Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Buildings

卷:11

Tiina Mäkelä¹  Teemu Leinonen² 

[1] Finnish Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FI-40014 University of Jyväskylä, Finland;

[2] School of Arts, Design and Architecture, Aalto University, P.O. Box 11000, FI-00076 Aalto, Finland;

关键词: design framework;    design principles;    educational design research;    learning and wellbeing;    learning environments;    participatory design;   

DOI  :  10.3390/buildings11120581

来源: DOAJ

【 摘 要 】

The need for environments conducive to learning and wellbeing has been broadly recognised. Considering particularly learner perceptions in the learning environment design is known to improve both their learning and wellbeing. There are no, however, shared theoretical frameworks guiding the learning environment co-design from the learner perspective. As a response to this challenge, a learning environment design (LED) framework was developed based on the literature and co-design involving learners aged 7 to 19 (n = 342) in Finland (n = 266) and Spain (n = 76). The LED framework entails 53 characteristics grouped under seven constructs. It draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. Flexibility and functionality are recognised as central enablers for a quality learning environment. The study suggests a design framework and principles for learning environment co-design. They can serve as a research-based introduction to the topic after which priorities can be defined based on the concrete design target and goals, and concrete design solutions can be created in the participatory design involving learners and other key stakeholders.

【 授权许可】

Unknown