space for change - gov.scot › resource › doc › 920 › 0054969.pdf · • the design is a...

Boston - Chicago - Glasgow - London - Madrid - Melbourne - Milan - New York - Paris - Rome - Sydney - The Hague

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Space for ChangeThe Project Faraday approach to innovating with space

Barry Best


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Project FaradayDesigning exemplar science spaces for a £40bn+ school building programme

• Project commissioned by the Department for Children, Schools and Families

• Research and Design to inform new schools built under Building Schools for the Future

• Three consortia selected (of which DEGW was one)

• Each consortium worked with two partner schools

• Our project centred around four key themes:• Environments should be designed around learning model

• Settings should have a broad range, not one-size-fits-all

• The design is a catalyst for changing learning processes

• Innovation requires new ways of thinking about space


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The educational workplace• Next generation entering the workforce

will have very different expectations about where, how and when they work

• Increased blending of work, leisure and learning

• New types of workplace, increased use of city spaces and facilities

• Taking mixed-use to a whole new placeGoogle Milan. Source: DEGW 2006


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Learning is the hub of the community


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Forces influencing learning

LEARNING TOOLS & SUPPORT SYSTEMS

• Just-in-time/On-the-job learning

• Interdisciplinary exploration for innovation

• Internships & experiential learning

• Fused learning patterns

• Convergence of media & IT technologies

• Podcasts, streaming video & web delivery

• Rich multimedia, image sharing

• Portfolios

• Simulation & augmented reality experiences

• Proliferation of mobile devices

• Course management systems

• Wikis & collaborative tools

• Messaging & aggregation tools

FORCES FOR INTEGRATION

• Didactic to active learning modalities

• Individual to collaborative group work

• Problem based learning

• Lifelong learning

• Virtual learning communities

• Game based learning

CHANGES IN LEARNING STYLES

© DEGW 2006


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Gen X

1965-1982

Video games

PC

Email

CDs

Individualists

Changing tools & learning styles

Baby boomers

1946-1964

TV

Typewriters

Telephones

Memos

Family oriented

Adaptation of table by Diana Oblinger, 2006

Net Gen

1982-1991

Web

Cell phones

IM

iPods

On-line communities

‘Neomillenials’

1991-

?

?

?

?

?


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Multitaskers

Seek out rich bustling places; technology enabled settings that support many activities

Group focus

Seek comfortable small group work settings in variety of sizes, easily accessible, preferably flexible

Constantly Connected

Expect wireless connectivity, highly integrated IT infrastructure, server accessible materials. Groups easily mobilize, swarm to connect.

Device Rich

Travel with all their kit, enabled wherever they are

Implications of Net Gen Learner Traits

Traits Space Planning Implications


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Experimenters Thrive on hands-on activities, game-based learning, practicing with peers

Action Oriented

Seek feedback from peers, easy access to experts, technology with systems that give rapid feedback

Just-in-Time Learners

Learning in real world situations, tapping virtual knowledge resources to enrich serendipitous learning

Media fluent, highly visual

Seek visually stimulating experiences, shared screens for common focus, media authoring capability

Traits Space Planning Implications

Implications of Net Gen Learner Traits


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Defining the learning landscape

SPECIALIZED LEARNING SPACESTailored to specific functions or teaching modalities

Limited setting types:formal teaching, generally enclosed

Access:Embedded, departmental

GENERIC LEARNING SPACESRange of classroom types

Range of setting types:formal teaching, open and enclosed

Access:In general circulation zones, access by schedule

INFORMALLEARNING SPACESBroad definition of learning space

Wide range of setting types:informal and formal, social, open and enclosed

Access:Public, visible, distributed, inclusive

Tend to be:

• owned within departments, subject specific

• involve specialized equipment• require higher levels of

performance specification• often higher security concerns

Tend to be:

• generic teaching settings• often limited in flexibility by

furnishings• used when scheduled

Tend to:

• encompass richer range of settings

• allow choice• be loose fit, unscheduled• work as a network of

spaces rather than singular settings

• have food!


