Bridging Evolution and Education: A Neurobiological Approach to Learning Spaces

Room: D137-138

Audience: Architects

Call to Action:

  1. Implement a Pilot Project: Attendees are encouraged to initiate a small-scale pilot project in their schools or educational institutions, applying the NASAT framework principles to redesign an existing classroom or learning space. This practical step will allow educators and administrators to observe and measure the impacts of evolutionary and neurobiological-aligned design on student engagement, well-being, and academic performance.
  2. Collaborative Workshops: Organize interdisciplinary workshops involving educators, architects, and students to co-create future learning spaces. These workshops will serve as a platform for sharing insights, brainstorming design solutions, and ensuring that the voices of all stakeholders, especially students, are heard in the planning process.
  3. Adopt and Advocate: Armed with insights and evidence from the session and pilot projects, attendees should become advocates for change within their professional communities. Sharing success stories, challenges, and lessons learned through professional networks, conferences, and publications can help propagate the principles of the NASAT framework, encouraging wider adoption and adaptation in diverse educational settings.

Abstract: The session “Bridging Evolution and Education: A Neurobiological Approach to Learning Spaces” at Learningscapes 2024 explores a pioneering framework for designing educational spaces that resonate with children’s evolutionary and neurobiological needs. It emphasizes a holistic approach, advocating for environments that support emotional, psychological, and physical well-being. This presentation will culminate with the introduction of the NASAT framework, which provides a comprehensive model for creating learning spaces that foster natural interaction, activity, social support, and balanced technological engagement, all aimed at enhancing the educational experience.

Learning Objectives:

  1. Understand the impact of biophilic design principles on student health and cognitive function, emphasizing the connection between natural environments and psychological well-being.
  2. Explore strategies for integrating safety and mobility within educational spaces to foster secure, active learning environments that promote physical well-being.
  3. Discuss the role of social structures and support systems in educational settings to enhance social welfare and community engagement.
  4. Examine the balance of technology and information access in learning environments, ensuring it supports educational outcomes without compromising health and safety.
Louis Sirota
Louis Sirota
Director of Design, Education Design International

A licensed architect with twelve years of international design experience, Louis specializes in creating innovative, state-of-the-art educational facilities for the K-12 and Higher Education markets. He has led over 75 projects in various parts of the world, including multiple award-winning designs and LEED-certified buildings. Louis is committed to transforming educational facilities to enhance student well-being and success. Louis has presented at a variety of national and international conferences and the University of Bio-bio (Chile) conference on Neuroarchitecture.

Core Competency

Design of Educational Facilities
Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.

LearningSCAPES 2024 Conference in Portland, Oregon

Venue

Oregon Convention Center
777 NE Martin Luther King, Jr. Blvd, Portland, OR 97232

Dates

October 16-19, 2024

Contact

Email: donna@a4le.org
+1 480.391.0840