Inspiration Space

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Educational Institutions ◽  
Expert Interviews ◽  
Learning Spaces ◽  
Causal Graph ◽  
Physical Environments ◽  
Creative Learning ◽  
Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

scholarly journals The Creative Learning Spiral: Designing Environments for Flaring and Focusing

2020 ◽  
pp. 227-242
Author(s):  
Jane Zhang
Keyword(s):  
Social Learning ◽  
Graduate School ◽  
Learning Activities ◽  
Design Framework ◽  
Learning Spaces ◽  
Design Environments ◽  
Student Entrepreneurs ◽  
Creative Learning ◽  
Design Students ◽  
Time Required

AbstractWith growing interest in creative learning in recent years, this paper sought to define creative learning through the design of learning spaces. Two learner groups were studied for their interactions with peers, educators, and their spaces—design students at Harvard’s Graduate School of Design, a traditional architectural studio environment, and student entrepreneurs at the Harvard Innovation Lab, a startup venture incubator. The result was a new design framework called the creative learning spiral, which groups creative learning into four types of activities: sparking, making, grazing, socializing. The open layouts of both settings facilitated social learning activities of sparking, grazing, and socializing, whereas making time required students to create their own focused environments. The creative learning spiral can be used as a tool to assess the spatial needs of specific creative learning activities, in order to design environments that accommodate the needs of learners.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

scholarly journals Architecture and Mental Disorders: A Systematic Study of Peer-Reviewed Literature

2020 ◽  
pp. 193758672097376
Author(s):  
Mais M. Aljunaidy ◽  
Mohamad Nadim Adi
Keyword(s):  
Mental Disorders ◽  
Mental Disorder ◽  
Interior Design ◽  
Systematic Study ◽  
Physical Environment ◽  
Architectural Design ◽  
Depressive Disorders ◽  
Environment Design ◽  
Major Health Problem ◽  
Physical Environments

Objectives: To perform a systematic study about the contribution of architecture and interior design researchers in studying the effect of physical environment on mental disorders. Background: Mental disorders are a major health problem worldwide and related to severe distress, functional disabilities, and heavy economical burdens. Studies propose that physical environment design can trigger or reduce mental disorder symptoms. However, there is a lack of knowledge about the extent of architectural design research contribution to all types of mental disorder prevention or intervention. Methods: A team of cross-disciplinary researchers gathered information from peer-reviewed manuscripts about the effect of architectural design on enhancing or reducing mental disorder symptoms. Data were collected from manuscripts published between 2008 and 2020 (research related to the topic became clearer in quality and quantity then). Keywords including architecture, interior design, physical environment, and mental disorders were used in the systematic search. Databases were collected using online resources. Numerical data collected from quantitative studies were organized in tables. Results: Our data showed that there were a lot of studies about dementia and autism; few studies about schizophrenia, anxiety, stress-related disorders, and depressive disorders; and no studies about the rest of the mental disorders. General environment followed by housing facility design were the most assessed physical environments for mental disorders. Conclusions: As all mental disorders can have a significant impact on the society, we conclude that architectural studies should focus more on improving or preventing the symptoms of all types of mental disorders through the design of physical environments.

scholarly journals Arkitektur og pedagogikk i samspill eller motspill? - om betydning av koherens mellom planlegging og etablering av nye typer barnehagebygg

2015 ◽  
Vol 10 ◽  
Author(s):  
Randi Evenstad ◽  
Aslaug Andreassen Becher
Keyword(s):  
Physical Environment ◽  
Educational Institutions ◽  
The Political ◽  
Educational Changes ◽  
The Right ◽  
New Buildings

