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07 COLLABORATION AND INNOVATION FOR THE NEW SCOTTISH LEARNING ENVIRONMENT

Susan Stuebing
Consultant
LearnRing

The creation of a new supportive learning environment requires the involvement of a diverse group of professionals and practitioners, as well as students and their parents. ¹ On 22 May, a workshop was held with 80 participants to share insights on the impact of Curriculum for Excellence on the learning environment (led by the author and Kenn Fisher). ²

The workshop approach briefly described in this article is based on my ongoing work at LearnRing on collaborative design to support innovation. ³ The outcomes of the 22 May workshop could be a useful foundation for other similar workshops to be developed regionally. Key to this process is building communication, examining opportunities in a systemic way and acknowledging obstacles while in search of solutions.

The development of Curriculum for Excellence ⁴ offers a strong foundation for developing the school environment with a comprehensive and contemporary vision. The four capacities ⁵ - responsible citizens, effective contributors, successful learners and confident individuals - lie at the heart of Curriculum for Excellence. These are indicators of a curriculum focused on the individual learner as a member of society. By engaging this curriculum in a collaborative design process, professionals can identify, demonstrate and clarify new concepts. As participants apply this process to decision-making in their ongoing professional efforts, we can recognise the added value. ⁶ At the same time, by understanding and acknowledging the obstacles, we can begin to address them and/or reroute our approach. This could be called a problem-solving process, a creative process, or an envisioning process. Instead of being concerned with individual aspects, the design process combines knowledge areas in search of solutions. Applying a design process in order to develop learning environments based on a new curriculum opens the opportunity for an original or unique result. Collaboration also offers opportunities for building shared vision and agreement.

Workshop Goals: A day in the life of the student

The team effort of diverse professionals provides the ideal situation for design collaboration as a learning process. The team learn not only through the design outcomes they produce, but also through experiencing the process of working together towards solutions. Focusing on one capacity of the curriculum in 'a day in the life' of a student, each team is asked to consider the important elements in the design of the learning environment. By reviewing the learner's progress through the day, from arrival to departure, team members are required to confront the conditions and the subtle yet persistent messages which reinforce (or de-motivate) the learner and his/her professional supporters (teachers and others). Overall, the most important of the outcomes of the workshop is that the individual participant can discover a new approach to bring back to his/her colleagues and explore in terms of relevance to existing and ongoing conditions.

Change also has an associated risk factor which contributes to organisational resistance

Goal 1: Design as a Learning Process

'Design' in this context means a collaborative learning process involving choices and decision-making, aiming to reach the best solution with the least amount of risk. ⁷ One good example of the potential conflict here was identified on 22 May; the inherent dilemma in the need to nurture and protect on the one hand and to stimulate and motivate the learner on the other. Historically, the design of learning environments has erred by focusing primarily or solely on lowering the amount of risk, without necessarily seeking the best solution. As technology becomes more integrated and affordable, new design solutions become more readily adopted. In combination with Curriculum for Excellence, a new range of possibilities can be considered. A comprehensive reading of the learning environment needs to be envisioned which includes technological, systemic, environmental, personal and social qualities.

Goal 2: Build Communication

The workshop asked teams to engage with Curriculum for Excellence as a blueprint for the learning environment. Underlying the mission of Curriculum for Excellence is the challenge to change, which by its nature is not an easy undertaking. Reaching a consensus of diverse professionals in this context is a challenge to which communication is the key, through sharing cultural views and professional backgrounds. Communicating concerns, anticipations and experiences, as well as acknowledging obstacles, is central to understanding. ⁸ Workshops allow participants to explore ideas without taking traditional risks (with their time, budget, and career).

Goal 3: Comprehensive View of Curriculum for Excellence

The new curriculum is about breaking down the barriers that exist between individual subject areas, as well as demonstrating the wider educational value of activities and experiences that take place outside the classroom. It recognises the importance of the ethos and life of the school as a community. ⁹ It can therefore be used as a blueprint for all aspects of the learning environment, shifting the focus away from 'bricks' and towards the mission of creating a supportive learning environment. Instead of the typical discussion around the number of classrooms, the focus moves to learning outcomes and the overall goals of the curriculum. Physical and electronic environments are active components in achieving these goals.

