The Influence of Hierarchy and Layout Geometry in the Design of Learning Spaces
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| Title: | The Influence of Hierarchy and Layout Geometry in the Design of Learning Spaces |
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| Language: | English |
| Authors: | Smith, Charlie |
| Source: | Journal of Learning Spaces. 2017 6(3):59-67. |
| Availability: | University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Geometric Concepts, Space Utilization, Group Dynamics, Teacher Student Relationship, Peer Relationship, Design Requirements, Classroom Design, Space Classification, Cluster Grouping, Educational Environment |
| ISSN: | 2158-6195 |
| Abstract: | For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as diagrams, are analysed in terms of teacher-to-student and student-to-student power dynamics and against an established set of Principles for Designing Teaching and Learning Spaces. The paper observes that some arrangements have underlying hierarchies which subtly reinforce traditional teacher-centred power dynamics and concludes that spatial geometry and hierarchy should be considered key parameters in learning space design. |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2017 |
| Accession Number: | EJ1164650 |
| Database: | ERIC |
| Abstract: | For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as diagrams, are analysed in terms of teacher-to-student and student-to-student power dynamics and against an established set of Principles for Designing Teaching and Learning Spaces. The paper observes that some arrangements have underlying hierarchies which subtly reinforce traditional teacher-centred power dynamics and concludes that spatial geometry and hierarchy should be considered key parameters in learning space design. |
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| ISSN: | 2158-6195 |
