Design in Education: Understanding space and students.
Space matters: Experience of managing static formal learning spaces.
This journal, written by Tim Montgomery, tries to understand the realities of the learning space focusing mainly on a small seminar room. Understanding spatial management and movement can affect the structure of meaning within education and also the dynamics within the learning environment. Several constraints mean the everyday experience of learning is not in high-tech, impressively designed spaces either formal or informal
Why does space matter in educational environments? According to Tim Montgomery, there are three key elements in helping to understand why space really is an important factor of how we learn: group, movement and space. Group; the students and tutor are a social organization that creates its own meaning. Each person takes with them into the seminar room their own background, history and experiences which means the place in which these people can interact is a vibrant space. Movement within the space underlines the interactions within the group, the seminar room is an interactive environment and therefore it is important to understand why and how people move around the space. Space refers to the physical, within the four walls of the seminar space. The seminar room should not be considered a ‘space of enclosure’ with a ‘singular canonical meaning’ (Edwards and Usher, 2000:48).
With much of learning now becoming ‘student lead’ we are required to understand the social expectations of student life and also the modern learning styles of education. ‘Learning is now conceived of as about understanding, discovery and experience-informed iterative processes (Brown, 2006; Bransford et al., 1999)
There are various dimensions of spatial analysis such as furniture and heating but Montgomery’s study instead draws on experiences within particular learning environments. This study was in the main to understand the challenges educational institutions face. It would appear that priority is still given to basic function such as lighting, ventilation and heating rather than the broader dynamism of the room. In particular the emphasis which institutions put on technology. Technology can help to bring wider knowledge and experiences into the room but this must not be overshadowing the importance that ‘institutions must have a learning space vision’ (Brown, 2006).
Primary research by Montgomery was explored through interviews and discussions with colleagues and other tutors. The student viewpoint is missing in Montgomery’s research however he does state that he trusts that the voices of his colleagues carry some resonance. Using a study by Griffiths and Partington (1992) along with his own knowledge and teaching experiences, he drew out a number of small seminar room arrangements. He then used prompt cards to initiate conversation between participants whilst recording each varying layout and how the discussions flowed. From this research he understands that space management has a direct impact on relationships, with the orientation of the group relying on how the space was managed. Montgomery found that groups working as ‘all inclusive’ rather than sub divided groups tended to be more willing to share ideas and information. However he is aware that dividing into sub-groups can be of benefit to the spatial environment and small groups are known to be particularly successful at confidence building. Montgomery suggests that by breaking up the space the reverse effect can occur and often students can become isolated or develop alliances which are not necessarily constructive in wider discussions.
Montgomery found that arrangements of space, in particular rectangular were the most common in the experience of his colleagues. However he suggests that this arrangement has become ‘normalized’ and in turn may normalize the relationships between students. Participants agreed that the rectangular arrangement encouraged discussion and confrontation. This research also proved that those closest to the tutor or in direct eye line tended to contribute more than those who chose to, knowingly or subconsciously, sit half way along the side.
Montgomery concludes that because we generally take arrangements of space for granted we fail to notice the way in which the space detracts or enhances our learning capabilities. Further investigation and research is needed to understand how space is managed.
The research by Montgomery appears to be very academic and tutor based, as he said the ‘student voice’ is missing in his work. The study in the main examines the way in which spatial arrangement has a psychological effect on the way in which we learn. This is a different method used, however, by John and Frances Sorrell of the Sorrell Foundation. John and Frances work hand in hand with the students to understand and improve the needs of the students in a much more practical manner.
John and Frances Sorrell authors of Joinedupdesignforschools.
What happens when pupils are given the responsibility of improving aspects of their schools? This book documents what happened when a charity, The Sorrell Foundation, helped to join up schoolchildren from all over the UK with some of the world’s best architects and designers. The pupils for a change were given the responsibility to develop and present a brief, which they feel may help to improve their schools in some way. As clients the pupils were asked to commission a design that they would feel safe in and also want to learn in.
