informal learning spaces3.0

Informal Learning Spaces : 

Informal Learning Spaces a study in people and place & what makes students most comfortable and productive University of Oregon UO Campus Planning & Real Estate

Learning Theory : 

If higher education’s pedagogy is about promoting learner responsibility and control, then this needs to extend comprehensively to the students’ choice over where, how, and with whom the student learnsoutside the classroom. UO Campus Planning & Real Estate - Introduction Learning Theory

What is an Informal Learning Space? : 

What is an Informal Learning Space? Informal learning spaces are commons areas and lobbies in residence halls, libraries, and classroom buildings. They support and enhance the learning experience of the users in a non-threatening casual setting wherein they have freedom to learn at their own pace on their own specific schedule. No pressure from Professors No pressure from Graduate Teaching Fellows No time constraint (unless from their other obligations) UO Campus Planning & Real Estate - Introduction

What makes an Informal Learning Space : 

What makes an Informal Learning Space To have a successful informal learning space you must make it academically appropriate while maintaining a sense of comfort and social nature. UO Campus Planning & Real Estate - Introduction + = “You can be as loud as you want and still concentrate without trying to be quiet” Student (informal learning space vs. library)

Case Studies : 

Case Studies Various buildings on campus which have examples of informal learning spaces Methods: Observed spaces Gathered data Interviewed users Formulated patterns UO Campus Planning & Real Estate – Case Studies

HEDCO Education Building : 

HEDCO Education Building Areas Studied: Lobby Hallway Tables/Ottomans Hallway Booths Hallway near classrooms – Ottomans Learning Commons Departmental Grad Student and Alcove Areas UO Campus Planning & Real Estate – Case Studies

A&AA Hearth and Lillis Business Complex : 

A&AA Hearth and Lillis Business Complex Areas studied: A&AA Hearth Interior and Exterior Lillis Atrium Lillis Café Lillis Hallway Alcoves UO Campus Planning & Real Estate – Case Studies

LLC and Carson Hall : 

LLC and Carson Hall Areas studied: Living Learning Center Beaux Rooms Carson Hall Beaux Rooms UO Campus Planning & Real Estate – Case Studies

Erb Memorial Union &Lokey Science Complex : 

Erb Memorial Union &Lokey Science Complex Areas Studied: Erb Memorial Union (EMU) Skylight McMillan Art Gallery Mills International Center Lokey Science Complex Willamette Atrium Science Library upper lobby Science Library UO Campus Planning & Real Estate – Case Studies

Student User Interview Highlights : 

“[Lillis Atrium, 4th floor is] quieter, with white noiseand the window is a nice distraction.” “Like the setting [of Lillis Atrium, 3rd floor], it’s well lit, and quiet, but not like the library. Good atmosphere and like looking outside, unlike in the dark, restricted library. Space puts me in a good mood for studying.” “Want more seating because it’s always full. Need more outlets, inside tables along balcony don’t have any.” “Like the windows and ability to be easily distracted [in AAA Hearth], which is good and bad.” “Would like to have padded seats [in Lillis Hallway Alcoves]. It’s a good place to wait, a nook where people don’t run into you.” “Nice to look out the window, usually come here once a month, less interruptions here. “[The EMU Mills International Center needs] more couches! (like the ones at Straub too), make spaces like this more obvious” “[The EMU Skylight] needs sheer curtain to reduce glareon screens, more outlets!!!” Student User Interview Highlights UO Campus Planning & Real Estate – Case Studies

Patterns : 

Patterns Applicable / important for successful Informal Learning Spaces Campus Plan patterns – existing patterns that directly apply to the spaces Adapted Campus Plan patterns – existing patterns which are retrofitted to the spaces New patterns – patterns formulated to express important ideas for these spaces UO Campus Planning & Real Estate – Findings

Campus Plan Patterns : 

Campus Plan Patterns Building Hearth When a building is just a collection of Rooms without a focus, there is little chance for a sense of community to develop, and the possibility of an open exchange of ideas diminishes. THEREFORE: Create a social hearth for every building. Place the hearth at the building’s perceived center of gravity and beside a path that everyone uses. Within the hearth provide space for a lounge, mail, coffee, supplies, student information, etc. Additional hearths for departments may be appropriate as well once the building hearth is accommodated. UO Campus Planning & Real Estate - Findings Lillis Cafe

Campus Plan Patterns : 

Campus Plan Patterns Quality of Light Daylight, the use of which results in energy savings, is an important aspect to wellness and psychological comfort for building users; it is also beneficial to many of the tasks performed by building occupants. However, glare from daylighting may cause eye strain for employees who use computer monitors. THEREFORE: Provide ample opportunities for daylight throughout the building in both private and public areas. when possible and appropriate, opportunities to bring natural light into areas further from the perimeter of the building such as clerestory windows, interior windows, or windowed doors should be considered. Provide appropriate shading and diffusing devices and furniture arrangement to eliminate glare on computer screens. UO Campus Planning & Real Estate - Findings EMU Skylight

Campus Plan Patterns : 

Public Gradient Unless the spaces in a building are arranged in a sequence that corresponds to their degree of privateness, the visits made by strangers or guests may be a little awkward. THEREFORE: Lay out the spaces in a building to create a sequence that begins with the most public parts of the building near the entrance, then leads into the slightly more private areas, and finally leads to the most private domains. UO Campus Planning & Real Estate - Findings Campus Plan Patterns HEDCO Cafe

