SATURDAY | OCTOBER 31, 2020
3:15 PM – 4:15 PM
Developing an understanding of the impact of spatial affordances on behaviors and emotions has the potential to improve collaborative creativity in learning- and working- driven environments. In this session, architectural cues impacting and empowering collaborative cultures are identified based on a doctoral study addressing the affordances of motions and emotions. A research study of the new Innovation Center at Illinois Institute of Technology offers unique visual and audio connections that are shared. The presentation includes results of a Post-Occupancy Evaluation reflecting the experience of consciously-aware faculty, and students of the Institute of Design as individuals and as a collective. An engaging presentation, including small group interactions, will introduce an applied tool of cueing code identifiers to serve programmers, architects and educators in pre- and post-design phases. Research findings are discussed, indicating dynamic affordances with blurred boundaries, and multilevel ranges of affordances; related to privacy, ownership authenticity and more, in collective cultures for “I”, “ME” and “WE” in learning-driven environments.
#1: Get familiar with the newest research in the filed
#2: Acquire new knowledge and skills
#3: Think creatively and develop new ideas and directions
#4: Learn about best practices and sensitive approaches to design
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.
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.
Anat Mor-Avi. Architect and PhD Candidate, Illinois Institute of Technology
Anat is an experienced architect, artist, and currently a faculty and a Ph.D. candidate at the College of Architecture at IIT in Chicago. With 20 years of experience in the field, today, Anat, a pedagogical architect, combines her current research with designing innovative driven-learning environments and focuses on ways to support collaborative creativity through architecture. Anat also consults Colleges and the Ministry of Education in empowering space as a tool for cultural change.
Dr. Lennie Scott-Webber, Researcher, InSync
“Dr. Lennie” is a leading thinker on education design and passionate about the unanswered solutions leaving students behind in their learning. She has pioneered research strategies addressing how the built environment impacts engagement factors and learner success, and designed future-focused, evidence-based design applications. Currently, she is the owner/principal of INSYNC: Education Research + Design. Tenured, full-professor and chair of two design schools [Canada & USA]; professional interior designer, author, well-published researcher, national and international speaker.