Goal 4: Focus on the Learner

Too often when we design schools we think about the users as a large population which needs to be 'housed' or (worse) 'controlled' - rather than inspired, encouraged, coached and promoted. The principle of this workshop is to engage with the learner's journey through the school day, emphasise the needs of the individual and develop an exploration of how the physical environment can reinforce the learner's sense of achievement. Individual participants should be able to take new approaches away with them, in order to explore the relevance of these approaches to existing and ongoing conditions.

"Teachers know that positive relationships and the climate for learning in a school - its values, its ethos and its life as a community - are essential starting points for successful learning. The wider life of the school - activities such as assemblies, community events and school projects - make an important contribution to the development of the four capacities, helping to enable all young people to become successful learners, confident individuals, responsible citizens and effective contributors. Schools also offer pupils opportunities to learn through such activities as peer mentoring, membership of school councils, undertaking responsibilities and playing a part in decision making." ¹⁰

Key Recommendations from 22 May 2007

The Building Excellence workshop on 22 May was based on the principles above and produced a range of interesting outcomes. The matrix within this article presents the outcomes as developed on 22 May, as a springboard for further work (Fig. 1). Seven key recommendations are summarised here which could also be used as a starting point in future, regional workshops.

The team learn not only through the design outcomes they produce, but also through experiencing the process of working together towards solutions

Fig. 1 Outcomes from Building Excellence workshop on 22 May 2007

SUCCESSFUL LEARNERS

Capacity requires:

• focus on ethos
• variety of external activities
• promotion of enquiry in pupils' minds
• strong community presence
• flexible curriculum
• pupils to perceive learning as accessible
• encouragement of pupil enthusiasm

Challenge of requirements:

• pupil flow and movement
• external opportunities for sport and socialisation
• strong relationship between pupils and staff

Implications for building:

• pupil design involvement - learn through design
• a classroom = a catering space
• access to physical spaces and virtual space
• school facilities provide learning opportunities - 'an embedded curriculum in a school of learning environments'
• high quality learning environments - effective lighting, ventilation and heating control, better furniture - helps learning
• access to high quality ICT
• a well-planned school gives more opportunity for interdisciplinary learning.

RESPONSIBLE CITIZENS

Capacity requires:

• pupils to be responsible for their own safety
• pupils to have more freedom
• pupils to be respected
• place ownership for both teachers and pupils
• all ages together
• reflection, interaction and creativity

Challenge of requirements:

• journey to school - independent transport, e.g. walking, cycling
• full involvement for children with disabilities
• informal learning is valued - mentoring and leadership for older students
• equipping young people to manage the employment patterns they will encounter

Implications for building:

• no fences
• pupils model/design own spaces
• school building used out of hours
• building construction from good quality, sustainable materials with good quality, attractive finish - creates awareness of environment
• social interaction spaces
• incorporate spaces for reflection, interaction and creativity
• school building accessible to all

CONFIDENT INDIVIDUALS

Capacity requires:

• 'stimulate & motivate'
• 'nurture & protect'
• combining subject areas/learning opportunities
• initial, daily contact for each pupil
• an unstructured timetable - flexibility
• encouragement, self confidence and comfort
• a stronger management and care system

Challenge of requirements:

• pupils move into big environment
• pupils moving around school = insecurity
• overload of social interaction
• interaction with older students (remove a potential for bullying, intimidation)
• need to provide a sense of security
• pupils well-oriented within building

Implications for building:

• registration home bases
• teachers move, not students
• smaller schools or school sections
• well supervised public spaces and circulation/social areas
• pupil design involvement - ownership of building
• bright, safe, welcoming spaces
• clean, secure toilets
• clear mapping and directions

EFFECTIVE CONTRIBUTORS

Capacity requires:

• support for students
• everyone to be able to see each other
• creation of opportunities for all
• discursive rather than didactic classrooms

Challenge of requirements:

