Pending Acceptance and Subject to Change
Effective visioning allows the development of educational ideas in pedagogy, curriculum implementation and leadership. Achieving a successful outcome relies on alignment between educational ideas and facility design (Bojer, 2020; Daniels, 2020). A key framework for visioning exercises is found in Participatory Design and Responsible Innovation (Woolner, 2017; Deppeler & Aikens, 2020). This session will present case studies employing the above framework for achieving quality education outcomes through effective visioning. By exploring an elementary and high school setting in Australia, a range of methods will be presented. Architectural outcomes relating to the visioning insights will be shared. Participants will reflect on their existing or upcoming projects using the above framework to identify opportunities for refinement or change. This process oriented workshopping will equip participants with new tools for reflecting on and building educational visioning processes.
Dr. Scott Alterator, Alterator Education Design Consultants, firstname.lastname@example.org
Dr. Alterator is research fellow at learning Environments Applied Research Network at University of Melbourne. For the past 12 years his research has focused on post-occupancy evaluation and the alignment of practice and design. He is currently researching links between learning spaces and inclusive education. Scott is a teacher 'by trade' and enjoys engaging with schools on a regular basis through consultancy work. Along with a range of design-focused work, he has focused on activating STEAM learning as a means of exploring innovative practices.
Matthew Dwyer, Y2 Architecture, email@example.com
The built and natural environments have profound impacts on our behaviors both for better and worse. How do we cultivate a sense of place for better? How might the built and natural environments be made to enhance teaching and learning? How might school buildings and grounds foster a sense of community by reflecting those they serve?
Primary Core Competency
Educational Visioning: Exhibits an understanding of best and next practices related to educationalleadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.