Extending learning: constructing community through space design

1. Extending learning:constructing community through space design Deborah Harrop d.harrop@shu.ac.uk

2. Psychological impact of space - territorial behaviour

3. Situational behaviour - having to adapt

4. Personal space and power relationships

5. Sheffield Hallam learning spaces http://www.youtube.com/watch?v=Z8yQmWhlYTk

6. resources space destination light conversations food and drink just in time identity community

7. “usually use the learning centres in the afternoons and early evenings” "I usually visit the learning centre eight till late” “digital signage with tells you which PCs are available is really useful” “leaving belongings is problematic if you are going for food and intend to return to the learning centre to continue studying” “bookable rooms are limited to 4 hours per day, so when my time is up, I usually go to a faculty building” just in time “use the learning centres in between and before lectures every day”

8. “ I came onto campus just to use the learning centre” “the learning centre provides everything I need” "rarely use Adsetts; only come in to use specialist software that I don’t have on my home PC” destination “I have 2 children, so when I am on campus I tend to fit in other activities; for example, today I went into the city centre for a while” “I am a creature of habit” “too many distractions at home” “came onto campus to hand in assignment and into the library to print off a cover sheet”

9. “would never think of trying to work alone in the learning centre” identity “level 4: an informal and relaxed place to work. It doesn’t feel like a library" “need complete silence” “clearly delineated spaces” “use the Adsetts for both group and individual work” (Kuhne, 1940) “the learning centre is for study, not socialising: the two should be separate” "I have to be in the learning centre to really work.”

10. “own my own laptop, but never bring it on to campus” “often waste time looking for a PC, so get frustrated and go home to study” resources • “Key text always means you can get hold of books at • the last minute” “prefer to use the PCs in faculty buildings because of software licensing” “always bring my own laptop”

11. “It’s great now you don’t have to go far to get a drink” “like to have food and be able to study at the same time” food and drink “better than having to go to the Atrium” “access to food and drink” “The learning centre has got everything, particularly now you no longer have to leave the building to get a coffee”

12. “I also use the Millennium Gallery and Winter Gardens as I like people watching and natural light” “The level 4 extension is a lot less dark and gloomy than the rest of the building” “natural light is important” “Level 2 is like being stuck down a well” light “natural light and fresh air” “prefer to work somewhere where I can look out the window”

13. “use level 3 as it is the only place with lots of tables without a PC” “comfy furniture” “big tables to spread out” space “more space for writing and using a PC” “nicer to look at something, rather than someone when trying to concentrate” “if the building reaches maximum capacity, this should not be considered a good thing” “small rooms where you can work if you want to feel enclosed”

14. “I never use level 2 as there is no mobile phone reception” “the social aspect stops work being so mundane” conversations . "the new level 4 space is a bit more private, with less open spaces than the rest of the building” "Level 6 is too quiet, I prefer a location where I can talk” "I go to the Union for lunch and to discuss assignments; if study comes about, it comes about it!” “The building is open too noisy due to the open plan design”

16. “study along with friends for peer support and to share resources” “use the level 4 [informal] space to work with other that I don’t get to work with during class time” “I work on PCs near colleagues” “I like to book a group room or a group booth” "came in to revise; my friends were already here, so I joined them” community “Level 6 is too quiet, so if someone makes a noise it is really disruptive” “I work with friends in the evening and on my own in the day”

20. What should our learning spaces look like? • Promotion of cultural change • Typical users and typical behaviours • - Move away from these principals of space design • Adopt mission based (Bennett 2007) or • institutional approach • - Spaces based on behaviours we say are important • - Step towards the educational development and • learning we want to see

21. How, what, where, when and why? • Phase one - complete - Non participant observation sweeps - Coordinate & photographic mapping • Phase two - Learning preferences on and off campus, outside of the context of the learning centres

22. References • BENNETT, S. (2007). Designing for uncertainty: three approaches. The • journal of academic librarianship,33(2), 165-179. . Article from Library space • planning last accessed 25 July 2009 at: • http://www.libraryspaceplanning.com/publications.htm. • GREAT BRITAIN, Department for environment and rural affairs (2009). • Glossary of noise terms. [online]. Last accessed 29 Jan 2009 at: • http://noisemapping .defra.gov.uk • MONAHAN, T. (2002). Flexible Space & Built Pedagogy: emerging IT • embodiments. [online]. Inventio, 4 (16), 1-19. Article last accessed 14 March • 2009 at: http://www.torinmonahan.com/papers/Inventio.html. • OBLINGER, D.G. (ed.). Learning Spaces,Educause. Last accessed 16 March • 2009 at: http://www.educause.edu/books/learningspaces/10569.