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Informal Learning Spaces


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Lifecycles of a building

Shell

Services

Scenery

SettingsFurnishing Layout

75 years

15 years

7 years

Day to Day

Building Shell

Building Services

Fitting Out Elements


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Rethinking Building Costs CAPITAL COST

TIME2010

20202030

20402050

2060

Structure (50 years)

Services (15 years)

Scenery & Settings (5 years)

Traditional view of

building costs

Cumulative total

over 50 years

SOURCE: The Changing City, Frank Duffy, DEGW 1989


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People Process Place Place

Process People


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Transferring to a Briefing ProcessPlace Process People

High Impact = “What experience do we want people to have in the new environment and how

can we achieve that?

Low Impact = “What is wrong with your current place and how can we improve it?

What experience do we want

people to have?

What learning & organisational

model best supports this experience?

What pedagogies support this

learning model?

What kind of environmental factors would best support

these pedagogies

What kind of settings

support these pedagogies and environmental

factors?


www.degw.comBRIEFING & CHANGE MANAGEMENT FOR SCHOOLS

PEOPLE CHANGE

PROCESS CHANGE

BRIEFING

CHANGE MNGMNT

ORGANISATION & SPACE MODEL DIAGNOSIS

A tool used to connect an organisational model with a spatial model, and diagnose the change journey.

BRIEFING CARDSA tool used to help

stakeholders express thoughts on culture,

change and aspirations

PROJECT FARADAY (DCSF)

PLACE CHANGE

PEDAGOGY & SPACEA tool used to prioritise pedagogy and consider the spectrum of space

needed

SETTING CHARACTERISTICSA tool used to consider the requirements of pedagogies

when considering their setting

SETTINGSA tool used to consider the best settings for delivering pedagogies and activities

?

INTERPRETING BB98A tool used to help

design teams utilise the BB98 net areas in

varying ways based on organisational models

?

INTEVENTION TOOLS

Tools used to determine how to implement personalised

learning within the capital

scope

? ? ?

CHANGE METHODOLOGY DIAGNOSISA tool used to select culture change

methodologies based on a departmental typology

PREPARATION & IMPLEMENTATION TOOLS

Further tools tbc


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Briefing Cards


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Current Learners Experience

“Pupils moving forward in one direction, with one or two falling over. Many could go faster if they got out the sack and ran”

“Our learners are being guidedthrough many doors, but the sands are always shifting.”

“We are collaborating & working as a team – but this is only half the story. Who is the other team?”


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Aspirational Learners Experience“Pupils work in a collaborative structure, but can break off individually. No-one knows where they will land, but they will land them safely”

“Pupils can choose which mountain to go up, how far they want to go or whether they want to at all”

“Freedom of expression for individual pupils, leaders &

teachers. Allow creative expressions”

“Pupils are individuals who

are wired differently”


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Pedagogical Taxonomies

Core Model Teacher Centric

The school is organised around the teacher

Learner CentricThe school is organised

around the individual learner

Curriculum

Progression

DisciplinesSubjects are taught in

discreet, unconnected blocks

AgePupils progress through school

in year groupings.

StagePupils progress through school based on ability

Teacher Role

Sage on the StageTeaching is delivered from the front of the room, providing direction &

content of lesson.

Guide by the SideTeacher as facilitator, allowing pupils

to explore topics at own pace, intervening when necessary

InterdisciplinaryCertain subjects are taught together orhave connections between each other

ThematicTopic/project which draws content

from a number of subjects

Sage by the SideTeacher attaches equal importance

to teaching and facilitating


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Pedagogical Taxonomies

Timetable Sessions

6 + sessions per dayA large number of small periods of time are used to deliver different

disciplines

2 sessions per dayThe day is split into two core sessions,

usually morning and afternoon

1 session per dayThe timetable is either unstructured

or partially structured on a day-by-day basis

Teacher Grouping

Student Grouping

SoloIndividual work predominant,

preparing lesson plans & delivering work solo

PairedTeachers work primarily in twos, preparing and delivering together

TeamsWork in teams, preparing

cross curricular lesson plans & delivering in teams.

