learnscapes
DESCRIPTION
Learnscapes. Towards new learning landscapes. Exploring architecture, design thinking and learningTRANSCRIPT
A PRACTICAL ATLAS TO RECONFIGURE THE TRAINING ENVIRONMENT.
10,50
22,97 REALLY IMPORTANT
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“The real voyage of discovery consists not in seeking new lands but seeing with new eyes” - Marcel Proust
Taking Learning Innovation at the core of what we do on a daily basis at the International Training Centre is what makes us different and positions us at the forefront of learning and training. Throughout the year 2014 we brought together architects, designers, learning specialists, colleagues and participants to re-invent the space
in which we live, learn and work. The result is a renewed learning landscape (learnscape) which will make optimal use of every single space of the ITC-ILO campus. It was an inspiring journey, at the conclusion of which we suggest changes, not to the campus itself, but rather in the way we look at it.
Tom Wambeke Project coordinator
Fausto Saltetti Architect and Designer
INTRODUCTIONA brief explanation of the project's purpose.
BACKGROUND INFORMATIONSpecific reference sources on the role of space in Learning.
THE ATLASThe project's kernel: some tips, and the specific layout of the ITC campus.
34
48SOCIAL SPACE
OFFICE SPACE 62
TRAINING SPACE 69
TA B L E O F CO N T E N T S
6INTRODUCTION
I N T R O
D U C T
I O N
Many changes are taking place in education: new learning styles, new roles for technology and new learner requirements have led people involved in training to tackle new challenges.
Trainers are embracing a more active and immersive style of pedagogy, engaging with learners, leveraging technology and exploring more and varied educational strategies.
HOW DOES ARCHITECTURE AND PHYSICAL SPACE INFLUENCE LEARNING AND TRAINING?
7INTRODUCTION
HOW DOES ARCHITECTURE AND PHYSICAL SPACE INFLUENCE LEARNING AND TRAINING?
Among all these changes, one is very relevant and relates to the role of space in education. Space and environment are more important than ever, and play an important role in the learning process.
Many studies claim that environmental impacts are often barriers to behavioural change, and directly related to the way in which we learn.
Learning happens anywhere and can be formal or informal, especially given that the process of learning is moving outside the classic training room, with the entire environment becoming a new learning space.
The Learnscape project was born in response
to these new changes which treat space as a new active component of the learning process.
In a few words, the Learnscape project focuses on the theme of space and architecture in learning, asking the question “How does architecture and physical space influence learning and training?”
Based on Stanford University’s work “Make space1”, this innovative project is the perfect tool for building a new ITCILO training environment conducive to supporting learning as an experience.
The research is organized around the new emerging concept of active learning ecology2, which considers learning as simultaneously a formal and informal act. (see Background
information).
Learnscape offers practical solutions, making use of space to enhance the ways in which people learn and share knowledge.
Wha
t is
Lear
nsca
pepr
ojec
t?
8INTRODUCTION
Learnscape is structured as a guide and is targeted on the people that work in the ITCILO campus: staff, participants, designers; but also anyone interested in the ongoing remodelling of the existing space to create a new learning environment.
By using Learnscape trainers can become a designer and arrange and choose the suitable spaces and layouts to deliver training events and enhance the quality of the knowledge provided in a more flexible way.
How
is L
earn
scap
e or
gani
sed?
The book is organised in two sections:
1
2
Background information: this chapter examines the evolution of learning styles and the role of the space in education.
The Atlas: a practical guide on how to reconfigure the environment; this chapter offers solutions for planning and implementing the new learning environment.
9INTRODUCTION
THE ITCILO TRAINING CENTRE & DELTA DEPARTMENT.
The
ITC-
ILO
trai
ning
ce
ntre
.
The Centre is the training arm of the International Labour Organization (ILO), a United Nations agency entrusted with promoting social justice, including internationally recognized human rights and labour standards.
The Centre is more than a training institute. The campus in Turin, Italy, is a meeting place where professionals from all over the world share experience. It is a functional campus where the international community come to live and learn together in a stimulating international environment.
10INTRODUCTION
Activities are experiential and results-based. Methods are active, participatory, practice-oriented and make extensive use of information and communication technology.
The ITCILO is a state-of-the-art training institution that combines subject-matter expertise, advanced teaching approaches and sound programme management.
The Centre’s training, learning and capacity-development activities are designed, implemented and followed up using a learner-centred approach that is multidisciplinary and relies on information and communication technology.
Participants’ learn by sharing practices, drawing on international expertise, planning to apply what they have learned to their own organizations, and observing good practice during study visits.
DELTA is a department of the ITC. It has a double mandate: to strengthen the Centre’s in-house capacity to apply state-of-the-art learning and knowledge-sharing methods and technology, and to provide training services to outside partners.
