Design for Education Spaces and Tools for Learning Design for Social Responsibility Series

This book charts the impact of design on education, specifically focusing on how design can shape the spaces and tools for learning.

This edited collection brings together the work of designers, architects, engineers, professionals, educators, and researchers, and presents a series of case studies and research developed from across Europe, North America, South America, Africa, Australia, and Asia. The book provides the tools to develop innovative approaches to design for education, and illustrates the conversation and action required to foster socially responsible design for education. As the contributions show, we must look at education as an input and output of a complex system, and we need to adopt an interdisciplinary multiple stakeholder approach, bringing together experts from a range of different fields and backgrounds as a cohesive strategy to improve future learning and teaching environments.

Providing guidance and a theoretical framework for designing spaces and tools for learning, this book will be a useful resource for design and architecture students, as well as practitioners, educational researchers, educational practitioners, policymakers, and behaviour and built environment researchers.

Introduction PART I The Design of Learning Environments | CONCEPTION 1 Feedback on School Design to Architects: What Is Currently Obtainable and How Do We Improve It? 2 Beyond the School Walls: Breaking Down Barriers 3 Deliberate Innovation in the Design of Learning Spaces for Future Generations 4 Transforming Learning Spaces for Child Development: Lessons from Studies in Primary Schools in Bangladesh PART II Design and the Social Construct of Learning Environments | PERCEPTION 5 A Participatory Approach to Design Education with Children: An Overview of Methods and Tools from Two Diverse Case Studies in Haiti and India 6 Six Organizational Factors that Constrain the School Occupation and Affect Young People’s Learning Experiences 7 A Call to Action: A Collaborative and Learning‑Led Approach for the Design of Future Learning 8 Design for Learning: An Experiential Analysis of School Places in a Uruguayan Setting PART III Participatory Design Processes: Users’ Perspectives on Learning Environments | INTERACTION 9 Design Games as a Method of Teaching and Research 10 Rethinking the School and the City with Children: Architectural Research Using Walkthrough 11 Creating ‘Perfect’ New Learning Spaces: Collaboration to Align Design and Use 12 A Catalyst for Change: Developing the Relationship Between Pedagogy and Space Through a Process of Collaborative Review with Teachers and Learners at Trumpington Park Primary School, Cambridge PART IV Users’ Experiences of Learning Environments | EXPERIENCE 13 Mucking About: Designing Hands‑on Experiences for Place‑Based and Environmental Education 14 FUSE and Co‑Designing Tools for Discovery with Primary School Children and Teachers 15 The Change Laboratory as a Collaborative Approach to Designing Tools and Activity Systems for Learning 16 Food for Life: Scouts Leading Grassroots Intervention on Food Security and Nutrition in Sub‑Saharan Africa 17 Conclusion

Ana Rute Costa is an architect, researcher, and educator at Lancaster School of Architecture, Lancaster University, UK.

Rachel Cooper is Distinguished Professor of Design Management and Policy at Lancaster University, UK.