Classes The primary unit spaces are designed

around a class of 12 – 30 students

Double ClassesThe primary unit spaces are designed

around a double class of 50 – 60 students

Large GroupsThe primary unit spaces are designed around a large group of 75-200 pupils


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Spatial Implications

Technology Provision

ICT RoomsTechnology situated in enclosed

single purpose rooms

Fixed Tech in roomsFixed in rooms where technology

assists in learning & teaching

Pocket PC’s/LaptopsTechnology is pervasive throughout

the building, with laptops and PDA’s highly utilised.

Curriculum Adjacencies Home Areas

All/majority of disciplines/themes taught in same area

FacultiesCertain disciplines with shared/common

traits & goals grouped together

Pastoral Organisation

Social HousesHorizontal groupings for

identity, coaching & mentoring purposes

Schools within SchoolsSchool split into smaller groups where

pupils spend majority of time, with separate leadership & management

Learning HousesHorizontal groupings with some degree of zoning for lessons, managed by one

management team

DepartmentsDistinct areas where

disciplines are delivered

Space Brief

Teaching SpacesAll spaces provided for learning

are for leaching classes in

Learning SettingsAll spaces provided for learning are

designed around the learner


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Core pedagogies for learning science

Feeding back findings to small and large groups of peers at the end of lessons and projects

Feeding back findings to small and large groups of peers at the end of lessons and projects

Defending ideas and chosen standpoints against challenges presented by peers

Defending ideas and chosen standpoints against challenges presented by peers

Carrying out specific tests in the labs or external spaces to verify theories

Carrying out specific tests in the labs or external spaces to verify theories

methodical investigation of books, the internet and intranet into a subject in order to discover facts

methodical investigation of books, the internet and intranet into a subject in order to discover facts

Watching demonstrations and tests carefully and attentively as they are carried out by teachers and peers

Watching demonstrations and tests carefully and attentively as they are carried out by teachers and peers

Using the mind to consider ideas, make judgements and form opinions on the topic being studied

Using the mind to consider ideas, make judgements and form opinions on the topic being studied

Make written or drawn or digital records of observations on the topic being studied

Make written or drawn or digital records of observations on the topic being studied


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PedagogiesFor your aspirational school, organise the pedagogies into three categories: ones they will use more than 60% of the time;ones they will use 30% to 60% of the time; ones they will use less than 30% of the time


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Important

Not Important

Frequently UsedIn

freq

uent

ly U

sed


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Pedagogic Activities

Key Stage 3

Used < 30% of the time

Key Stage 4

Key Stage 5

Used 30% -60% of the time

Used > 60% of the time


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Aspirational Pedagogic Activities

Key Stage 3

Used < 30% of the time

Key Stage 4

Key Stage 5

Used 30% -60% of the time

Used > 60% of the time


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Indi

vidu

al

Specialised

Generic

Gro

up

Indi

vidu

al


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Indi

vidu

al

Specialised

GenericG

roup

Indi

vidu

al

Reading


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Indi

vidu

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Specialised

GenericG

roup

Indi

vidu

al

Researching


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Indi

vidu

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Specialised

GenericG

roup

Indi

vidu

al

Thinking


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Indi

vidu

al

Specialised

GenericG

roup

Indi

vidu

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Documenting


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Indi

vidu

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Specialised

GenericG

roup

Indi

vidu

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Presenting


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Indi

vidu

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Specialised

GenericG

roup

Indi

vidu

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Experimenting


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Indi

vidu

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Specialised

GenericG

roup

Indi

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Debating


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Indi

vidu

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Specialised

GenericG

roup

Indi

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Observing


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Specialised

Generic

Gro

up

Indi

vidu

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ResearchingPresenting


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Specialised

Generic

Gro

up

Indi

vidu

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Documenting

Reading


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Specialised

Generic

Gro

up

Indi

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Thinking

Observing


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Decisions at the Scenery levelB

OU

ND

AR

YG

RO

UP

SIZE

None Minor Major Total

IndividualSmall Group

Medium Group

Large Group

© DEGW 2007


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Mindlab, Denmark

e.g. Boundary Control: Minor


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Decisions at the Scenery and Settings level

