1. Creating Learning Environments for Optimal Experiences
Future Learning Conference Peter C. Lippman,
Stockholm, Sweden Associate Director
May 15, 2012 EIW Architects

2. Learning Objectives
2
1. Examine Practice Theory
2. Define Learning Technology
3. Review Exemplary Models of environments that connect
the learner, the learning, & the things to be learned.
4. Recommendations for Designing Future Learning
Environments

3. 3

4. 4

5. 5

6. 6

7. 7

8. 8
1920
1960
2000

9. 9

10. 10
• Does the physical environment impact the learner?
• Does the physical environment influence the learning
• Does the physical environment shape the things to be learned?

11. 11
• Focus on task
• No distractions
• Additional
surface for
displaying
Windowless School Norman students’ work
Thomas H.S.
NYC

12. 12

13. 13

14. 14
• The student is motivated to
learn, because they choose
what s/he wants to learn
• The student can chooses
where s/he wants to acquire
skills
• The students is motivated
Open Plan School to learn because s/he
chooses what they want to
learn

15. 15
Open Plan School – Open Plan School –
Design 2000 Design of Classrooms
2002

16. 16
2010

17. 17
• Do we create spaces to fit the learner to the learning
environment?
• Does the learning environment need to adapt to the learner?
• Do we design the learning environment around the learner(s),
the things to be learned and the learning?

18. 18
Define the Learning Environment
• Who are the learners?
• Where does learning taking place?
• How does Learning take place?

19. 19

20. 20

21. 21
Type of Social Peripheral, Activity (reading, What does the
Groupings Guided, Full writing, technology space require to
Participation project work, etc. accomplish the
activities
Independent
With Another
With Others
Entire Class

22. 22
• Evidence Based Design (EBD)
- Rooted in design of healthcare
facilities
- Building Technology Systems
- Information Technology
- Building Maintenance
Programs
- Framework for programming &
planning facilities
• Responsive Research
- Participatory Action Research
- Methodologies that can guide the
programming, planning and design

23. 23
• Participatory Action Research
- The impetus comes from the learning
community.
- Empower the learning community
- Participants contribute their physical
and/or intellectual resources
- Participants are involved w/ research
process & analytic issues—
interpretation, synthesis and the
verification of conclusions
• Methodologies for guiding:
- programming,
- planning and
- design

24. 24
• Defining Learning Technology
- Building Systems
- Electrical
- Mechanical
- Daylighting
- Information Technology
- Reflective Space
- Engagement Space
- Proximal Space
- Spatial Design
- Pedagogy
- Flow
- Flexibility

25. 25
Heating, Ventilation, Air
Conditioning
• Potential health effects: Dirty,
mold-like vents, ammonia /
chlorine smell
• Humid classrooms
• A/C performance varies with
classroom, can be overpowering–
need temperature controls

26. 26
• Natural light important for staying awake, day lighting needs controls
• Embedded blinds have not worked, traps bugs & leak
• Windows sometimes too high to enjoy view
• No air circulation in some classrooms, fans provided.
• Operable windows preferred

27. 27
United States Merchant Marine Academy
Research PEHKA & JCJ Architecture
(2010)

28. 28
Oliver, C. & Lippman, P.C. (2007). Examining
Space and Place in Learning Environments.

29. 29
Teacher-Centered Learner-Centered Learner-Centered
Classroom Environment Environment Classroom Environment
29

30. 30
• Reflective Space
• Engagement Space
• Proximal Space
St. Stephen’s ELC, Perth
Designed by EIW Architects

31. 31
Projects for
Environmental
Health Knowledge
& Action (2011)
The Gateway
School, New York,
NY

32. 32
• Flow
- Within Setting
- Between Activity Settings
North Platte High School
Meadowdale Middle School North Platte, Nebraska
Washington Designed by The Architectural Partnership
Designed by INTEGRUS Architecture, P.S.

33. 33
School of One / Dull Oslen Weekes & the Chemistry Lab, University of Melbourne/
Cuningham Group Associate Professor Peter Jamieson with
Bloomquist & Wark Architects

34. 34
Engineering School Classroom at the University of Melbourne
Designed by: Associate Professor Peter Jamieson with Woods Bagot
Architects

35. Loris Malaguzzi Infant School,
Reggio Emilia, Italy
Year of Completion: 2008
Architect:ZPZ Partners
Size: 3,000 m2
Pupils: 90
35

36. Loris Malaguzzi Infant School,
Reggio Emilia, Italy
Year of Completion: 2008
Architect:ZPZ Partners
Size: 3,000 m2
Pupils: 90
36

37. Springfield Literacy Center
Springfield, Pennsylvania
Year of Completion: 2010
Architect: Burt Hill
Size: 51,000 sq.ft.
Pupils: 350
37

38. Springfield Literacy Center
Springfield, Pennsylvania
Year of Completion: 2010
Architect: Burt Hill
Size: 51,000 sq.ft.
Pupils: 350
38

39. The Montessori School, Kingsley
Perth, Western Australia
Year of Completion: 2011
Architect: EIW Architects
39

40. The Montessori School, Kingsley
Perth, Western Australia
Year of Completion: 2011
Architect: EIW Architects
40

41. The Montessori School, Kingsley
Perth, Western Australia
Year of Completion: 2011
Architect: EIW Architects
41

42. Rachel Carson Elementary School
Lake Washington School District—2009
Seattle, Washington
Designed by: INTEGRUS Architecture, P.S., Seattle,
Washington
Photographer: Lara Swimmer Photographer
42
• Managing Interactions
• Place Identity

43. Hatwell Primary School
Secondary School Building
Architect: Baldasso Cortese
Melbourne, Australia
Proposed Scheme
43

44. Aspen Middle School
Aspen, Colorado , Aspen School District—2007
Architect: Hutton Ford Architects (now Hutton Architecture
Studio, Denver, Co) with Studio B Architects (Aspen, Co)
Photographer: Paul Furhmeister
44

45. Cavelero Mid-High School
LAKE STEVENS SCHOOL DISTRICT
Lake Stevens, Washington
Designed by: NAC Architecture, Seattle, Washington
Photgrapher: Harlan Chinn, NAC Architecture
45

46. Santa Maria College
Perth, Western Australia
Year of Completion: 2011
Architect: EIW Architects
46

47. Santa Maria College
Perth, Western Australia
Year of Completion: 2011
Architect: EIW Architects
47

48. Science Leadership Academy
School District of Philadelphia –2006
Philadelphia, Pennsylvania
Designed by: Stephen Varenhorst Architects, Philadelphia, PA.
Photographer: Stephen Varenhorst Architects, Philadelphia, PA.
48
• Privacy
• Place Identity

49. Science Leadership Academy
School District of Philadelphia –2006
Philadelphia, Pennsylvania
Designed by: Stephen Varenhorst Architects, Philadelphia, PA.
Photographer: Stephen Varenhorst Architects, Philadelphia, PA.
49

50. The Metropolitan Learning Alliance
Bloomington, Minneapolis, Richfield, and Saint Paul School Districts – 2006
Bloomington, Minnesota
Designed by: Cuningham Group Architecture, P.A., Minneapolis MN.
Photgrapher: Don Wong Photo
50

51. Holy Cross College
Secondary School Building
Architect: EIW Architects
Proposed Scheme A
51

52. Holy Cross College
Secondary School Building
Architect: EIW Architects
Perth Australia
Proposed Scheme B
52

53. CONCLUSION
53

54. Creating Learning Environments for Optimal Experiences
Peter C. Lippman, Associate Director
EIW Architects, Perth, Australia
pclipp@eiwarch.com.au