This brief focuses on the development of interactive/responsive components
in order to generate and build understanding of how learner autonomy can be encouraged and implemented within specific learning spaces.
In this brief I will explore and implement design research to inform the design of one specific interaction/responsive space method. I will explore different strategies based around a specific motivation for interaction that could be utilised to develop a well-rounded ‘tool-box’ that can be implemented as a design practise for the overall goal of creating a responsive learning environment that fosters learner autonomy.
New contemporary learning environments are being designed and described as ‘flexible’ and ‘innovative’ spaces. However, the ‘flexibility’ of these spaces has been overstated as they are simply large open spaces with zones and less walls breaking up the space. Even though walls have been removed, it as if though they have not been as the interaction with the space remains very much the same. New explorations aim to identify a new direction for learning spaces so that they can be more than just a shell where learning occurs. One such experimental direction is the idea of asserting learner autonomy onto a space so that it can change as needed for the learners that occupy it. Different individuals learn better in certain environments so learning environments need to enable this. Following on from the previous investigations, I will choose one of the motivators that has been identified and expand on this to produce a response.
Chosen Motivator: Curiosity
Mischer 'Traxler: “Curiosity Cloud”
Dezeen. “Mischer'Traxler's Interactive Curiosity Cloud Installation Is ‘like Being in a Dream.’” YouTube, YouTube, 28 Sept. 2015, www.youtube.com/watch?v=S4C4zKv1oh4.
The installation comprises of glass light-bulb shaped containers which are suspended from the ceiling. Inside are mechanical bugs and lighting that activate when someone is in proximity to that particular bulb/area. People are motivated to interact with the exhibition through movement, the ‘pay off’ is becoming immersed in a mesmerising environment and having control of how the environment acts - what area is activated. The draw-in is the wonder of what is inside the glass bulbs and the visual of the installation in itself. Users are essentially able to assert their control on the space and direct it as they wish, whether they intend to or not.
Main Elements to consider:
Vince Kadlubek: “The House of Eternal Return.”
Microsoft. “Vince Kadlubek: Why Is It Important to Provoke Curiosity?” YouTube, YouTube, 19 Dec. 2018, www.youtube.com/watch?v=UdD-MJVK474.
“Put someone in a space where they are freed from what they thought they could be.”
Main Elements to consider:
Both of the installations inspire imagination and reach out to entice the user by way of creating an ‘unreal’ environment that is different from what they have encountered before. This highlights that a key idea to Curiosity, is the unknown. Things that spark curiosity need to be unknown to the user or they risk being irrelevant and uninteresting.
Examples: Material, Movement (Dynamism), Colour, Texture, Sound, Atmosphere.
Strategies identified from previous investigations: Functional Environment control (Lighting and noise control), Space-making features, Atmosphere (such as feel and specific choice components), and Equipment.
Some of these 9 elements are linked
3. Atmosphere (Colour, Sound, Lighting)
4. Movement (This could be implemented on either a large (structure or a small scale.)
Explore each of these elements.
The main idea behind curiosity is the ‘unknown’ and the ‘unfamiliar’ so each of these elements needs to explore this in some way.
1. Structure/Space +Curiosity
Idea: Entrance way (Inspired by ‘The House of Eternal Return’.)
An entrance way that is separate from the main structure and obscures what is inside. The user then must enter the initial entrance space and move toward the door at the end in order to see what is inside. There is possibility for this idea to be expanded upon.
Testing different structure shapes as to how the idea of an entrance way
could work. Practicality talks to the shapes that has flat surfaces, however the idea of movement works better with something that can easily rotate, such as
a circle.
2. Material/Texture + Curiosity
What kind of textures and materials entice interaction?
3. Atmosphere + Curiosity
Key Words: Friendly, Feeling, Emanation.
Idea: Colour Model, Colour boxes (interior)
Idea: Changing - the element itself can be interactive (environment control).
I chose this site as it is New Zealands oldest continuously run public school. Therefore, it embodies the dominant paradigm of learning spaces in New Zealand.
Wanted to challenge how a new concept could be inserted into a historical precedent.
Tasman District Libraries Kete. “Wakefield School in 1993.” Wakefield School in 1993 - Waimea South Collection - Kete Tasman, Kete Tasman, ketetasman.peoplesnetworknz.info/waimea_south_collection/images/show/303-wakefield-school-in-1993.
“Wakefield School - 22/01/2018.” Education Review Office, www.ero.govt.nz/review-reports/wakefield-school-22-01-2018/.
“Some children learn in open and flexible spaces. School facilities, such as the swimming pool, hall and library are shared with the community.”
“Shared learning (mahi tahi) energises teachers and leaders allowing them to be innovative, collaborative and flexible. Leaders and teachers are purposefully involved in relevant professional learning and development that is well aligned to school priorities. They regularly engage in whole-school moderation to ensure the consistency of teacher’s assessment judgements.“
“The principal, teachers and children strengthen and share leadership across the school promoting ownership and sustainable practices. Leaders and teachers gather relevant data and information, including research, as a basis for the effective evaluation processes within the school.“
The final output for this test project is a space that creates anticipation through a concealed entrance and changing interiors. The features of the space change to create different atmospheres and therefore create constant wonder.
“Learning in the Context of Place-bound Communities The notion of a place-based education has been described by Sobel (1993; 1999) and related ideas have been expanded on by others including critical pedagogy and rural education (Gruenewald, 2003), community contexts (Hutchinson, 2004), eco-literacy (Orr, 1992; 1994), ecological identity (Thomashow, 1996); and experiential learning (Woodhouse & Knapp, 2000). “ (4)
“an ecosystem, or a social system, is caused by the collective interactions of individual parts that require holistic investigation;
–individual components serve unique functions in all complex systems. The loss or degradation of any single component may cause a decline in the viability of the system;
–the planet’s resources are finite. Humans are dependent on materials and energy supplied by the global ecosystem;
–different cultures observe natural systems through various philosophical, technological, and social points of view. Throughout time, cultures have interacted with the environment in different ways;
–the pace of technological change and the distribution of scarce resources can have a profound impact on society and the environment; and
–the organization of societies in the past and present, and the laws that govern them, have implications for environmentally and socially sustainable development.” (10)
Zandvliet, David Bryan. The Ecology of School. Sense Publishers, 2013. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=662785&site=eds-live&scope=site.