The main aim of the Sorrell Foundation, co founded by John and Frances Sorrell, is to inspire ‘creativity in young people and improving the quality of life through good design’. Not only does the Sorrell Foundation co-ordinate Joinedupdesignforschools but they also operate programmes for health environments and other public sectors. Joinedupdesignforschools in particular aims to let pupils learn through self motivation and hope that through this experience the students will improve life skills such as problem solving, communication and teamwork. Also ‘the initiative acts as a catalyst for potential improvements by identifying common issues’.
John and Frances Sorrell divided the pupils in client team groups and challenged them to discuss what they thought was good about their schools. This discussion although intended to focus on the good inevitably led to discussions about what the pupils tended to not like at schools. This was an effective assignment to start with as it enabled to get to grips with what their clients, the pupils, respond well to but more important it highlighted the areas that they would likely be deigning. Areas that did appear to be problematic were; cantinas, toilets, sports halls, and outside activity areas. Pupils also wanted to find solutions to problems such as storage for personal belongings, schools uniform and lack of playground spaces. Working with architects and designers lie Richard Rogers, Kevin McCloud, Paul Smith and Sebastian Conran, amongst others, gave pupils a firsthand experience of design and enabled them to see in progress their brief become a reality. One fourteen year old pupil felt ‘This is a better way to learn. If I had sat down in a classroom and been told this I would have just thought it’s another lesson. But this way I feel Involved. I feel part of it’. This would indicate that not all learning needs to happen within the enclosed school or education environment but there could be a benefit to students to learn through practice with businesses or inter-schools challenges. In this case involvement of the students in the design process could lead to a more positive learning environment as the students can actually see their work developing rather than just studying textbooks. As on student wrote ‘This project will improve the way we work and will give us a cleaner more suitable working environment, and will inspire students to work harder.’
It would appear that this initiative by using the suggestions of students to design better educational spaces could, in turn, improve the overall learning of the pupils as they would be working in an environment that they feel comfortable in. After all an environment in which students feel like they want to be in and are comfortable in would also have an impact on learning, hopefully for the better.
On reflection Joinedupdesignforschools was seen to be an extremely positive opportunity for schools to be involved in. Sam Jacob, architect at Fat said, ‘The kids can list the problems in a schools more quickly than teachers or governors. Their diagnosis and their optimism is good’.
The varied approach that was taken by both Tim Montgomery and The Sorrell Foundation to understand the way we learn and the space in which we learn in is very important. Although Joinedupdesignforschools was active in its practical use, it also appeared to understand what was important to children and their education. It was an extremely positive method of working in comparison to the work led by Montgomery. Although relevant and well researched, at times Montgomery is proposing ideas of which are not entirely new to the education sector. This however does not undermine the work that he has undertaken, the understanding that there are three key elements involved within managing space in education environments is one that would benefit from increased research. Overall understanding how space is used and what both students and staff feel benefits them from day to day is extremely important. Strict guidelines such as disability acts and Department for Education building bulletins appear to restrict the creativity that Education Authorities have when building or renovating their current premises. Space Matters and Joinedupdesignforschools has shown that there is a real need for authorities to understand the way in which education is advancing within the classroom and beyond, also creativity and attractive, high tech design is achievable and can often improve learning and the school community as a whole.
Further reading that would perhaps benefit in understanding space and movement within education and beyond:
Chism, N. V. N., 2006 Challenging Traditional Assumptions and Rethinking Learning Spaces, EDUCASE
Hiemstra, R. 1991, Aspects of Effective Learning Environments, San Francisco: Jossey-Bass
McCloud, K., 2009, Colour Now: An Expert Guide to Choosing Colours for Your Home, Quadrille Publishing
References
Bransford, J.D. , Brown, A.L. & Cocking, R.R., 1999 The Design of Learning Environments, National Academy of Sciences.
Brown, M., 2006, Learning Spaces, EDUCAUSE
Edwards, R. & Usher, R., 2000, Globalization and Pedagogy: Space, Place and Identity. London:
Routledge.
Griffiths, S., Partignton, P., 1992. Enabling Active Learning in Small Groups: Module 5 in
Effective Learning and Teaching in Higher Education. Sheffield: UCoSDA/CVCP.
Montgomery, T, 2008 Space Matters: Experiences of managing static formal leaarning spaces, SAGE
Sorrell, F. Sorrell, J,. 2005, Joinedupdesignforschools, Hugh Merrell
