TY - GEN
T1 - A creative learning space development toolkit
T2 - ICED17
AU - Thoring, Katja
AU - Mueller, Roland M.
AU - Badke-Schaub, Petra
AU - Desmet, Pieter
PY - 2017
Y1 - 2017
N2 - The physical environment in design education can have a significant impact on students' creativity, learning performance, and wellbeing. However, little attention is given to the question, how to design such spaces in a scientifically sound manner and how to involve the relevant stakeholders. Specifically, the future users of the space - students and teachers - might have important insights about the spatial requirements. To support spatial planners, teachers, and students, who want to improve their existing learning spaces or to design them from scratch, we developed a toolkit, consisting of several checklists, card sets, floor plans, and canvases to frame spatial requirements and ideas. The toolkit was tested and evaluated in a workshop at a design school in the UK that was in the process of moving departments to a new building. Hence, this paper presents an action research cycle including the four steps of 1) designing the toolkit, 2) conducting the workshop, 3) observing the workshop and obtaining feedback, and 4) reflecting on and iterating of the creative learning space development toolkit.
AB - The physical environment in design education can have a significant impact on students' creativity, learning performance, and wellbeing. However, little attention is given to the question, how to design such spaces in a scientifically sound manner and how to involve the relevant stakeholders. Specifically, the future users of the space - students and teachers - might have important insights about the spatial requirements. To support spatial planners, teachers, and students, who want to improve their existing learning spaces or to design them from scratch, we developed a toolkit, consisting of several checklists, card sets, floor plans, and canvases to frame spatial requirements and ideas. The toolkit was tested and evaluated in a workshop at a design school in the UK that was in the process of moving departments to a new building. Hence, this paper presents an action research cycle including the four steps of 1) designing the toolkit, 2) conducting the workshop, 3) observing the workshop and obtaining feedback, and 4) reflecting on and iterating of the creative learning space development toolkit.
KW - Co-Creation
KW - Design education
KW - Design methods
KW - Evaluation
KW - Workspaces for design
UR - http://www.scopus.com/inward/record.url?scp=85029752318&partnerID=8YFLogxK
UR - https://www.designsociety.org/publication/39906/a_creative_learning_space_development_toolkit_empirical_evaluation_of_a_novel_design_method
M3 - Conference contribution
AN - SCOPUS:85029752318
T3 - ICED
SP - 245
EP - 254
BT - Proceedings of the 21st International Conference on Engineering Design (ICED17)
A2 - Maier, A.
A2 - Škec, S.
A2 - Kim, H.
A2 - Kokkolaras, M.
A2 - Oehmen, J.
A2 - Fadel, G.
A2 - Salustri, F.
A2 - van der Loos, M.
PB - The Design Society
Y2 - 21 August 2017 through 25 August 2017
ER -