Learning Spaces Australia

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Learning Spaces:The transformation of

educational spaces in Australia for the 21st

century

An edited journal by

Clare Newton !enn "isherArchitect # Academic $ducation %lanner The &ni'ersity of (elbourne )ubida )esearchc*newton+unimelb*edu*au

To be launched ,ctober 2-. 2//-*


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The TA!$series is an annual journal published by theAustralian Institute of Architects and edited by each years

Sisalation Prize winners. In 2008 the Sisalation Prize was

won by lare !ewton and "enn #isher.

Past winners include$TA!$ 0 Learning SpacesTA!$ ousing AustraliaTA!$ 3 4eyond 4eige5 architecture for the elderlyTA!$ 2 ousing 6ndigenous Australians



century


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"6T8),9 6 SC,,L e;tension


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Australian )esearch Council 2//52/1/ < funded Lin=age %roject

>researchers -industry partners 2 postgrad studentswor=ing at the intersection of education and architecture

1


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C6$" 6N?$ST6AT,)S:

Clare Newton Architecture c*newton+unimelb*edu*au

@r @ominiue es Sustainable @esign d*hes+unimelb*edu*au@r Sue 7il=s $ducation and curriculum sueew+unimelb*edu*au

@r !enn "isher $ducational planner =enn+rubida*net

%rof* !im @o'ey &rban @esign =gdo'ey+unimelb*edu*au

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Clare Newton Architecture c*newton+unimelb*edu*au@r !enn "isher $ducational planner =enn+rubida*net

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6N@&ST)9 %A)TN$)S:@$$C@ < @r %eter Stewart o'ernment Architect

)ubida )esearch < @r !enn "isher ayball

2o Architects (cauran iannini Soon

(c4ride Charles )yan S4$ (elbourne

(ary "eatherston @esign

1


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%,ST )A@ ST&@$NTS:4en Cle'eland Teacher !en 7oodman Architect


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7e are currentlypreparing studentsforjobs thatdonBt yet e;ist* * *


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using technologiesthat ha'enBt yetbeen in'ented* * *


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in order to sol'eproblems we donBte'en =now areproblems yet*

#ro( pp Shift Happensby "arl #isch


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Pro+idin& facilities for an un-nown future is a

wic-ed proble(3

31 A 4wic-ed4 proble( is one that is not truly understood

until you try and co(e up with a solution.

1 5hy6 The proble( (ay be inco(plete) contradictory)subject to chan&e) concealed) interacti+e) insoluble.

1 oined 79: by 'orst ;ittel and %el+in 5ebber


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http$


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Action research Authentic ?earnin&

Blooms Taxonomy Cogniti'e S=ills @eclarati'e =nowledge

constructi'e alignment

C,NST)&CT6?6ST %$@A,6$S #eedbac- ;ubrics

%ultiple Intelli&ences

%edagogy ;@#?@TI@ P;ATI@

Scope and sequence

4&6L@6N "A4)6C Assemblies

@6S%LAC$($NT ?$NT6LAT6,N (i;ed modes

@esign and Construct $gress "$N$ST)AT6,N

6NT$)ST6T&AL S%AC$S "luid spaces

%erformance specifications %),C&)$($NT ($T,@S

Sprin=lered buildings )$"L$CT$@ C$6L6N %LAN

T$)(AL C6(N$9S Ni ht ur es ?alue $n ineerin

7e spea= different languages


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Action research Authentic ?earnin&

Blooms Taxonomy Cogniti'e S=ills @eclarati'e =nowledge

constructi'e alignment

C,NST)&CT6?6ST %$@A,6$S #eedbac- ;ubrics

%ultiple Intelli&ences

%edagogy ;@#?@TI@ P;ATI@

Scope and sequence



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4&6L@6N "A4)6C Assemblies

@6S%LAC$($NT ?$NT6LAT6,N (i;ed modes

@esign and Construct $gress "$N$ST)AT6,N

6NT$)ST6T&AL S%AC$S "luid spaces

%erformance specifications %),C&)$($NT ($T,@S

Sprin=lered buildings )$"L$CT$@ C$6L6N %LAN

T$)(AL C6(N$9S Ni ht ur es ?alue $n ineerin



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school spaces and places are neither innocent nor neutral. they arean instrument of the political and social

space has an impact on the performance of students and teachersand it both prohibits and establishes order. it commands and locatesstudent bodieswithin society and determines what is acceptable

as social action, space is a fundamental and all-pervasive source ofpower

school buildings can formalise relationshipsand shape theperformance desired by authority

