Design as a social practice: the design of new build schools

Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment – introducing an analytical model

“…The challenges and benefits of involving future users in school design have been well established (e.g., Daniels et al 2017;Könings, Bovill, and Woolner 2017;Sala-Oveido andImms 2016: Woolner et al 2007;Young, Cleveland, and Imms 2019). Teachers perceive and interpret learning environments based on their experience and knowledge, which includes their subject matter expertise (cf.…”

“…Teachers interpret their environments in accordance with their knowledge repertoires (Schön 1983). Although several characterisations of teacher knowledge acknowledge the context of their knowledge (e.g., Carlgren and Lindblad 1991;Daniels et al 2017;Shulman 1987;Wenger 1998), the material aspects of the learning environment have generally been given less attention. One reason for downplaying the material aspects has to do with the common notion of separating the mind from the body and paying little attention to situations and events related to interpersonal relations and the body that inhabits the world (O'Loughlin 2006).…”

“…This process is further complicated when new types of learning environment are envisaged and the common experience and understanding that traditionally designed schools offer is absent (Young, Cleveland, and Imms 2019). Stakeholder involvement -and especially representation from future users -has been identified as an important feature of successful projects (e.g., Daniels et al 2017;Sigurdardóttir and Hjartarson 2011;Woolner et al 2007). During the design process, the participation of educators and head teachers has been found to contribute to aligning the buildings with (or fit for) future needs and use (Daniels et al 2017;Könings, Bovill, and Woolner 2017;Koutamanis, Heuer, and Könings 2017).…”

“…In many cases, the design and use of new school spaces have revealed important discrepancies (Blackmore et al 2011;Mulcahy, Cleveland, and Aberton 2015;Mulcahy and Morrison 2017). Several studies have demonstrated that such discrepancies can be expensive, for example, when facilities need to be rebuilt (Daniels et al 2017;Saltmarsh et al 2015). It is argued that the design of innovative learning environments must be supported by educational theory in order to work well (Clarke 2017;Dovey and Fisher 2014).…”

Transitions through remodelling teaching and learning environments

“…Several studies specifically focus on physical space, school design and indoor climate (Al Horr et al, 2016;Barrett, Zhang, Davies, & Barrett, 2015;Soccio, 2016). There is also novel research on how teachers use, appropriate and change to ILEs (Bradbeer et al, 2019;Daniels, Tse, Stables, & Cox, 2017;Deed & Lesko, 2015;Mulcahy et al, 2015;Sigurðardóttir & Hjartarson, 2016;Woolner, Thomas, & Tiplady, 2018) and the impact of learning spaces on students' learning outcomes (Byers, Mahat, Liu, Knock, & Imms, 2018). In recent years there has been an increased focus on and use of constructivist-oriented pedagogy, which has resulted in a shift from teacher-centred teaching to a more student-centred learning and a constant and widespread call for flexible learning spaces (Woodman, 2016).…”