Essentials Magazine Essentials Spring 2018 - Page 27

Learning Spaces Fig. 4. Fluid / Student-centric Emphasis individual, then small group and back to whole group again. As equipment and access to tools are most often needed, this type of space may be designed supporting fixed to flexible solutions. This article has explored the language given to F 3 , or fixed, flexi- ble and fluid, in an attempt to align design language to the language of teaching strategies. The bottom line is both design and pedagogy solu- tions need all three F’s; essential for appropriate advanced learning solu- tions. However, we seem to have a design predisposition to the fixed and the flexible ones. It is further argued here to be truly active as an educator and to have students actively engage in their learning processes, we need to push the boundaries of fluid. Easy access and ability to follow content wherever it may be displayed, shared, talked about could be a new driver. As active learning practices increase in more advanced learning places, it is ever more important to allow for fluid and quick transitions from individual work to small group work and back again. n DR. LENNIE has pioneered research strate- gies addressing how the built environment impacts student engagement factors and learner success, and has designed future-fo- cused, evidence-based design applications for 20+ years. Currently, she is the Owner / Principal of INSYNC: Education Research + Design. She is also acting as the Education Research Leader for DLR Group’s K12 Education Practice. She was formerly the founding Director of Education Environments Globally for Steelcase Edu- cation; tenured, full-professor and chair of two design schools; Director of the iLAB Research Center, Radford University; professional interior de- signer, author, published researcher, national and international speaker. essentials | 25