Design creative age_slides

1 |Design for the Creative Age| Microsoft Södertälje| © Fielding Nair International 2010

design for the creative age: school 2.0Microsoft Schools

of the Future 2010

Randall Fielding, PartnerFielding Nair InternationalArchitects and change agents for creative learning communities

2 |Design for the Creative Age| Microsoft Nacka| © Fielding Nair International 2010

part 1: essential questions:1. If your school is to be one of the

best schools in the world, what are the key drivers for learning?

2. What are the key design principles that support the vision for teaching and learning?


key learning driver 1: creative ageLike Web 2.0, School 2.0 means a shift from students as passive consumers of content to active creators and collaborators.

Above: Harbor City International School, Duluth, Minnesota

Right: 16-year-old Gavin Ovsak creator of CHAD (circuit head accessibility device)


Traditional “(cells & bells classroom plan)

bus network

industrial & information age network

star network


web 2.0 / creative age left: fully connected

networkbelow: harbor city planright: cristo rey high school


key learning driver #2: personalization in a global economy

“the leveling pressures of globalization have at the same time provided people with the technological resources to decide for themselves who they are and how they choose to be known.”

Michael Kimmelman, New York Times, 2010


key learning driver #3: old + new basics

old basics:literacy and numeracy

the new basics:Independent learning, creative collaboration, and mastery of emerging technologies

Scotch Oakburn College, Launceston, Australia

+

Harbor City International, Duluth, Minnesota


space for independent learning


key idea #4: sustainability in a global network

above left: design pattern # 24: connected to the community

above: global learning center cafe broadmeadows, australia

Fluidly interdependent networks are a key to global sustainability.

Students that have an agile range from independent learning to

global citizens can navigate and nurture a complex global ecosystem.


key idea #5: building for the future with patterns

we can leverage universal design patterns to jump-start the design process

left: design patterns workshopsaskatchewan, canada


part 2: key design patterns

from 1:25 to 4:100 small learning communitydesign pattern #1g


Right: galilee catholic learning community, south australia

reflective “cave” space for independent learners design pattern # 17


right: yuyu-no-mori nursery Schoolyokohama city, japan

life-long, holistic fitnessDesign Pattern # 7


Collegio AltamiraChile

active spaces with daylight


x

active, real-world project space

above: science, life skillsdesign pattern #5

right: lake country school, minneapolis


gaining mastery through music


St Bede’s Secondary CollegeMentone, Australia

a fusion of play, learning, and the environment


Left: design patterns 19 - 23

integrated sustainable design & curriculum


professional learning communities

above right: cristo rey school, minneapolis

above left: design pattern #26


Right: Stephanie Alexander Kitchen Garden, Melbourne

indoor-outdoor connectionsdesign pattern # 12


integrated outdoor learning space

swarthmore college amphitheater


part 3: case studies

case study # 1: cristo rey high school, minneapolis


step dancing in the main commons


graphing project in the commons


case study #2: scotch oakburn college

Scotch Oakburn College, Launceston, Australia, aLearning by Design International Award Winner

sustainable design with strong indoor-outdoor connections


scotch oakburn college high school centre


Yuyu-no-mori Nursery School

Yokohama City, Japan

varied furnishings,davinci studios

Scotch Oakburn College, Launceston, Australia


case study # 3: sinarmas world school

early childhood

elementary

middle school community

high school community

design arts & technology

global media center

performing arts

fitness center

from departmentalized, linear organizations to holistic learning communities


sustainable, with strong indoor-outdoor connections

x


sitting softly on the land


agile common areas


fni case study # 4: douglas park school

A pre-k – 8 schoolOne of six new projects by FNI in Regina, Canada


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learning community diagram


Douglas 1st floor plan: plcs


The Heart of the School


Expanded Heart


Douglas View form PLC 2


follow-up contact

Randall Fielding, Cofounder

Fielding Nair International

Architects and Change Agents for Creative

Learning Communities

www.fieldingnair.com

Contact: [email protected]

• Visioning

• Master Planning

• Architectural, Sustainable & Interior Design

• Curriculum Mapping

• School Building Assessments

FNI Studios:

Minneapolis • Tampa • Los Angeles Washington

• Providence • Bangalore Amsterdam • Brussels

• Melbourne

Education

Design creative age_slides