Continuing our series on 21st century teaching/learning and it’s enhancement through facility design, let’s explore the remaining C’s: Collaboration and Creativity. In previous articles we introduced Competence, Communication, Collaboration, Creativity, and Choice. The descriptions and examples explored for Competence, Communication, and Choice laid the foundation for Collaboration – working with others to the degree/extent that collective work results are greater than outcomes achieved solely by the individual.
Today, most existing classrooms are of standard size and dimension, furnished with chairs and desks. Throughout the day, students typically are stationed “listeners” at desks, receiving information from “experts” (teachers). This resembles early industry/business assembly line workplaces and silo arrangements with employee-isolated assignments. Even early infusion of technology in schools introduced rows of computers in isolated labs, with students’ faces to the wall and backs to the teacher. Firewalled systems were so secure that no one could know or access anyone else’s work. This security anxiety is eroding and, sparked by worker inventiveness and pressure from the business world, collaboration is the new norm.
Education is transforming toward valuing group-thinking and redesigning workspaces to support increased teamwork. This trend toward openness, at the staff level through collaborative planning and at the student level with project-based learning, is energized by technology’s ability to connect anyone anywhere anytime. The opportunity for individuals to work in a technology rich environment, conducive to collaborative thought, is a distinct advantage in developing learning and problem-solving skills.
Tech-smart collaborative learners expect their environment to be technology rich; interactive digital whiteboards provide access to information with capabilities for worldwide connectivity. Personal devices and school-issued laptops bring technology to each student’s fingertips. Portable technology furniture platforms promote walk-up Internet access and interface with host-school digital networks, accommodating hand-held devices, digital tablets, and laptop technologies.
Collaborative learning settings are barrier-free, providing opportunities for easily supervised and visible small-to-large group work. Flexibility through mobile walls and a variety of different-sized spaces achieve this direction. Transparency (glass) between spaces allows for all to see learning, unveiling student work-in-progress for display.
Furniture impacts how students interface in their environment; learning centers of engagement incorporate i) movable varied-height tables/chairs for individual and small group work, ii) easily movable (via handles/casters) “soft” furniture to support informal group discussions, iii) conference tables for collaborative planning, iv) portable tables/storage for configuring different spatial arrangements, v) technology furniture for charging mobile devices, vi) ergonomic furniture for enhancing comfort/learning, and vii) teacher workstations for quasi- private conversations with students and for collaborative planning, supporting the trend toward collegial mentorship.
The remaining C, Creativity, is the ability to see what something can become and make it so. It’s the ability to paint, sculpt, design, or simply think and communicate about something new/original. We often associate creativity only with fine arts (music or art forms), but it is actually involved in every aspect of our lives. Everyone possesses the ability to be creative; schools play a vital role in cultivating the creative potential in each child.
An essential component to meaningful learning is the display of student work (especially work in progress), which motivates creativity, provides a sense of personal pride, and sets the bar for student expectations/performance. Displays should be easily visible throughout the building, and exhibited through technology.
Multi-purpose studios dispersed throughout the facility; with lighting controls, acoustics, multiple utilities, open space to spread-out, technology access, storage space, “work-in-progress” space, and features unique for specialized needs; bridges concepts in science, technology, engineering, arts, and math (STEAM) creativity.
Long hallways of tall lockers and coat hooks are replaced with mobile pods for students to creatively decorate and call their own. With the eventual elimination of textbooks and traditional learning tools, student lockers will transform to fit new functions.
Thoughtful use of color and graphics in school design affects attitude, work performance, and stimulates creativity. Wall graphics with motivational messages like “Dare to Dream” or “Education is like lighting a flame” inspire learners to reach beyond their comfort zone to explore; that’s when individual and collaborative creativity truly begins!
Erickson, AIA/NCARB/REFP, is president of ATS&R Planners/Architects/Engineers, a multi-disciplined firm specializing in preK-12 and post-secondary school planning and design. Located in Minneapolis, he has over 35 years of specializing in school planning, design, and construction. www.atsr.com