The DELTA team’s strategic approach provides participants in ITCILO activities with more than subject-matter content, namely collaborative learning experiences, technology-enhanced learning and innovative product development.
THE CENTRE IS THE TRAINING ARM OF THE INTERNATIONAL LABOUR ORGANIZATION (ILO)
ITCILO TRAINING CENTREThe Centre is more than a training institute. The campus in TURIN, Italy, is a meeting place where professionals from all over the world share experience.
The Centre’s training activities are conducive to sharing participants’ diverse and extensive knowledge and experience acquired in their respective working environments.
PARTICIPANTS13.500
THE ITCILO IN 2013 BY THE NUMBERS
60% 40%
TRAININGS IN THE FIELDS OF:
Rights at work
Enterprise, microfinance andlocal development
Social protection
Social dialogue, tripartism, labour law and labour administration
Workers’ and employers’ organizations
Gender and non-discriminationSustainable developmentand governance
Learning methodology and technology
TRAININGS 497
TAILOR MADETRAINING COURSES
360
PARTICIPANTS ARE FROM
AFRICA33%
AMERICAS17%
ASIA & PACIFIC15%
EUROPE (EU)12%
EUROPE (NON -EU)10%
9%
OUR MISSION
TO BE THE LEADING GLOBAL PROVIDER OF CAPATICY DEVELOPMENT TRAINING AND LEARNING SERVICE FOR THE WORLD OF WORK.
12BACKGROUND - INFORMATION
B AC KG RO U N D
I N F O R MAT I O N
The importance of learning space, which is the subject of the present research, has been reviewed and discussed by several authors.
Brown4 indicated that learning spaces are any spaces outside the
classroom that can be used for learning.
From another point of view, learning spaces should be learner-centred, meaning that the space should satisfy the learner’s needs; (JISC5)
The
Activ
e Le
arni
ng E
colo
gy
“LEARNING HAPPENS ANYWHERE AND CAN BE SYNCHRONOUS OR ASYNCHRONOUS, FORMAL OR INFORMAL”. STEELCASE3
13BACKGROUND - INFORMATION
“LEARNING HAPPENS ANYWHERE AND CAN BE SYNCHRONOUS OR ASYNCHRONOUS, FORMAL OR INFORMAL”. STEELCASE3
a learning space should also be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs. (JISC5).
Considering space in education means creating a supportive and conducive environment in order to boost the learning experience. The learning space must be dynamic in terms of time and place, and must provide facilities in response to the new learning requirements.
Learning space today should be flexible enough to accommodate different teaching methods. It should be creative so as to inspire learners and trainers; as well as supportive so as to enhance learners’ capabilities. It should be wide enough to make each space capable of supporting different activities. Well-designed spaces have a motivational effects on people, motivating and sustaining them in their tasks.
Owing to increased emphasis on space’s role, the learning paradigms are evolving and moving towards this new transformation.
The Active Learning Ecology6 is a new model that considers learning as a combination of pedagogy, environment and technology, the fundamental pillars for creating more active and experiential training sessions. In this new learning ecosystem the environment plays an essential role and is considered a “THIRD TRAINER”.
PEDAGOGYENVIRONMENT TECHNOLOGY
THE ACTIVE LEARNING ECOLOGY treats learning as a combination of pedagogy, environment and technology, the fundamental pillars for creating more active and experiential training sessions.
The new paradigm focuses on the environment role by defining it as a "third trainer".
Pedagogy, technology and space, when carefully considered and integrated, define the new active learning ecosystem.
ENVIRONMENTEnvironment is the third trainer: space should be able to motivate learners and promote training as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs.
Space should be considered an integral part of thelearning process.
TECHNOLOGYTechnology allow participants to access learning content, share and collect information in real time and establish
networking, not only with the group but with the wider
community.
Technology gives the freedom to collect and link different
suggestions and contribu-tions and allow people to
deepen their interests.
PEDAGOGYInformal learning is an unofficial, impromptu way in which most people learn. People acquire the skills informally, observing others, sharing experience and working with other people in given contexts.
Formal learning takes place within a trainer-learner relationship in order to facilitate acquisi-tion or reinforcement of
existing knowled-ge and skills.
Active Learning Ecology highlights
the central role of the learners in the
learning process
15BACKGROUND - INFORMATION
Before focusing on practical transformations, it is important to keep in mind that a real change occurs not only through design of physical spaces, but rather that the primary factor is creation of a generative and positive atmosphere in which people can experience comfort and learn and work in the environment.
This means that people should adopt a new mentality and start considering environment as a new fundamental component of the process of learning and working.
Taking this into account, the notion of the new learning environment does not stop with physical transformation but integrates many dimensions and can be conceptualised as comprising Physical Space, Psychological Mood, and Virtual Space.
