Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Abstract

The need for environments conducive to learning and wellbeing has been broadly recognised. Considering particularly learner perceptions in the learning environment design is known to improve both their learning and wellbeing. There are no, however, shared theoretical frameworks guiding the learning environment co-design from the learner perspective. As a response to this challenge, a learning environment design (LED) framework was developed based on the literature and co-design involving learners aged 7 to 19 (n = 342) in Finland (n = 266) and Spain (n = 76). The LED framework entails 53 characteristics grouped under seven constructs. It draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. Flexibility and functionality are recognised as central enablers for a quality learning environment. The study suggests a design framework and principles for learning environment co-design. They can serve as a research-based introduction to the topic after which priorities can be defined based on the concrete design target and goals, and concrete design solutions can be created in the participatory design involving learners and other key stakeholders.

Design Guidelines and Standards for Iraqi Schools - The Future Prospects

“…Sustainability concepts focus in 58% of international standards on health and comfort aspects in educational spaces. The need to design schools contributing to wellbeing has been globally recognized [23]. The findings of The Education Consortium of Iraq (ECI) report confirm the failure of some Iraqi schools to achieve this aspect.…”

“…• The standards of school's interior design have a wide range of details in the investigated international standards, in particular aspects of consistency, flexible spaces and interactive elements. The academic results are motivated by the classroom design and the quality of indoor environment which facilitate social interaction, and interactive learning [23]. However, the Iraq's standard does not address these aspects .…”

“…• Some of the investigated international standards referred to some aspects of design aesthetics in school such as the use of colours and harmony in the interior designs and the use of plants, materials, and interaction in the exterior designs. Barrett et al have identified the impact of design complexity and colour on stimulating the learning [23]. The Iraqi standards and guidelines for school designs mentioned only some instructions regarding the use of materials in the exterior designs.…”

“…• Regarding furniture and equipment standards, most investigated standards highlighted their compatibility with the design, anthropometric scales and the furniture characteristics for educational activities in classrooms or laboratories. Offering comfortable furniture is likely to promote the learning environments [23]. The Iraqi standards did not mention these features.…”

Space and Time in Hybrid Teaching and Learning Environments: Two Cases and Design Principles

“…In practice, this means that participants have more freedom to choose their preferred study place and time. When we consider a hybrid teaching and learning environment, we are precisely interested in the educational arrangements as a whole, including variations in time and place, the physical and virtual spaces and tools (i.e., technology-enhanced physical environments) , services, practices, and participants' activities and interactions (i.e., psychosocial environment) [6].…”