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Sense Sensitive Design And The Learning Environment

Sense Sensitive Design And The Learning Environment. Richard Mazuch | Learning Spaces Conference, Cardiff 11.03.2013. how things are perceived. Sight Light Colour Vista Hearing Sounds Noise Touch Texture Temperature. Smell Odours Aromas Taste Sweet Sour Bitter

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Sense Sensitive Design And The Learning Environment

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  1. Sense Sensitive Design And The Learning Environment Richard Mazuch | Learning Spaces Conference, Cardiff 11.03.2013

  2. how things are perceived Sight • Light • Colour • Vista Hearing • Sounds • Noise Touch • Texture • Temperature Smell • Odours • Aromas • Taste • Sweet • Sour • Bitter • Salty “children learn best when all senses are engaged” Dyck – 2002, Kennedy – 2005 Waldecker – 2005, Faily – 1979 Fielding – 2006, Daggett - 2008

  3. Blood Oxygen Content Kinaesthesis Sight Mechanoreception Umami Light Blood Pressure Cerebrospinal fluid pH Proprioception – Joint Position Plasma osmotic pressure Artery-vein blood glucose difference Hearing Smell Colour Lung inflation Balance Temperature Heat Sweet Taste Touch Cold Sour Salt Bitter Pain

  4. body system • Physiological/ Autonomic System • Breathing, Circulation, Digestion… • Motor System • Muscle tone, Posture, Movement Patterns… • State System • Sleep, Awake, Weak, Restless, Anxious…

  5. vision: IMPAIRED • Impaired vision – Impaired learning • Myopic • Astigmatism • Diabetic retinopathy • Tunnel vision • Blind • Muscular degeneration • May occur together 40% of Children with learning disabilities have an eyesight impairment “Up to 2 million children may be falling behind at school because of sight problems” – RNIB 2003

  6. Not mad, just slightly depressed. vision: LIGHT Facts • Full spectrum lighting promotes learning and growth • In absence of sunlight, melatonin tells the body to ‘switch off’ • Daylight resets circadian clocks • Metabolises vitamin D • Sunlight releases serotonin Heschong Mahone 1999

  7. vision: LIGHT Holistic lighting environment • Good lighting environment – visual + biological • Natural light provided from at least 2 sides • Connection with the outside • Daily change of light • Ability to control and calibrate • Easy & accessible to controls HEAD study 2012

  8. vision: LIGHT Lighting affects • Perception of visual stimuli • Mental attitude • Performance • Health McColl/ Veitch Fisher – 2001, Hathaway – 1995 Young – 2003, Erwine 2002, Barrett 2009

  9. vision: LIGHT Innovations • Sunpipes • Colour sensitive lighting • Sound responsive lighting • Electronically responsive glazing • Poor Light • Headaches • Eyestrain • Fatigue • Poor Focus M. Winterbottom 2007 Karpen 93 Barritt 03 Brown 1921

  10. vision: LIGHT Innovations • White light • Darkness • Red light • Pink light • Blue light Who do you think is more sensitive? A Child or a pumpkin? University of Freiburg research

  11. vision: LIGHT How do we improve learning • Optimise daylight • Correct lighting • Stimulates without distraction • Assists concentration • Increases attention span • Improves sense of time • Reduces eye fatigue

  12. vision: COLOUR Provokes hormone release that affects • Mood • Mental clarity • Energy levels • Body systems Naz Kaya, H Epps -2004 Linton H – 1999 Saito -1996 Creating a Colour-sensitive Built Environment P Barnett / Y Zhang – 2011 HEAD project. Salford Univ & IBI Nighitngale - 2012

  13. vision: COLOUR How do we manage behaviour • Reflect a child’s emotional development to adulthood • Reduce blood pressure and aggressive behaviour • Improve morale • Assist wayfinding Boyatzis/ Varghese – 1994 Davey P 1998

  14. vision: COLOUR How do we support learning • Neutral colours = under-stimulating, • distracting environments • Most effective learning environments • Infants(y1-3)=cool colours • Older children(y4-6) = warmer colours Children ‘Likes’ preferences Mahnke (1996) Children ‘Perform better’ HEAD (2012)

  15. vision: COLOUR How can we deliver colour Davey P – 1998, Saito – 1996 HEAD 2012

  16. vision: COLOUR How can we deliver colour Naz Kaya – 2004, Boyatizis – 1994 Linton - 1999

  17. vision: VISTA Innovations • Views into learning areas to stimulate • Calming views from study areas • Contrast and de-stress • Social areas to encourage interaction • Display areas • Activity areas Joe Fischer, Heschong - 2003

  18. sound Speech intelligibility is affected by TBC • Reverberation time • Room Shape • Relationship of speech to background noise • Listener’s hearing • Halls • Corridors • Playgrounds • Gymnasium • Toilets • Study areas Problem areas TBC

  19. sound Noise affects • Attention • Memory • Problem solving • Decision-making • The limbic system • Improves function of autonomic nervous system • Lowers blood pressure and heart rate

  20. touch Facts • Skin is the largest sensory organ (about 1.75 square metres) • We touch with our noses, lips, toes, elbows, back, bottom • Skin may be sensitive, burnt, cut, bruised, blistered Young – 2003, Barrett– 2009 Earlhman 2002 & Fisher 2001

  21. touch Air pollution • Growing % of children suffer allergies, asthma, eczemas respiratory problems, headaches • Plants absorb toxins Airborne toxins, formaldehyde, benzene, carbon monoxide trichloroethylene etc. • Interior plantscape – less fatigue, headaches and concentration problems • Strict ‘off-gassing’ Scandinavian legislation (NASA research 1989), (Dr Trove Fjeld, 1995) A Whietal – 2011, Barrett – 2009 Young - 2003, Erhorn – Kluttig - 2005

