We are moving on to the next level

Learning Environmentz by RAU is now moving on to the next stop on our journey. The first stop was to approach up a few actors in the field of learning environments and try to put things together with them. We now have three on going discussions, and we´re about to close two of them in a couple of days. One lives in the so called "spatial" area and one in the scientific side of the story. The third works in the field of digital environment, and we hope that we are going to find some interesting discussions with them in a few weeks.

It´s exciting to dive deep in to this spectacular, holistic and complex perspective on learning, and we are putting loads of bits and pieces together for ourselves every day, and our "model" is changing in to different shapes all the time.

We are constantly learning new things about the field and ourselves, and that´s an amazing experience in itself. Learning is about to growing, for sure.

Have a nice weekend folks!

The importance of sound

It is, in a way at least, easy to understand the importance of sound in a learning situation. The first thing you probably think about is of course that the student must be able to hear the teacher. We put our finger on our lips and express sssccchhhhh.  Is that the best we can do? Of course not. In terms of sound environment and the connection to the modern field of learning the territory is so much more interesting. Think about it for a second. How do you stimulate educational processes with sound or how can you increase engagement by "sound backdrop"? 

There are plenty of examples where people really have understood how ambient sound impacts human experience in the room. One example is Yasuragi outside Stockholm i Sweden. A Japanese SPA where you can spend a whole day in fantastic and relaxing sound arrangements in different forms. It clearly affects you in a positive way, to fit the purpose of the idea with a SPA.

Less good examples are available from businesses and schools who do not understand how the environment affects employees and students. Basically, you can visit the company or any school and find that there is much to do. Why not choose the canteen at the nearest factory and you know what I mean. Would´nt it be smart to stage the canteen with some relaxing sound so that the workers get a chance to recover from the factory´s monotonous sound wall while they eat?

I once visited a company that personalized sound for their employees. The company had placed a sound cone above each workplace where employees could choose exactly the sound they wanted to work in the best way. The employees used different sounds for different activities.

How do we create sound environments that enhance student learning and teachers' ability to create learning situations?

Maslow & Learning environments

What is the secret of great learning environments and how can we avoid building the same schools over and over again? Well, we might have look at Maslow.

We all know the basic traits of Maslow’s hierarchy of needs: how our human needs progress from Physiological needs via Safety, Love/Belonging and Esteem to Self-actualization.  Maslow's theory came to my mind as I compared different learning environment projects. Many of them appeared to have started tend the far ends of the hierarchy and they lacked qualities in the middle. -Well, Love perhaps, but in my middle we find Pedagogy...

Many, if not most, projects focus on Basic needs, in capacity and technical requirements. The driving forces behind these projects are often a strong need to build, and build fast.  There is nothing wrong with these basic requirements, on the contrary, they are necessary in order to create healthy and functional environments. The most notable in the projects professionals in property management, planners, engineers and builders, rather than principals, teachers or designers.

There is just one major flaw with this approach: it doesn’t create any incentives for development or raised pedagogical standards. The final result of projects with this approach: We build the same school as we did last time, with some modifications at slightly higher costs. 

Some projects come from the other end of the hierarchy: Projects motivated by visions or ambitions to design and create a statement. Behind these projects you often find ambitious institutions or municipalities coached by equally ambitious designers or architects. There is nothing wrong with this approach either, schools need visions and should have great design. 

There is only one major flaw with the approach: it will not result in sustainable learning environments. There hasn’t been any real translation from the ambitions and vision to pedagogical practice and leadership. These schools are like fancy ocean liners with a crew lost in translation... These are the kind of schools we tend to rebuild in 2-5 years after their creation, often blaming either designers or teachers (too ”bold” design or ”lack of flexibility/leadership”). 

Great projects (and there are lots of them) seem to have their starting point in the middle of the hierarchy: In pedagogy and ideas of a didactic flow, in concrete ideas about strategies and methods for learning and cooperation. The behind in these project are often a mix: teachers, students, politicians, engineers and designers working together. The challenge is to express the conditions for learning in such a way that it is possible to translate them into basic needs and design. There is often a commitment to some principles or guidelines that make priorities and decisions more coherent. 

There is only one major flaw with this approach: it requires something of us that we mostly don’t do: we we have to express our professional beliefs in a way that makes sense to other professionals and we need to cooperate across disciplines. Other than that, it’s easy!

So, just have a look in your neighborhood, in your city or country: What kind of projects are going on? Or, if you’re in the middle of your own project. where did it start? -Knowing that you might guess where you will end up!

Staging Lights in Learning Environmentz?

How important is the light when it comes to learning? We know of some studies from the States that natural light has an effect on learning.  In a study from Sacramento 1999 they compared groups of students and their test results. The students who worked in natural light performed better than those in light from bulbs. 

But what do we know more about the importance of light and especially now in 2013. It is a bit more complexity to the story than the study above shows, but it is probably a lot of truth in it. It seems logic that the light quality does matter for peoples performance, don´t you think. On the other hand, we know nothing about how the students worked with their learning (methods), how the physical environment in general was constituted, if it was the same teacher etc. We do not get a clue about the "Learning Environmentz" out of an holistic perspective in that study.

What if we think in a different direction here? Can we control the processes of learning by staging light in different ways for different purposes?

We'll try to take a deep dive in to this "light designer thing". We want to learn more. There should be loads of people out there who have stories about this and perhaps some research results? In the film business perhaps? Music Business?

If you have any ideas or knowledge about this kind of things, just let us know.