Creating a Space for Innovative Learning: The Importance of Engaging the Users in the Design Process

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Based on an empirical case study, this chapter puts forward the thesis that in order for an innovative learning environment (ILE) to work as intended, three things must be aligned: teaching (the teacher), space (the designer) and organisation (the school management). Ideally, when designing new ILEs all three factors are considered in the design process in order to ensure a common goal: creating the best space for innovative learning. In reality, this rarely happens and the users are left with a physical learning environment where the intentions do not always match educators’ expectations and established practices. To remedy this dilemma, the chapter proposes an additional activation phase in the design process after implementation—that is, the early use phase of a new build—where the intentions of the space are translated into actions, and refinements negotiated through discussions with the users through a participatory process. The purpose of this phase is to match pedagogies with spatial possibilities. The methodology used is Research through Design.
Original languageEnglish
Title of host publicationTeacher Transition into Innovative Learning Environments
EditorsWesley Imms, Tom Kvan
PublisherSpringer Singapore
Publication date1 Dec 2020
ISBN (Print)978-981-15-7496-2
ISBN (Electronic)978-981-15-7497-9
Publication statusPublished - 1 Dec 2020

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