Abstract:

This paper explores what our company has found to be the most effective way to have educators, architects, engineers and technology experts speaking the same language and in the same page during the design process of a learning space, and the role the educational planner plays on it.

Pedagogy-Space-Map diagrams communicate technological and spatial implications in the design of a learning space based on the particular institution’s pedagogical approach, and illustrate the thinking behind the way the space has been conceived, the spatial attributes of the space, the way the space is intended to be used and the learning activities that might occur within the space as well as the technology that it will contain. The Maps expose the strengths and weaknesses of a learning space from a pedagogical/operational perspective. The diagrams also extend to acoustics, zoning, furniture and other relevant items for the specific context of the educational institution. Most importantly, the diagrams help ensure that all the factors influence each other, in particular pedagogy, space and technology- and how together they create an effective learning environment in terms of educational outcomes. These Maps also help learning communities understand how the space responds to the educational philosophy of the educational institution and how it can be used to further this cause as well as act as a professional learning tool prior to occupancy.

They do so by the use of images and text that explain the building plans at the different stages of design highlighting specific pedagogies or spatial/technological features in isolation or as a group as appropriate.

The paper and poster will focus on the Gungahlin Senior College in Canberra as well as in the Hughes Court Redevelopment for the University of Adelaide, projects in which our company has been recently involved, both in Australia.

Keywords:

Pedagogy, space, technology, learning environment, high school, University, Australia.