Across the education spectrum, we are engaging in broad discussions about
what the future of education can and should look like. As educational planners and architects, we collaborate with schools, organizations and the community asking tough questions and collectively rethinking the future of teaching and learning. The topic of educational change - whether it be new math, teaching cursive, or how many books to keep in the library - seems to reoccur. How can we find a way forward without losing what was so valuable and successful in the past? Brad Leeper and Kerry Weig of INVISION explain.
For the last 15 years, Anne Knock has had the opportunity to visit many schools in different parts of the world. Her professional focus is the future of learning and learning environments: she helps facilitate a rethink of the design of schools, and in so doing reconsider the practice of teaching, leading a 21st century mindset in education. Here she explains how she feels that shift will push us towards team teaching and what that means for the learning spaces in which they teach.
Research from the US is driving the move to create all-inclusive toilets. Jory Debenham reports on why they’re important for schools and what aspects are crucial for school leaders to consider when creating more modern, student-friendly spaces.
Terry White outlines the importance and success of the Association for Learning Environment’s mission to bring the voice of students into the planning and design of learning environments and talks to those who have developed, experienced and have been inspired by the programme.
After a research trip that took in Stanford University, Florida’s Flagler County Public Schools decided they needed to shake up their learning environments. Joey DiPuma tells us how.
Joining two classrooms together was an interesting challenge for Cambridge based architects Chadwick Dryer Clarke as Murray Hudson found out.
Advances in technology have enabled students to have much greater flexibility in how, where and when they learn. When creating an environment where students can flourish both academically and personally it is important to ensure that you plan the space from their perspective.
The University of Melbourne took to the road to establish what, worldwide, we’re discovering about innovative learning environments.
Dani Martin, Chair of the Western Australia Chapter of Learning Environments Australasia tells us what she found interesting at the latest A4LE conference in Singapore.
What do you do when you want students to develop work-ready skills? Three schools, all of whom worked with FGM Architects, created vocational spaces right in the heart of their schools, involving local businesses along the way.
Catherine Saldutti, President & Founder of LA-based content provider EduChange explains why she believes we need to re-examine the whole process of building new spaces if we want to truly re-imagine learning.
Vocational education is often required to make do with more or less adapted standard classrooms or lo-tech practical workrooms. In the first of two articles on the movement to modernize and upgrade vocational education and the serviceability of its space design, Paul Hutton reports on a very challenging project in the American West.
How the design of a new primary school in Scotland is helping feed the brain.
How do you make pupils feel at home in the classroom and improve their learning at the same time? Using his ground-breaking research Professor Peter Barrett, Emeritus Professor at the University of Salford and Honorary Research Fellow at Oxford University, explains.
What happens when you ask learners what great learning spaces should look like? That’s exactly what A4LE’s SchoolsNEXT competition did.
There is now evidence, both anecdotal and empirical, that the learning environment can have a significant effect on children’s progress and development. Now it’s time to move from discussion to implementation, argues Murray Hudson, Managing Director and Chairman of Gratnells; Chairman of the British Educational Furniture Manufacturers’ Group from 2012 – 2016 and the inspiration behind the Gratnells Learning Rooms project.
Architect, Karolina Szynalska outlines research being completed at the University of Cambridge looking to answer this question.
Evaluating classroom environments. Why it is essential? And what does it do for schools, teachers and students? Dr Terry Byers and Wes Imms tell us why they believe the University of Melbourne’s ILETC research project to be critical.