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How to create a good learning environment?
Most of the existing literature on classroom design is based on commonplace assumptions, reasoning from first principles, or inspirational case studies. The extant empirical studies on the whole suggest that classroom design, school layout and other specifics of the physical learning environment seem to have less impact on achievement than we initially assumed (summary of evidence). One notable exception is the University of Salford's HEAD (Holistic Evidence and Design) report (pdf), which found that particular classroom design principles accounted for as much as 16% of the variation in primary schooler's learning progress. The report lists the most important of these principles as:
Once those basic principles are met, we can reframe the question as: What sort of environment would best serve our particular needs? We want to tackle a wide range of topics during orientation, and provide open-ended support for autonomous learning, practice, and knowledge-creation in the follow-up years. Much of this will happen outside the school proper, but the school will have to serve both as a basis of operations and as a protected space for research and experimentation.
Consequently, in-house resources, spaces, and facilities should be as versatile as possible, enabling both cooperation and focused individual work. So far, our suggestions include:
As always, we are thankful for suggestions -- particularly with regard to a versatile and easy-to-use digital learning platform.
- Naturalness: light, temperature and air quality -- accounting for half of the learning impact
- Individualisation: ownership and flexibility -- accounting for about a quarter
- Stimulation (appropriate level of): complexity and colour -- again about a quarter
Once those basic principles are met, we can reframe the question as: What sort of environment would best serve our particular needs? We want to tackle a wide range of topics during orientation, and provide open-ended support for autonomous learning, practice, and knowledge-creation in the follow-up years. Much of this will happen outside the school proper, but the school will have to serve both as a basis of operations and as a protected space for research and experimentation.
Consequently, in-house resources, spaces, and facilities should be as versatile as possible, enabling both cooperation and focused individual work. So far, our suggestions include:
- A combination of open-plan spaces and enclosed rooms, all equipped with rearrangable tables, chairs, and tools for collaboration (flip charts, movable blackboards, etc.)
- A multi-purpose laboratory for small-scale experiments in the natural sciences, to be equipped with specialized tools and instruments as needed
- A multi-purpose work shop, to be equipped with specialized tools and materials as needed
- A strong IT infrastructure, both hardware (tablets for all students, PCs with dedicated functionality, printers, scanners, audio and video interfaces, etc.) and software (ubiquitous wi-fi internet access; learning software; an online learning platform that allows for real-time scheduling, autonomous collaboration among -- and content generation by -- students, continuous student-teacher communication, and keeping track of students' progress)
- A kitchen and dining area that can also be used autonomously by students
- A dedicated resting area
As always, we are thankful for suggestions -- particularly with regard to a versatile and easy-to-use digital learning platform.
External resources:
- SRI's Center for Technology in Learning has plenty of publications about digital learning tools and school infrastructure.
- AltSchool in California might be an inspiration for their use of digital learning tools and "Human-Centered Design".
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