ATM

OSP

HER

E

Informal Versatile Cyclical Formal

© DEGW 2007


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Atmosphere: Cyclical

Swiss House, Boston

Day Evening

The same space, with the same setting, can have a different atmosphere with flexible scenery


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What If? Innovation, London

Atmosphere: Informal

Innovation Spaces, like What If?, often use informal settings to inspire creativity


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Decisions at the Settings levelFL

EXIB

ILIT

YLE

AR

NER

INTE

RA

CTI

ON

TEA

CH

ING

IN

TER

AC

TIO

N

Fully Flexible Configurable Moderate Fixed

Minimal Collaborative Interactive Social

One to One Class Interactive Group

Presentation

©D

EG

W 2007


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Emory University Cox Computer Center

e.g. Learner Interaction: Collaborative

InformalAtmosphere

Small Group Size

ModerateFlexibility

MajorBoundary


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Characteristics


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Map characteristics to space mapSpecialised

Generic

Indi

vidu

al

Gro

up


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Settings


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EBS: Science area

Science demonstration

area

Super Lab

Main Prep room

Staff area

Laboratory

Laboratory

Supplementary prep room Laboratory

Science studios

Nine teaching spaces:

• Five laboratories

• Two enclosed studios

• Two open studios (within the demonstration area)


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EBS: Science Demonstration Area Layouts

Mid: Half Year North: Group WorkSouth: 2 Snug Demo

North: LaptopsSouth: Separate Groups


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EBS: Science Laboratories


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Glazed wall

EBS: Science SuperLab


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AGS: Science area

Staff space / main prep area

Science work area

2 x 20-person Laboratories

Practical Work space

2 x science studios


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Creativity Pod for 7-10 pupils•Quarter igloo form•Windows (located along external wall) •Fully writable surfaces on internal walls

Seating for 60 pupils •non-tiered stackable seats•Ceiling-mounted projector and large projection screen to wall behind teacher•serviced demo bench, may or may not be raised•Alcove space houses fume cupboard and can be used for props & other equipment

Snugs for group work• Each snug seats five pupils

• Non-raised area for teacher

• Possibility of mobile lab use for small-scale demonstrations

Soft seating• Informal seating area for up to 15 pupils

• Movable whiteboard for knowledge capture

Technology- enabled Carrels•Six carrels each seating two pupils

•Fixed PCs at each carrel connected to internal and external networks

Front Porch• One-to-one sessions between students and teachers

• Small group work space


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Technician’s work area : 2 x fixed PCs and printer nearby

Glazed Front overlooking science work area

Central work surface with space for equipment trolleys beneath

Position for tray units

Prep area (40sqm):

Door into prep area

Separating wall between staff work space and prep area

finished in graphics with science theme

Oven

Work surface with lockable storage units

below

Distillery unit

Fixed Fume cupboard

Fridge / Freezer

Double bowl double drain sink

Dishwasher

Staff work space (27sqm):

Storage wall contains space for staff personal possessions

“Front porch” (10sqm) for informal meetings between staff and pupils

4-seater kitchen table with laptop capability

Informal seating and low table for breakout

2 x filing units with printer


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• Number of pupils – 31

• Ratio of service bollards to pupils – 1:4

• Additional rear work surface with large sink and storage unit






• No additional rear work surface




• Number of pupils –27



The labs will be for experimenting onlyAGS: Lab Fit-out Options




“The experiment spaces – “labs” – are premium spaces. You’ll go there to do experiments. You might only be there for 20 minutes of a lesson before moving to other spaces to perform other activities. They don’t need stools because experimenters won’t be sitting. They don’t need teaching desks as the teacher won’t be at the front!” – Gill Greaves, Curriculum Leader for Science


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The labs will be for experimenting only : Option C was chosen by AGSAGS: Lab Fit-out Options




“The experiment spaces – “labs” – are premium spaces. You’ll go there to do experiments. You might only be there for 20 minutes of a lesson before moving to other spaces to perform other activities. They don’t need stools because experimenters won’t be sitting. They don’t need teaching desks as the teacher won’t be at the front!” – Gill Greaves, Curriculum Leader for Science