societal and institutional power is structured by architectureandarchitecture itself celebrates and monumentalises the structuralnetworks of power

furthermore, the design of schools emphasises the status of students

and teachers in society

!$NN through his %h@ research argues that*


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Future Proofing Schools

1

Australian )esearch Council 2//-52/12 < funded Lin=age %roject

Hybrid Spaces for informalcollaboration

Australian )esearch Council 2/1/552/1D < application stage only


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"ederal go'ernment L6N!A$ )ANTS* are an effecti'e way for industry to participate in research*

ontributions fro( industry (ust typically be at least 20 per cent

of the total a(ount sou&ht fro( the o((onwealth*

help impro'e industry e;pertiseBrants often support post&raduate trainin&

but do ta=e timeTypically research pro&ra(s etend o+er : years

EEEEE 6N@&ST)9EEEEEEEEEEEEEEEEEEEE ,?$)N($NT


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Learning from 1-thcentury school designs

)eference:?awrence Curchell) ictorian Schools) A study incolonial &o+ern(ent Architecture 78:9D700) %elbourne Eni+ersity


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)eference:?awrence Curchell) ictorian Schools) A study incolonial &o+ern(ent Architecture 78:9D700) %elbourne Eni+ersity


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han&in& educational (ethods based on

research into peda&o&y ha+e i(plications for

school desi&n

1?earn by doin&


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Grawin& by I(o&en Puller F Gesi&n HA) 200>


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4$ST %)ACT6C$ N$FT %)ACT6C$G


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7 'ow does school desi&n affect buildin& perfor(ance and learnin&6

2 5hat are the cost benefits of current en+iron(ental initiati+es6

: Should hi&hDtech initiati+es be used alon&side lowDtech palettes6

'ow do sta-eholders understand and use the learnin& en+iron(ents6

H 5hat can students learn throu&h en&a&e(ent with the buildin&6

These are so(e Juestions we started with.


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7hat research has been underta=en focussing on therelationship between space and learningG

(any American studies ha'e focussed on aspectsof the en'ironment and ha'e loo=ed at measurable outcomes

such as test scores related to comfort le'els or uality of building*


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If the school (o+es up two cate&ories) such as fro( poor to ecellent) the

a+era&e achie+e(ent scores can be epected to increase by 77 percent.

% @dwards) Building conditions, parental involvement and student achievement in the D.C. public

school system,72

Students in the new school buildin& si&nificantly outperfor(ed the students in

the older buildin& in readin&) listenin&) lan&ua&e) and arith(etic. #urther) faculty

in the new buildin& reported few disciplinary incidents and health proble(s thandid faculty in the old buildin&.

;esearch by Barret /787) han /782) Cowers and Cur-ett /78) and Phillips /79 reported by

The !ational Acade(ies) evie! and "ssessment of the Health and #roductivity Benefits of $reen

Schools,200>) pH0.

A 2000 study by Stricherz did not find that student perfor(ance rises whenfacilities &o fro( the eJui+alent of a #ord to a #errari althou&h he ac-nowled&es

achie+e(ent la&s in shabby buildin&s.


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The +alue of dayli&ht in classroo(s has been Juantified in research by

'eschon& %ahone as resultin& in a 9D and 2>Dpercent i(pro+e(ent in student

learnin& rates

'eschon& %ahone Broup Inc) %indo!s and Classrooms& " Study of Student #erformance and the'ndoor (nvironment.

*... students will perfor( (ental tas-s best in roo(s -ept at (oderate hu(idity

le+els /0 to 90 percent and (oderate te(peratures in the ran&e of >8 to 9

de&rees #.%ar- Schneider) Go School #acilities Affect Acade(ic Kutco(es6 2002)


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A literature re+iew by 'i&&ens et al /200H su&&ests the success of any new

school is lar&ely deter(ined by the etent to which) and the ways in which)

sta-e holders such as teachers) students and the co((unity are in+ol+ed in

the school desi&n process. They su&&est the (essa&e is clear$

School designs cannot be imposed nor bought off)the)shelf. Success lies

in users being able to articulate a distinctive vision for their school andthen !or*ing !ith designers and architects to create integrated solutions.

The open)plan classroom movement sho!ed that purely physical design

solutions that are not o!ned by their users or supported !ith effective

systems and behaviour change !ill not !or*. +Higgens et al --& /0123

[1] Higgens, S., Hall, E., Wall, K., Woolner, P., & McCaughey, C., The I!ac" o# School

En$ironen"s% li"era"ure re$ie'(, The )esign Council, http$


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6n 2//3. an interim literature re'iew was underta=en on greenschool health and producti'ity benefits*

7. !o studies yet on o+erall effects of &reen schoolsD difficulty of cause L effectand li(itation of e(pirical (easures in capturin& all factors.

