Educational Pedagogy

In his important 2007 publication ‘Learning spaces for the 21st century’, Paul Temple made the observation that the interactions between higher education, the built environment and the activities of teaching, learning and research taking place within and around it are poorly understood. Historically, noted Temple, in UK HE, space issues had typically been considered either in the context of space planning (the utilisation and optimisation of physical space) or as part of campus planning and building design. There has been steady growth in space-related research in the intervening decade since Temple’s work; however, a review of the available contemporary evidence reveals a dispersed and fragmented literature relating to understanding connections between learning spaces and student learning (see Ellis and Goodyear, 2016). Furthermore, a more recent sector-wide shift in emphasis from an ‘instruction paradigm’ to a ‘learning paradigm’, has meant universities must now think seriously about what it means to be a learner in these spaces.

Via Carlos Fosca

What if construction were designed to support ongoing change?
Via Elizabeth E Charles, MIND Research Institute

Educational environments have been stuck for far too long.  For decades, we have settled for beige concrete boxes. Little natural sunlight and fresh air.  Desks arranged in rows because it makes for the most efficient cleaning, rather than asking what makes for the most productive learning environment.  Our libraries are boxes with walls lined with shelf after shelf of books, but the space often doesn’t encourage talking about them. We have heavy wooden tables that can’t be moved easily. Because the space is so immobile, we encourage sitting and passivity.  This sort of environment keeps activity to a minimum, even if the adults don’t express it.

Via John Evans