Week 1: 
What is a Learning Space?  April 2, 4

  • Overview & Logistics
  • Design for learning: some thoughts & frameworks
  • Observe a learning space, share photos & field notes

Week 2: Formal learning spaces: Teaching and Learning  April 9, 11

  • Knight Management Center
  • Read:
    • Priorities in the Classroom: Pedagogies for High Performance Learning Spaces (from Karin)

Week 3:  Formal learning spaces: Infrastructure & Environment  April 16, 18

Sunday April 21: Where is your space? Who are the stakeholders who have an interest in your design, and how will you connect with them?

Week 4: Elementary Education – Spaces for Relationships  April 23, 25

Sunday April 28: What is special about this place, and the learning that happens in it?  What “aha’s” or insights help to constrain your design?

Week 5:  Medical Education – Spaces for Practice  April 30, May 2

Sunday May 5: Who are the learners? Post 1-3 personas that will help focus your efforts to meet their learning needs.  What special needs do they have that create a special point of view?

Week 6:  Design Education – Spaces for Creativity & Collaboration  May 7, 9

Sunday May 12: Post a storyboard of at least one interaction for a learner in this space.

Week 7: Offices and Libraries – Spaces for Self-regulated Learning  May 14, 16

Sunday May 19: List some of the assumptions you are making about the ways learners interact with this space.  Which of these could you explore through an experience prototype? How might that look?

Week 8: Museums – Spaces for Learning in the Community May 21, 23

Sunday May 26: How would you know if it’s working?  Describe an assessment plan, addressing the unit of analysis, intervention, observations/measures, and context.

Week 9: Screens – Spaces for Learning at a Distance May 28, 30

Sunday June 2: Share your designs with at least one stakeholder.  What was their response?

Week 10: Design Proposal Presentations June 4

  • Presentations, course reflections


Allen, S. (2004) Designs for Learning: Studying Science Museum Exhibits that do More Than Entertain. Science Education, 88(1),17-S33.

Barrett, P., Zhang, Y., Moffat, J., Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment 59, 678–689.

Carroll, John M. (1999). 5 Reasons for Scenario Based Design. Proceedings of the 32nd Annual IEEE Conference on Systems Sciences

Doorley, S. & Witthoft, S. (2012). Make Space. New Jersey: Wiley.

Gawande, A. (2002). Education of A Knife. In Complications: A Surgeon’s Notes on an Imperfect Science. New York: Henry Holt & Co. Google Books

Goodwin, K. (2001) Perfecting Your Personas. Cooper Interactive Newsletter online, August.

Kraut, R., Egido, C., & Galegher, J. (1988). Patterns of contact and communication in scientific research collaboration. In Proceedings of the 1988 ACM conference on Computer-supported cooperative work (CSCW ’88). ACM, New York, NY, USA, 1-12. DOI=10.1145/62266.62267

Mercier, E.M. & Higgins, S. (2012, April) The Impact of Classroom Configuration on Collaborative Learning. Presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.

Norman, D. (2004) AD-HOC PERSONAS and Empathetic Focus
 (revised 16 Nov. 2004)

Packer, J., & Ballantyne, R. (2005) Solitary vs. Shared Learning: Exploring the Social Dimensions of Museum Learning. Curator: The Museum Journal, 48 (2), 177- 192.

Pointon, P., & Kershner, R. (2000). Making decisions about organising the primary classroom environment as a context for learning: the views of three experienced teachers and their pupils. Teaching and teacher education, 16(1), 117–127. Elsevier. doi:10.1016/S0742-051X(99)00043-8

Smith, R.E., Chen, H.L., Johnson, M., O’Brien, A.J., & Huang-DeVoss, C. (2012). Priorities in the Classroom: Pedagogies for High Performance Learning Spaces. In Olofsson & Lindberg (eds.), Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: IGI Global.


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