  22. touch Temperature/ Ventilation FACTS • 25°C+ = -Affect on Maths & Reading • > Temps < Natural Air = + performance • < Natural Air = < 5.4% Performance • < Pollen = 63% lower grades than their average • < CO2 = >Attention Span < Lethargy • Temp = < Dehydration/ Lethargy • O2 Oxygen Bars • Building Bulletin 101 • Ventilation in Schools Douglas/ Gifford 2001, Wygorcki/ Wym/ Matysiak Walker, Khon, Fletcher, Coley/ Greeves 2004

  23. smell FACTS • Personal Hygiene • OD – Antiperspirant • OD – Deodorant • OD – Perfume • Multicultural Diets • Hormone Surges • Toilets • Cleaning fluids • Farting

  24. smell FACTS • Odours • Unpleasant smells increase heart rate • and respiration and also impair • learning • Floral and fruit fragrances • Aid concentration • Slow respiration • Lower blood pressure/heart rate • Relax muscles

  25. Kajima headquarters smell INNOVATION • Partnership with Shiseido • Aroma through air conditioning system at different times of day Citrus: wake up call Floral: concentration Woodland: relaxation • Diminishes stress • Sense of well-being Shiseido/Kajima Research – Tokio 1998

  26. Jamie Oliver – 2005 “Campaign for better School Meals” taste Food and drink • Feel good • Nutrition • Energy • Pleasure • Poor Diet • E number foods • High sugars • Allergies • Poisons “Pupil Food pill plan” Sept 2008 Wesnes – 2003 21 Studies – Verify improvement in performance post breakfast.

  27. space FACTS • Seven ages of children • Scale • Proportions • Proxemics • Defensible space • Rhythm • Ergonomics • Anthropometrics • Flexibility S. Pivak, P. Wasley/ M. Fine et al – 2000 D.Douglas/ R., Gifford – 2001 Greenman,,J – 2004 & 2007, Olds, A - 1997

  28. space How do we support learning • Allow adaptation of spatial arrangement • Provide Choice of learning zones • Flexibility empowers both teacher and learner and a positive impact on the effectiveness of the learning environment. HEAD study 2012

  29. 7 Ages V.F. Reyna/ F.Farley -2008

  30. Physiological Issues Oxytocin melatonin oestrogen progesterone cortisol melatonin testosterone cortisol seratonin Nor-adrenaline dopamine testosterone

  31. Developmental Issues problems with peers Treatment adherence problems problems with attachment and loss Emotional difficulties Anxiety Forensic Eating Disorders problems sleeping anger low self-esteem violence Substance misuse Behavioural difficulties problems in the family problems communicating problems with school Developmental / disability difficulties self-harm Relationship difficulties over activity depression mood swings sexualisedbehaviours destructiveness obsessive behaviours

  32. Developmental issues • Physiological • Physical • Emotional • Sexual • Social • Behavioural

  33. Brain Profiling

  34. Brain Profiling Verbal: Involved in language skills, Controls speech, reading, writing and spelling. It remembers facts, recalls names, dates and figures. Logical and Analytical: Deals with information in a concrete way, understands only literal meaning. Linear: Information is processed sequentially, a step-by-step way of thinking. Organised: Information is preferred in a Structured and systematic way. Non-Verbal: Prefers to work with images rather than words. Metaphorical: Understands images and metaphors. Sees the picture in the literal meaning, fantasies, makes up stories. Non-linear (holistic): Sees the big picture, makes intuitive leaps and ignores sequential processing. Can create and use many types of information simultaneously. Recalls the face as a whole. Spatial: Understands depth and multi-dimensional perception. Allows individual to find way without following a map. Feeling: Processes feeling, intuition, sensitivity and people- awareness

  35. Brain Profiling Spivak - 1996

  36. sense of time FACTS • Short winter days • Attention spans • Energy levels • Periods of deep concentration • Resetting circadian clocks

  37. sense of time FACTS • “Adolescents have a bio-predisposition to sleep longer • in the morning” • Memory capacity test results: • Morning – 42% correct answers • Afternoon – 51% correct answers • (matches findings in Canada & USA) • Dr. Paul Kelly – Monkseaton High School • “Radical timetable change needed to match body clocks” • New Curriculum: • - Core Learning – 11:00am – 3:00 pm • - Independent learning either side Russell Foster + Dr. Paul Kelley - 2008

  38. Emotional Mapping • Emotional Mapping is a new & exciting innovative design tool • Enables teachers and designers to navigate through the emotions, feelings, sentiments and sensations of pupils and students

  39. Emotional Mapping Flashpoint Areas • Corridors • Toilets • Halls • Dining areas/ Refectories • Outside spaces • Library • Social spaces • Resource Centres Pleasant Spaces Coventry Children’s Hospital

  40. a space to engage all the senses a truly magical healing, place A space to address; • Learning phobia • Speech disorders • Speech impairment • Dyslexia • Dyspraxia • Dyscalculia • Autism • Hyperactivity • Challenging behaviour • Withdrawn / isolation

  41. Design Decision • Physiological Condition • Psychological Condition • Emotional Condition • Physical Condition

  42. If you would like to discuss any of these issues further please contact Richard Mazuch Richard.Mazuch@IBIGroup.com Twitter: @IBI_THiNK Website: www.ibi-nightingale.com

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