Abstract: This article discusses the intentions and experiences from architects and pedagogues involved in planning and establishing kindergartens with new building topologies in Oslo. The National Kindergarten effort (St.meld.nr. 24 2002-2003) with the political aim that all children between one and six years should have the right to attend kindergarten, led to a huge development of kindergarten buildings all over Norway. Many of the buildings were designed as new typologies named base and zone kindergartens. There are barely research on processes and consequences of the changes in physical structures in educational institutions. The results of the research presented here are based on a case study of processes in four municipalities in Oslo. It shows that the staff working in the new buildings had scarcely any knowledge of the intentions behind the new design, and the support in  establishing pedagogical work in new physical frames was limited. The aim of the article is to expand the knowledge about connections between architecture and pedagogic, and point to the importance of involving the staff/professionals in educational changes where the physical environment is at stake. These findings may be relevant to other transformations involving organizational and architectural changes. Sammendrag: Artikkelen drøfter intensjoner og erfaringer hos arkitekter og pedagoger involvert i planlegging og etablering av barnehager med nye bygningstypologier i Oslo. Barnehageforliket (St.meld.nr.24 2002-2003) innebar et politisk vedtak om barnehageplass for alle og førte til en massiv utbygging av barnehager over hele landet. Mange av de nye byggene ble oppført med nye typer planløsninger (base- og sonebarnehager). Det finnes lite forskning om prosesser og konsekvenser knyttet til endring av fysiske strukturer i pedagogiske institusjoner. Forskningsresultatene som presenteres i artikkelen er basert på en casestudie av prosesser i fire bydeler i Oslo, og viser at personalet i de nye byggene hadde lite kjennskap til intensjoner bak byggenes utforming og opplevde lite støtte i etableringsprosessen. Artikkelens formål er å bidra til kunnskap om betydningen av å involvere personalet i pedagogiske reformer og i utvikling av det fysiske miljøet. Funnene kan ha overføringsverdi til andre reformer som innebærer organisatoriske og arkitektoniske endringer.   

Assessment of Climate Change and the Sustainable Refurbishment of the Northern Paiwan Slabstone House in Taiwan

2013 ◽  
Vol 311 ◽  
pp. 527-532
Author(s):  
Li Mei Huang
Keyword(s):  
Climate Change ◽  
Delphi Method ◽  
Physical Environment ◽  
Evaluation System ◽  
Economic Condition ◽  
Aboriginal Peoples ◽  
Case Review ◽  
Evaluation Indexes ◽  
Physical Environments ◽  
Typhoon Season

Climate change has increased the vulnerability of physical environments and natural disasters can cause serious loses. Climate change and the plight of the world's indigenous people of Taiwan, the South Island nation and other aboriginal peoples of the world has been a very popular topic and the similarities and differences of both situations are being discussed; it has been suggested that each country should develop its own system to evaluate the disaster risk caused by climate change. Therefore, this study is based on the climate circumstance that drafts evaluation indexes through literature and now saves the most completed existing slabstone houses as the case, review and experts workshop. Furthermore, this study sorts evaluation indexes through the Fussy Delphi method. Finally, the entire evaluation system includes three themes: climate change factor, physical environment condition, and social economic condition. Indictors include: typhoon season, rainy season, summer, geological hazards sensitive area, awaiting migration of the settlements, and slabstone house renovation system.

Learning spaces in mobile learning environments

2012 ◽  
Vol 13 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Astrid M. Sølvberg ◽  
Marit Rismark
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Learning Spaces

scholarly journals A serious leisure perspective of culinary tourism co-creation: the influence of prior knowledge, physical environment and service quality

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Girish Prayag ◽  
Martin Joseph Gannon ◽  
Birgit Muskat ◽  
Babak Taheri
Keyword(s):  
Service Quality ◽  
Prior Knowledge ◽  
Physical Environment ◽  
Serious Leisure ◽  
Content Type ◽  
Culinary Tourism ◽  
Experiential Consumption ◽  
Class Participation ◽  
Physical Environments ◽  
Serious Leisure Perspective

Purpose Recognising tourists’ increasing desire for authentic destination-specific experiences, the hospitality industry has responded by increasing provision of innovative culinary activities. This study aims to use the concepts of serious leisure and terroir to examine how knowledge, physical environment and service quality influence co-creation within the culinary tourism context. Design/methodology/approach Following cooking class participation, 575 domestic Iranian tourists were surveyed. These educational classes provide opportunities to learn about local foods alongside peers in an interactive setting. Consistent with the benefits of serious leisure, this consumption context could prove conducive to stimulating co-creation. Findings Prior knowledge strongly influences tourists’ reflective and recreational motives for participation (i.e. the benefits of serious leisure). This shapes how tourists evaluate physical environments and service quality therein; influencing value co-creation and supporting serious leisure as the conceptual lens through which to understand experiential culinary consumption. Research limitations/implications The proposed conceptual model was tested on domestic tourists following class participation. However, in suggesting that visually-stimulating, tactile premises with the olfactory appeal can encourage co-created experiences, the findings are relevant to service touch-point management more generally. Originality/value Recognizing the influential role played by the physical and social aspects of experiential consumption, the serious leisure framework improves an extant understanding of value co-creation.

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

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