Can participatory design support the transition into innovative learning environments?

Publikation: Bidrag til bog/antologi/rapportKonferencebidrag i proceedingsForskningpeer review

Abstrakt

When changing from traditional classrooms to innovative learning environments it is crucial to include the users of the environment in the design process. However, participatory processes might be limited by contrasting expertise, cultures, priorities or project restrictions, which poses a risk to the alignment of spatial design and pedagogical practices. To meet this challenge, the paper proposes a post-design participatory activation process aimed to support the transition into new learning spaces. This is exemplified in an empirical case, where co-design methods and physical design objects have been explored as tools to foster spatial literacy and competencies in a fifth-grade cohort (teachers and students), and potentially match pedagogical practices with spatial affordances. Participatory activation is believed to be an ongoing process because learning environments are not static designs – they keep evolving based on people, pedagogies and practices.
OriginalsprogEngelsk
TitelTansitions18 - Continuing the Conversation : Symposium Proceedings 2018
RedaktørerWesley Imms, Marian Mahat
Antal sider6
Publikationsdato2019
Sider65-71
ISBN (Elektronisk)978-0-7340 5505-7
DOI
StatusUdgivet - 2019

Emneord

  • Participatory design
  • co-design
  • innovative learning environments
  • læringsrum
  • brugerinvolvering
  • post-design activation
  • spatial design

Kunstnerisk udviklingsvirksomhed (KUV)

  • Nej
  • Transitions 2018

    Bodil Bøjer (Deltager)

    15 okt. 201816 okt. 2018

    Aktivitet: Deltagelse i eller arrangement af en begivenhed Organisation af og deltagelse i konference

Citationsformater