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The Influence of Hierarchy and Layout Geometry in the Design of Learning Spaces

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Bibliographic Details
Title: The Influence of Hierarchy and Layout Geometry in the Design of Learning Spaces
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
FullText Text:
  Availability: 0
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  Data: 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/
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  Data: 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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      – SubjectFull: Educational Environment
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