When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work
Main Article Content
Abstract
The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer’s experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.
Downloads
Article Details
Copyright © 2023 by the International Journal of Designs for Learning, a publication of the Association of Educational Communications and Technology (AECT) and Indiana University. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Except as otherwise noted, the content published by IJDL is licensed under CC BY-NC-SA. A simpler version of this statement is available here.
References
& Weber, N. (2019). EDUCAUSE Horizon Report 2019 Higher Education Edition (pp. 3-41). EDU19. Retrieved from https://library.educause.edu/resources/2019/4/2019-horizon-report
Becker, S.A., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J.
(2018). NMC Horizon Report: 2018 Higher Education Edition. Louisville, CO: EDUCAUSE, 2018. Retrieved from https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf
Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Ananthanarayanan, V.
(2017). NMC horizon report: 2017 higher education edition (pp. 1-60). Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf
Casanova, D., Di Napoli, R., & Leijon, M. (2018). Which space? Whose space? An experience
in involving students and teachers in space design. Teaching in Higher Education, 23(4), 488-503. https://doi.org/10.1080/13562517.2017.1414785
Johnson, L., Becker, S.A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC
Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Johnson, L., Becker, S.A., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015
Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf
Kuhn, S. (1998). The software design studio: An exploration. IEEE software, 15(2), 65-71.
https://doi.org/10.1109/52.663788
Leijon, M. (2016). Space as designs for and in learning: Investigating the interplay between
space, interaction and learning sequences in higher education. Visual Communication, 15(1), 93-124. https://doi.org/10.1177/1470357215608553
New Media Consortium. (n.d.). NMC project horizon history. Retrieved from
https://www.nmc.org/nmc-horizon/nmc-horizon-project-history/
Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: Traditional versus active
learning classroom in colleges. Higher Education, 68(5), 749-771. https://doi.org/10.1007/s10734-014-9742-0