• pupils should "have ownership of" learning materials, e.g. plasma screens
• need to accommodate a range of teaching/learning styles
• need for collaborative working
• timetabling classroom use
• change difficult in itself

Implications for building:

• common rooms provide privacy and ownership of space
• better display facilities, such as plasma screens, to share work
• large space for all to gather at once
• access to a range of high quality recreational and cultural facilities
• common entrance
• home base/tutor area/retreat space
• flexible rooms with generous spaces
• opportunity for pupils to be involved in design of new or refurbished school, or maintenance of existing school

KEY RECOMMENDATIONS

Welcome Signs and Navigation

When we enter a school, many signals are given before we even reach the front door. How does the student know s/he is welcome? What kind of message does the entrance give? Several teams suggested that there should be a large open space at the school's entrance, offering messages and way-finding systems. This open space could promote student interaction by providing electronic interactive display boards which would provide opportunities to share work. Most teams were in favour of home bases in secondary schools, providing personal, familiar places to start the day. There should be less emphasis on students moving through the school, as the required one-way circulation systems and rules-based culture seem to be in conflict with the ethos of Curriculum for Excellence. 'Normal adult learning' could also be encouraged by supporting the teachers, administrators and other staff with suitable social spaces.

Celebrate Me/Celebrate Us

Several teams asked: 'Why isn't there more celebration within the learning environment?' Providing display spaces for presentation, celebration, enjoyment and demonstration of achievements reinforces many of the principles of Curriculum for Excellence. Opportunities for positive feedback could be developed in electronic and physical mediums. A high quality learning environment with durable and attractive materials sends the message to students that they are valued and trusted, while confidence is reinforced by the creation of open and transparent spaces.

Me-Managing-Me

Most of the teams identified that management systems are an integral part of the physical learning environment and should be an important aspect of the design. More freedom for students was recommended, not only in terms of the creation of more social spaces, but also in the complementary need for a more flexible schedule. Self-management is important for developing confidence and responsibility. Security should be 'invisible' to increase students' sense of independence and reduce the emphasis on rules in favour of a strong school ethos.

Ownership: Making the Place Mine

Curriculum for Excellence should reinforce a sense of ownership in teachers and students alike. This could be achieved through a physical intervention of place making, i.e. involving students in the design or redesign of new schools, or offering them resources to create their own places within the school building. Unfinished spaces within the school could offer an ongoing opportunity for students to create their own learning environment, like a stage set that is temporarily built, experienced and deconstructed. The learning is in the doing. Several teams suggested that ownership needs to be an ongoing process, with students taking an increasingly greater role in management and care.

Scale: My Space/Our Space/Teaching Space

The school could be designed as a range of spaces: personal space, shared space and teaching space. Personal space helps to provide learners with a sense of security, which can build self-confidence. Shared spaces can be utilised for large or small groups, supporting diverse learning styles and promoting discussion and collaboration between students. Large spaces for gatherings and presentations are also needed, as well as reflective and quiet spaces for the individual learner. Many teams also felt that existing schools, particularly secondary schools, were too large and difficult to comprehend. Ideas such as breaking up a school with classroom clusters, schools within schools, and the creation of smaller community schools that shared facilities, were suggested.

Building Learning into the School

A well-designed school can open a wide range of creative interpretations and interests, providing learning experiences and opportunities as part of the building itself. Colour, light, space and technology can be used to maximise this approach. Space augmented with interactive technology offers particularly interesting opportunities. Teams pointed out that better use could be made of playgrounds and other external areas, for example in terms of environmental learning opportunities like creating a weather station. Other recommendations were made for supporting learners' understanding of sustainability. Urban schools could also make more use of the 'street' environment as a learning opportunity.

Respect for Learners and their Supporters

The quality of the school building is an important message of respect to the student, e.g. clean, secure toilets demonstrate trust. The value of mentoring in supporting social interaction is acknowledged, and it is recommended that the school be a reflective, creative and interactive environment to support this activity.

