pedagogy in University Learning Environments

“…The field of educational architecture is increasingly understood as central to the creation of learning environments that are responsive to the social, technological, and environmental changes of the 21 st century (de Freitas, 2011;Gislason, 2010;Hall, 2017;Leiringer & Cardellino, 2011;Rousell, 2016;Woolner et al, 2010). The recent turn towards the pedagogical affordances of the built environment aligns with long-standing international initiatives for educational transformation through the improvement of school and university buildings, campuses, landscapes, and facilities (OECD, 2006;Hertzberger, 2008;Willis, 2017).…”

“…The underlying problem in this regard is that researchers generally consider teaching and learning apart from their architectural setting, or study the built environment separately from classroom practice. (2010, p 127) As a result of this apparent gap between architectural and educational practices, a growing body of research argues for new models of co-design that are responsive to the relations between the built environment, emerging technologies, and everyday teaching and learning experiences in diverse educational spaces (Hall, 2017). There is a need for studies that explore how architectural visions can productively engage with curriculum and pedagogy, and more broadly, with the lives, habits and expectations of students, lecturers, school staff and local communities (Gislason, 2010).…”

Participatory design of (built) learning environments

“…In addition, two commentaries on the articles enrich our understanding of important facets of or the participatory design of built learning environments. Given his background in educational technology and design‐based research as a change‐driven, solution‐oriented methodology in schools and museums, Hall draws our attention to the school building design as ‘the third teacher’ (, pp. 318–326).…”