Page 41 - spaces4learning, Spring 2021

was gathered on pedagogies and current classroom configurations to establish a baseline. Teachers and students rated the following statements:
• Move “however I want”
• Work comfortably with technology • Work in groups
• Engagement/participation
• Enjoyment/retention
After teaching and learning in their existing classrooms for six months, each institution was provided with furniture to create an adaptive, human-cen-
tered learning environment. No other variables (such as flooring, lighting or technology) changed. After isolating furniture as a variable, participants were surveyed again to gauge the level of impact on the learning experience.
The results showed increases between 30% and 60% within each area. That's an incredible impact, and the results heavily support the efficacy of furniture to drive positive change within a learn- ing culture.
Where do designers and educators start, and what is the process?
Start with empathy, and ask to observe a learning environment in action. Firsthand observations of education
goals bring perspective, removing
ideas generated by “me too” tendencies. Collecting qualitative data about behavior helps uncover design drivers that make human-centered design possible.
One of my favorite empathy exercises is the “backpack of the future” exercise.
Pass out the notecard above to stu- dents when you're reimagining learning spaces. An open question allows you to receive feedback on likes, wishes, wants and needs.
The exercise imposes no limitations on student mindsets. It allows for the flow of curious, uninhibited thoughts.
After finishing the exercise, gather everyone’s “ingredients” and group them into common themes, synthesizing the information so commonalities and dif- ferences easily surface.
Synthesizing the information is usually the most difficult part of the human-centered design process. I rec- ommend you approach this process with a team of trusted experts. The insights and outcomes require more than a single perspective.
Below is a photo of a workshop where a wall of ideas was created through a similar exercise: single ideas grouped together by large, common themes. The results revealed design drivers rooted in empathy.
Once design drivers are identified, move on to physical space. For example, if technology integration surfaces as a need, maybe a makerspace would be of benefit. Review what furniture solutions would make for a successful space.
Finally, prototype and create a phys- ical learning environment that embod- ies the design drivers captured in the human-centered design process. You’ll discover the importance of each driver, establishing the tools and products need- ed to make that vision come to life.
The human-centered, evidence-based design process is fundamentally simple, but it can be difficult to dive deep into human behavior, organizational implica- tions and cultural limitations. The work is intense, but the end result leads to “we are” instead of “me too.”
Jonathan Matta is KIs National Educa- tion Leader, supporting organizations in their pursuit of solving complex challenges by applying the power of design.
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