Fig. 2 Space and confidence, outcomes sketched out by a discussion group on 22 May 2007

Reflection: The Bigger Picture

Workshop teams extended their concerns far beyond physical boundaries. The learning environment meant more than the building in terms of place and allowed for a broader interpretation of the key issues. The interaction between the parts, including technology, management, time allocation, security, socialisation and professional development, became relevant components of the design. The building was addressed as a supportive environment for the activities that are meaningful to learning. This approach acknowledges the 'human capital' ¹¹ and the 'capital of knowledge' which has made an extraordinary contribution in the 21st Century.

Urban and rural external environments; playgrounds and playing fields; installations of windmills and weather stations - all of these expand the boundaries of where learning takes place. On 22 May, participants suggested mixing different school levels within the building rather than keeping different age groups in separate areas. Parents can be included as participants in the learning environment, and schools can be kept open for longer use by community and traditional learners.

Heroes and dungeons

Asking people to think in terms of 'a day in the life' reminds them that this is a new day and a new curriculum. It would be naive to say that discussions regarding change in an educational environment will always remain strictly professional. In my experience, these discussions are sometimes highly emotionally charged and can contain biases left over from an individual's own school days. Learning is a personal experience and as professionals we will naturally reference what went wrong and what worked well. We need to be cautious with comparisons if we are to embrace the many changes and technological advances which have taken place over the years since we were in school.

Change also has an associated risk factor which contributes to organisational resistance. In nearly every group which I joined as an observer on 22 May, some expression of fear of risk was shared by the participants. These fears were sometimes expressed in extreme terms. The risk factors which were shared by the participants were sufficiently real that some participants were unable to engage fully in the workshop. More frequently, rules-based controls limited the proposals with expressions such as 'we can't do that because …'. These obstructions to change are as important for policy makers to understand as the positive recommendations from workshops.

The physical environment can reinforce the learner's sense of achievement

Conclusion

The process outlined here could be more successful still as a form of regional design collaboration, bringing recommendations and design ideas together in a shared electronic notebook. Workshops could be held to examine the potential for change in the learning environment within the context of Curriculum for Excellence, relating this to specific local needs and circumstances. These workshops and their outcomes could then feed into a shared national resource of design concepts, encouraging exchanges between local authorities, schools, professionals and students.

The need for students to be involved with the design of their own learning environment, highlighted at the 22 May workshop, could begin to be met with teams of students exploring their design solutions for each of the four capacities. Exchanges of developed designs between professionals and students would provide a new approach to dialogue, which could break down traditional boundaries and build the sense of 'ownership' which was recommended by many of the workshop teams. Ultimately, the success of the Curriculum for Excellence learning environment will be based on the realisation of the shared inspiration of learners and their supporters. These workshops would be a step in that direction.

Susan Stuebing
LearnRing
www.learnring.nl

Susan Stuebing is a consultant working with LearnRing in Driebergen, the Netherlands. She works internationally on projects involving the design and realisation of innovative learning environments. Her most recent projects include a distributed learning secondary school for Snaefelsnes, rural Iceland, the Icelandic Ministry of Education, as well as master planning projects for higher education institutions in the Netherlands. She is author of two books on the subject of innovative learning environments. She has served on the faculty of Technical University Delft and New Jersey Institute of Technology. She has worked as key consultant to the Mayor of Boston (Massachusetts, USA) to develop a ten year capital plan for school design, construction and renovation.

Saint Paul's High School - Big Screen Project

ROSALEEN KENNEDY, DEPUTY HEAD TEACHER, GLASGOW CITY COUNCIL

In March 2006, as part of our Schools of Ambition project, Saint Paul's High School installed a large rear projected retractable screen in the Assembly Hall, above the school stage. This screen has significantly expanded learning opportunities for all within the school. It assists with raising pupil confidence during themed weeks such as Environment Week, when pupils present information to peers highlighting issues they have researched. It allows video conferencing with universities and other schools as far away as New York, increasing opportunities for knowledge sharing. It can also be used for events such as a pupil/teacher Karaoke night to raise money for school charities, strengthening the ethos of the school community. These are only a few of the uses to which the screen has been put, all of which assist with pupil learning and development.

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