2. %oisture /+isible da(pness) (old &rowth in spaces or 'A

:. ;obust e+idence on i(pact of air Juality on health and &rowin& e+idence that

producti+ity is affected.

. %ied e+idence on li&ht F &enerally adeJuate conditions in schools

H. Sufficient e+idence that lower noise M hi&her student achie+e(ent>. All studies found test scores i(pro+ed as the physical condition of the school

i(pro+es but de&ree of i(pro+e(ent +aries between studies.

(ore recently a new publication called Visible Learningby Hohn attie

I2//0J o'er'iews e'idence5based research into achie'ement factors*

The !ational Acade(ies) evie! and "ssessment of the Health and #roductivityBenefits of $reen Schools,200>


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7estminster Academy I2//J 7est London

Allford 'all %ona&han %orris www.bdonline.co.u-


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6n the &!. CA4$ published an audit in 2//3 of >2 schools built underthe K4uilding Schools for the "uture I4S"JG %rogram

1Too (any (ista-es of the past are bein& built under the CS# pro&ra((e

1'alf of the H2 schools were rated as (ediocre or poor and 7N as &ood or

ecellent

1The re+iew did not include costs F fi&ures not a+ailable for P#I /pri+ate finance

initiati+e

1P#I schools were out of 70 worst schools and : out of 70 best schools

1;ecent schools were &ettin& better

15ith few eceptions) schools perfor(ed badly on transfor(ational chan&e but well

on dayli&ht) +entilation) size safety) accessibility that are subject to re&ulations

CA4$ < Commission for Architecture and the 4uilt $n'ironment


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AS@ STEGO APP;KA' e& F'ayball Architects F 5allan Secondary olle&eKbser+ation followed by participatory action F a for( of e(bedded research


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Cen F/teacher$ 'ow can (iddle school learnin& en+iron(ents be desi&ned

to facilitate &reater student en&a&e(ent in learnin&6

"en F /architect$ 5hat eactly do we (ean by the ter( fleible learnin&

en+iron(ent6

T i ti i fi d)$S$A)C S, "A)


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1Topic) Juestions) ai(s refined

1?iterature re+iew around each topic

1Kbser+ation in schools and of PG for teachers

1Theoretical perspecti+es and case study (ethodolo&y

1Inter+iews) (appin& of student


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Brades H Enit D 5ooranna Par- Pri(ary School) %ary #eatherston


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6mages pro'ided by (ary "eatherston

The building


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The building The fittings


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The building The fittings The occupation


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%asterplandrawin&for#itzroyOear77


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'ayball F Gandenon& @ducation Precinct


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Learning Spaces:The transformation ofeducational spaces in Australia for the 21stcentury


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Australian Science and (aths School. "linders &ni'ersity. Australia


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Australian Science and (aths School. "linders &ni'ersity. Australia


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http:MMimages*whereili'e*com*auMimagesMuploadsM2//-M/0M

1/M2-d1>33bc3c>-aaa1aa/b2DfD0afbbresiOed*H%

The importance of leadership


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Shared facility 5 &niSA. Council and (awson La=es School


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7illiamstown Secondary College < reen Star 5> stars*


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- Visualisation tools

- CadCam technologies

- ESD imperatives

- Collaborations

- Systems thining

- !espoe possibilities

7e are reaching some tipping points


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"awood ChildrenPs Centre. LondonAlsop @esign


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"in&sdale School E"


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Qrdyear architecture student wor=


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)elocatables in three states of Australia


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"&T&)$ %),,"6N SC,,LSPrefabrication

;esearch application with IC% 94)6@ S%AC$S

L$a)N?earnin& @n+iron(ents Applied ;esearch !etwor-

Studio teachin& 6N",)(AL L$A)N6N S%AC$S

?earnin& @n+iron(ents irtual ;eality Knline Si(ulatorL$?),S

Current acti'ities


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Learning through prefabrication

Prefabrication for school desi&n

An Australian perspecti+e

Clare NewtonThe "aculty of Architecture. 4uilding # %lanningThe &ni'ersity of (elbourneAustraliac.newtonuni(elb.edu.au


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Clare Newton Architecture c*newton+unimelb*edu*au@r !enn "isher $ducational planner =enn+rubida*net

Documents

Learning Spaces Australia