Page 20 - School Planning & Management, May 2017

utilization of these varied areas within the neighborhood is impera- tive to successfully realize the full potential of an Immersive Learning Environment.
Students educated in an Im- mersive Learning Environment have the opportunity to become more engaged in the learning process within a creative atmo- sphere that blends interaction, collaboration, modernized cur- riculum and the enhanced inte- gration of technology. The setting provides activity-based instruc- tion and student-led participation, which significantly improve atten- tion and promote retention and understanding of new concepts.
“Today, there are many ways to gather and test knowledge,” says Marchisen. “This evolution of educational space design is a value-added proposition to accommodate the innumerable ways in which students learn, understand, recall, and apply information.”
The Role of Architecture and Design
From a design perspective, there is not a prescribed formula that dic- tates the planning of these spaces. Each design is oriented to promote intercommunication between the variety of spaces and activities; to take advantage of available natural light and site views; and to support the culture of the school, district or community.
The main goal of Immersive Learning facility design is to provide a spatial response to the multifaceted learning needs and abilities of stu- dents as well as the demand for improved educational results. Design solutions are developed to facilitate team-based interdisciplinary curricu- lum and stimulate confidence in communication, critical thinking, problem
solving, creativity and technol- ogy. Successful design will also support the development of a team approach to instruction and coordination between the teachers.
“When we design Immer- sive Learning Environments, we envision a student easily transitioning from class to lab, or being part of a small group in a more specialized space to watch a video or perform tasks without disturbing the rest of the class,” says Marchisen. “The design is a critical component to the evo- lution of each student’s learning process.”
For several years, Marchis- en and his colleagues at Stevens & Wilkinson, a full-service architecture, engineering and interior design firm with offices in Columbia, S.C. and At- lanta, have worked closely with various county leadership committees and school administrations to implement a series of architectural prototypes of
the Immersive Learning Environment concept.
In 2012, leaders of the Fulton County School system in Atlanta hosted
a two-day charrette to discuss and address the challenges of 21st-century transformative education. Stevens & Wilkinson, in collaboration with Little Diversified Architectural Consulting, worked closely with Fulton County to develop a range of ideas to tackle the challenges of the changing educa- tional landscape.
The outcome of the charrette led to transformational changes for Fulton County and its approach to facility design with the introduction of Immersive Learning strategies. The district felt a strong responsibility to develop these concepts in their schools and be an example for the State of Georgia as a leader in promoting nontraditional learning environments.
Improved educational results. The main goal of Immersive Learning facility design is to provide a spatial response to the multifaceted learning needs and abilities of students as well as the demand for improved educational results. De- sign solutions are developed to facilitate team-based interdisciplinary curriculum and stimulate confidence in communication, critical thinking, problem solving, creativity and technology. Successful design will also support the development of a team approach to instruction and coordination between the teachers.
20 ARCHITECTURAL INNOVATIONS
MAY 2017 / WEBSPM.COM
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