When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

Main Article Content

Jesse Strycker


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.


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How to Cite
Strycker, J. (2021). When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work. International Journal of Designs for Learning, 12(2), 59–78. https://doi.org/10.14434/ijdl.v12i2.29132
Author Biography

Jesse Strycker, Ohio University

Jesse Strycker is an assistant professor of Innovative Learning Design & Technology in the Educational Studies department of the Gladys W. and David H. Patton College of Education at Ohio University. His research interests include Technology Integration, Virtual Learning Environments, and Innovative Pedagogies and Pedagogical Support Spaces.


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