Campus Plan Patterns : 

Places to Wait Students often have to wait outside an office for an appointment or outside a classroom when the preceding class gets out late. Also, after class students and teachers often wish to continue conversations begun in class, but they have no place to do so. THEREFORE: Provide generous circulation space near classroom entrances and offices, with benches or other seating, but not so much as to attract large groups that might make excessive noise. UO Campus Planning & Real Estate - Findings Campus Plan Patterns HEDCO Lobby

Adapted Patterns : 

Access to Watertables People who are learning have a fundamental yearning for table space, and lots of it. Spreading out on it, meeting people around it, and leaning on it are things learners like to do. THEREFORE: When possible provide table space that allows students to learn outside the classroom on campus UO Campus Planning & Real Estate - Findings Adapted Patterns Willamette Hall Atrium (Lokey)

Adapted Patterns : 

Fabric of DepartmentsLearning Overemphasis on the individual aspect of learning gives the Learner pride in their work, yet working together is beneficial for deeper understanding. THEREFORE: Give individualistic spaces for a user to call their own, but disperse them throughout a web of group oriented zones. Interlocking these areas will encourage collaboration, but does not deny the advantages of individual study. UO Campus Planning & Real Estate - Findings Adapted Patterns HEDCO Cafe

New Patterns : 

New Patterns Learning by Choice Learning, whether accomplished singly or in groups, is highly personal and individually contoured. From formal to informal, the spaces that accommodate and encourage learning need to be as varied as the students they serve.  THEREFORE: Provide a mix of informal learning environments—layout, location, formality, privacy. Avoid static learning environments (e.g., rows of tables), which are not inspiring and do not create good separation of space. This does not mean that fancy chairs and expensive technology are necessary. UO Campus Planning & Real Estate - Findings Lillis Atrium

New Patterns : 

Right Size People learn by example and value a sense of connection to others, but they can’t learn in a place that is too chaotic.  THEREFORE: Provide an adequate amount of informal learning seating areas so students know they can find a place to sit, spread out, and create a positive energy level (a sense of shared purpose and potential for social interaction) but not so big that it is too separate, noisy, or generic. New Patterns UO Campus Planning & Real Estate - Findings Lillis Atrium

New Patterns : 

New Patterns Location is Key Location, location, location. Convenient, centrally located in the academic core of campus spaces are used more, especially between and after classes. Therefore: Locate informal learning spaces in residences where students live, near class/laboratory/tutoring session locations, and on routes between the two. See and Be Seen: Every learner needs opportunity for distraction in moderation. Placing informal learning spaces on active paths and connecting the two visually, through openings and/or windows, provides the learner with some distraction while maintaining their sense of detachment. White Noise: Often informal learning spaces are chosen because unlike library spaces it is not required that the study be silent. However, noise control is important so that when group discussions occur, other groups in adjacent informal learning spaces are not disturbed. This may require attention to the location and design of rooms, the addition of doors/partitions, and construction of wall systems. UO Campus Planning & Real Estate - Findings LLC Beaux Room

New Patterns : 

New Patterns High Tech Theory vs. Low Tech Realities Researchers often over emphasize the need for the latest technology, while students more often use low tech methods. Therefore: Provide a large enough area to allow for a variety of learning media types including enough table space to spread out books, papers, as well as laptops, etc. (remember the outlets!) UO Campus Planning & Real Estate - Findings Carson Hall Beaux Room

Key Patterns for Informal Learning Spaces : 

Key Patterns for Informal Learning Spaces Public Gradient – Best seen in HEDCO, LLC North Quality of Light – Best seen in HEDCO, A&AA Hearth Fabric of Learning – Best seen in A&AA Hearth, Lillis Access to Tables – Best seen in HEDCO, Lillis, EMU Skylight Learning by Choice – Best seen in LLC North, Carson, HEDCO, Lokey, Lillis, and A&AA Hearth Right Size – Best seen in Lillis, HEDCO UO Campus Planning & Real Estate - Conclusion

Slide 23: 

Booths seemed to be the most successful form of seating This was apparent in HEDCO, as they were most frequently used Movable whiteboards were used much more frequently than flat screen technology In both booth and common areas of HEDCO Multiple outlets in close proximity to seating This was a pitfall in most spaces– too few outlets and in awkward places Key Elements for Informal Learning Spaces UO Campus Planning & Real Estate - Conclusion

Slide 24: 

Developmental Strategies UO Campus Planning & Real Estate - Conclusion Kitchen Living Room Café Front Porch Pulling specific aspects from each place – Workspace of the kitchen, soft comfortable seating of the living room, conversational atmosphere of the café, and engagement with the larger world of the porch – and combining them creates a dynamic and supportive Informal Learning Space.

Overview : 

Overview A successful informal learning space needs An opportunity for personalization or ‘ownership’ Quality natural light Levels or choices of intimacy Proper scale in accordance with the building Casual and comfortable furniture Access to many outlets A readily accessible form of writing/drawing board Whiteboards, chalkboards, etc. Lively and collaborative atmosphere UO Campus Planning & Real Estate - Conclusion Photo from: scs.uoregon.edu/ student_profiles.htm

Thank you, GO DUCKS : 

Thank you, GO DUCKS