Post by cenydd on Sept 5, 2013 12:54:03 GMT
Debates on “student-centred” approaches to learning and teaching tend to focus on pedagogy and curriculum design. On the rare occasions when learning environments form part of the discussion, attention is more often given to technology-enhanced learning than to the physical environment.
In my view, though, we need to do more to consider the impact of the bricks and mortar that surround us – and their importance should not be underestimated.
A well-designed learning environment – one that considers all of the senses – can potentially increase levels of student creativity, productivity and well-being. There is extensive research to demonstrate this.
For example, environmental psychology literature details the extent to which physical settings, including the height of ceilings, the colour of walls, levels of natural light, views from windows and temperature can have a dramatic impact on everything from motivation to energy levels.
Taking the recognised impacts of the environment on human behaviour into account makes sound academic sense.
However, this logic is not always followed when universities design new buildings. All too often, design briefs call for striking, shiny glamour based on the hope that if you build it, they (students) will come.
(article continues at link)
In my view, though, we need to do more to consider the impact of the bricks and mortar that surround us – and their importance should not be underestimated.
A well-designed learning environment – one that considers all of the senses – can potentially increase levels of student creativity, productivity and well-being. There is extensive research to demonstrate this.
For example, environmental psychology literature details the extent to which physical settings, including the height of ceilings, the colour of walls, levels of natural light, views from windows and temperature can have a dramatic impact on everything from motivation to energy levels.
Taking the recognised impacts of the environment on human behaviour into account makes sound academic sense.
However, this logic is not always followed when universities design new buildings. All too often, design briefs call for striking, shiny glamour based on the hope that if you build it, they (students) will come.
(article continues at link)
www.timeshighereducation.co.uk/comment/opinion/why-well-designed-learning-spaces-pay-educational-dividends/2006837.article
An interesting article, and something that there has been increasing recognition about in some circles around the world in recent years. the academic research doesn't often seem to have been being translated into action on the ground, though. It seems somewhat ironic that the same kind of institutions who have people researching such things are failing to listen to and act on their research, but the implications of it obviously extend beyond those walls and in to education more generally.
