Creating a Learning Environment

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Creating a Learning Environment

• Management
• Challenges Conference
• May 2005

• Dr Susan La Marca

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• VELS

The Design of Library Spaces
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Building the future

• propose that students need to develop a set of
  knowledge, skills and behaviours which will
  prepare them for success in a world which is
  complex, rapidly changing, rich in information
  and communications technology, demanding
  high-order knowledge and understanding and
  increasingly global in its outlook and
  influences.
• (VELS Overview, p. 4)

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• Students need to develop the capacities to
• Manage themselves as individuals and in relation
  to others
• Understand the world in which they live and
• Act effectively in that world
• (VELS Overview, p. 4)

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• Underpinning VELS is a clear set of educational
  principles which reflect the communitys
  expectations for schooling. These are
• Learning for all
• Pursuit of excellence
• Engagement and effort
• Respect for evidence
• Openness of mind
• (VELS Overview, p. 4 - 5)

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• Strand - Interdisciplinary Learning
• Communication
• Design, Creativity and Technology
• Information and Communications Technology
• Thinking
• (VELS Overview, p. 7)

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• Wider implications
• The library mission statement
• All policy documents
• All submissions
• Any future design or refurbishment project briefs

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• Implications for design
• Planning informed by policy
• Flexible, responsive spaces
• Access
• Ambience
• The role of the student and the school community

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• Planning informed by policy

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• Planning informed by policy
• We dont have that nice little lounge room bit
  we cant put it in and the bit we have is
  disappearing as we put in more computers.
  (Teacher-Librarian)
• (La Marca, 2003)

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• Flexible, responsive spaces

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• Flexible, responsive spaces
• flexibility puts control in the hands of the
  educator
• (Davidson, 2001)

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• Flexible, responsive spaces
• Radiant streams of sunlight...Window seats,
  balconies, triple story atriums, curved
  passageways, upholstered furniture, multifunction
  meeting rooms, huge closets and rooftop gardens.
• (Davidson, 2001)

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• Flexible, responsive spaces
• Design principle 7 consider home a template for
  school
• Design principle 12 - allow for different size
  learning groups
• Design principle 23 weave together virtual and
  physical learning spaces
• (Lackney, 2003)

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• Flexible, responsive spaces
• A library needs architectural authority to sell
  the idea that learning is cultures hot zone. It
  has to offer retreats for solitary study and
  forums for active engagement.
• (Hackett, 2004)

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• Access

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• Access
• Space as a social and political construct.

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• Access
• Learning for all.
• (VELS Overview, p.4)

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• Access
• Equal access to facilities
• Equal access to information

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• Ambience

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• Ambience
• .its got to be an environment thats exciting,
  interesting and challengingSo if she can break
  down the barriers, which she has done, I think it
  then opens up so many more avenues for the
  students.
• (Vice Principal)
• (La Marca, 2003)

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• Ambience
• The need to be noticed.
• (Hackett, 2004)

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• Ambience
• Color is not decoration it is a teaching tool,
  an alphabet of light.
• (Myerberg, 2002)

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• Ambience
• Task orientated lighting
• Natural lighting

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• Ambience
• Comfortable seating, carpets, quiet corners and
  private niches are hallmarks of rooms where
  students get down to work.
• (Davidson, 2001)

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• The role of students and the wider school
  community
• Students appreciate a library media center where
  professionals and staff welcome them and allow
  them 'ownership' privileges.
• (Doll, 1992, p 227)

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• The role of students and the wider school
  community
• Involve community support based on sound
  educational principles.
• .

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VELS

• Implications for design
• Planning informed by policy
• Flexible, responsive spaces
• Access
• Ambience
• The role of students and the school community