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The labs will be for experimenting only : Option C was chosen by AGSAGS: Lab Fit-out Options


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East Barnet SchoolScience Accommodation Day in the Life

Years78

Sats 9GCSE 1 10GCSE 2 11AS Level 12A Level 13

Science area

Lesson 1: Two classes of Yr13 use the Super Lab as one space

Three classes of Yr9 use labs 1, 2 and 3

Three classes of Yr7 use Studios 1 and 2 and the North Open Studio

Lesson 2: Two classes of Yr12 use the Super Lab as two separate spaces


Lesson 3: A Yr8 class uses both Studios as one space, another Yr8 class uses the South Open Studio while the third uses the North Open Studio

Science demonstration area

Laboratory

Supplementary prep room

Laboratory

Science studios

Nine teaching spaces:

• 5 x Laboratories• 2 x Enclosed

studios • 2 x Open Studios

(within the demonstration area)

Main Prep room

Staff area

Laboratory

Super Lab



Years78


Morning




Years78





Morning



Years78

Sats 9GCSE 1 10GCSE 2 11AS Level 12A Level 13Lesson 3: A Yr8 class uses

both Studios as one space, another Yr8 class uses the South Open Studio while the third uses the North Open Studio








Morning

Yr9 (Each dot represents a group of 6 students)

T + 45 Research in pairs

Research in pairs

Individual & Group exercises

Topical discussion

Doing an experiment

Doing an experiment

Doing an experiment

T + 1h30 Topical discussion

Demo to group

Topical discussion


Peer presentations

Peer presentations

Peer presentations

T + 15

Watching inspiring presentation

T + 1h Peer presentations

Peer presentations

Peer presentations

Brainstorming session

Research in pairs

Research in pairs


T + 2h45

Watching final presentation

T + 1h45 Understanding experiment

Understanding experiment



Topical discussion

Topical discussion

Topical discussion

T + 30 Individual & Group exercises


Research in pairs

Demo to group




T + 2h30 Doing an experiment

Doing an experiment

Doing an experiment

Peer presentations

Topical discussion

Free discussion

Demo to group

T + 1h15 Demo to group

Topical discussion

Topical discussion

Doing an experiment



Individual & Group exercisesAfternoon

T + 45 Research in pairs

Research in pairs


Topical discussion

Doing an experiment

Doing an experiment

Doing an experiment


Topical discussion

Topical discussion


Peer presentations

Demo to group

Peer presentations

T + 15

Watching inspiring presentation

T + 1h Peer presentations

Peer presentations

Peer presentations

Topical discussion

Research in pairs

Research in pairs


T + 2h45

Watching final presentation

T + 1h45 Understanding experiment




Topical discussion

Topical discussion

Topical discussion

T + 30 Individual & Group exercises


Research in pairs

Demo to group





Topical discussion

Topical discussion



Peer presentations


T + 2h30 Doing an experiment

Doing an experiment

Doing an experiment

Peer presentations

Free discussion

Free discussion

Demo to group

Afternoon


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People Process Place Place

Process People


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Transferring to a Briefing ProcessPlace Process People

High Impact = “What experience do we want people to have in the new environment and how

can we achieve that?

Low Impact = “What is wrong with your current place and how can we improve it?


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People react to change in different ways

“The protestor”“The automaton”

“The evangelist” “The scout” “The citizen” “The statue”• Eager participant in

change programme• Keen to have responsibility

for the delivery of subtasks

• Change champion• Strong belief in positive

impact of the change

Willing to participate in change process and contribute to change

activities

• Passive member of organisation• Does not actively engage with

the change process

“The sceptic”“The maverick”• Follows own change agenda

rather than organisations’• Goes ‘off-piste’

• Easily persuaded by others• Will join most vociferous

group – for or against change

• First reaction is likely to be uncertainty or suspicion

• Needs to be convinced

• Actively works against the agreed change

programme for own ends

CHANGE ROLES. SOURCE: DEGW 2007


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“People are not resistant to changebut they are resistantto being changed”


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space for change - gov.scot › resource › doc › 920 › 0054969.pdf · • the design is a...

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