Capturing the Education Vision in Three Steps

11:15 AM – 12:15 PM


Sustained success in contemporary education relies on far more than the buildings. Success requires the meaningful combination of both education and architecture in the service of enhancing the education experience. The foundation for this meaningful combination is a robust and collaborative education vision. There are models for client participation (Singer & Woolner, 2011; Woolner, 2011, 2018; Brighouse, 2019) each emphasising multiple ways to achieve engagement. In this session architects and educators will learn a three-step process that allows them to develop an educational vision to guide the design and transition work of new school builds. Multiple case studies will illustrate the three steps and participants will understand the link between education ideas and the design articulation in informal and formal diagrams.

#1: Identify specific strategies for participatory design
#2: Identify enablers and constraints of participatory design
#3: Understand the need for educators to be involved in the design process
#4: Understand critical junctures for emphasising educator voice

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.

Educational Facility Pre-Design Planning: Manages a master planning process that combines educational planning, facilities assessment and utilization, demographic research, capital planning and educational specifications with a community-based vision to establish a plan for learning environments. This includes the ability to translate existing or aspirational instructional models to specific programming and spatial relationships.

Dr. Scott Alterator, IDE, Uni Melb
Dr. Alterator is Director at Innovation, Design, Education (IDE) and a research fellow at the University of Melbourne (Australia). His work centres on the connection between education and design. He is committed to ensuring education is at the heart of educational design. Once upon a time he taught Philosophy in a High School.

Dr. Craig Deed, IDE
Dr. Deed is an Associate Professor in the School of Education, and a Director of the educational design company IDE. He blends research and theoretical investigation into contemporary learning environments with practical implementation through his consultancy work. He has written over 70 research papers, monographs, edited book chapters, focused on the interactions between teaching, learning, learning environments and educational culture and innovation. 

Matthew Dwyer, Y2 Architecture
Matt is Director at Y2 Architecture in Melbourne Australia. Matt's award winning practice has focused on education design for two decades. His recent work has seen him share Australian-based excellence in international settings in Asia and the Middle East. Matt is a member of the ALEP commission.

LearningSCAPES Virtual Conference: Passport to Learning



+1 480.391.0840
11445 E. Via Linda, Ste 2-440
Scottsdale, Arizona 85259 USA