All these dimensions of spaces may impact on the individual’s capabilities, influencing learning outcomes. Thus, it is essential to orient the construction of the new learning environment around these three dimensions.
Adop
t a
new
men
talit
y
Physical space can be defined as the environment in which learning and other activities take place.
Virtual Space represents the connections with the wider community through the worldwide web.
Psychological (mood) space is shaped by the numerous characteristics of individuals and by the contexts in which they live, work, socialise and learn.
VIRTUAL
SPACE
MOOD
Formal Spacesare spaces marked by intense activity and an atmosphere supporting
concentration.
SPACE
Informal Spacesare spaces which are most vibrant when the atmosphere is relaxed and
generative.
Mix of Spacesproviision of a range of spaces supports focused work, collaboration, socializing and learning. And people should be able to
choose.
Dynamic Spacethis connotes design that supports
fluid transition between multiple teaching modes
Ergonomic Factorscomfortable chairs and tables are needed for
people that work or attend courses. Good lighting is essential. Space should be designed to accommodate people with limited mobility.
In order to describe the space I've inserted (in every section of the atlas) the space matrix. The matrix relates to the number of people and the type of space (formal, informal).
VIRTUAL
Technology environmentThe space in which learning takes place is no longer just physical; it is virtual as
well. Virtual space is any location where people can meet.
Use technologySpecific (well-designed) virtual spaces
should be considered in the construction of a new environment.
Internet acessAllow people to access the Internet from
every corner of the campus.
PSYCHOLOGICAL
Positive moodNobody wants to work or learn in a poor environment. The first step in building a new environment is to influence the attitudes and
moods of people positively.
Happy environmentUse materials, color and textures to promote
a happier, healthier environment. It is important that spaces, from our very first
impression, are inviting, even transforming.
Use colorThe colors used in a space help to evoke
emotion and mood.
Shared culture
Fun moodUse fun activities to build connections and
influence moods positively. Fun happens organically when you’re building relationships around something.
Builds a culture of shared meaning and beliefs and be optimistic. A breakout space
where people can relax is perfect for establishing a new mood.
Blur the lines.
Spaces that blur formal boundaries, creating a comfortable environment, invite people to relax and think outside the box.
credit: steelcase4
Loosen up.
For people to work comfortably feet don’t always have to be on the floor.
Relaxed postures can help boost their productivity.
credit: steelcase4
Let it be.
Work/ learning can happen anywhere— a few minutes here, a few hours there. With many ways of getting things done, the “right” way is to let people choose their own work and learning objectives.credit: steelcase4
Allow for being alone.
Most people toggle between introverted and extroverted modes throughout their working day. Spaces allowing people to escape, ponder and disconnect support cognitive and emotional wellbeing.credit: steelcase4
Encourage escapes.
A non-traditional, “third
place” setting gets
people re-energized and
optimistic about making
progress, especially if they
can count on convenient
access to power supplies
while they’re there.
credit: steelcase4
Create an unplugged zone.
A space with zero connectivity to wi-fi and power supplies will encourage people to have face time with each other, read a book or rest their eyes.credit: steelcase4
Break new ground.
Knowledge-acquiring work is demanding and intense. Taking a break from the traditional workstation and leaning back in a lounging position supports comfort and productivity.credit: steelcase4
Be moody.
Some materials and colors stimulate creative thinking, others can frame the mind for contemplation and repose.
credit: steelcase4
Use nature.
Bring wellbeing into the
room by providing the
option for people to stay
outside. Fresh air and
natural light are refreshing,
and it’s been proved that
staying outdoors or near
natural light improves
creativity.credit: steelcase4
Create choices.
A range of choice can accommodate different work and learning styles and postures.
credit: steelcase4
A PRACTICAL GUIDE TO RECONFIGURE THE TRAINING ENVIRONMENT.
WORKING
SPACE
30THE ATLAS
T H E
AT L A S
This chapter is the core of the Learnscape, it is the outcome of the research and it represents the practical guide that enables people to envisage the new environment.
Why is it called the Atlas? The book is called Atlas because it represents the “map” for navigating the new geography of the learning environment.
Why
is it
cal
led
the
Atla
s?
A PRACTICAL GUIDE ON HOW RECONFIGURING THE LEARNING ENVIRONMENT.
31THE ATLAS
A PRACTICAL GUIDE ON HOW RECONFIGURING THE LEARNING ENVIRONMENT.
How is the Atlas organised?
The atlas is subdivided into 4 different spaces: Learning Lab, Social Space, Office Space and Training Space.
For each will be shown different solutions and layouts for arranging the space
The atlas has been produced following an analysis period during which needs and requirements have been examined.
A sample of participants and trainers were interviewed about learning space, informal learning and other related issues. But the analysis phase did not stop at this stage, analyses related to spaces and buildings have revealed strengths and weaknesses of the campus.
All this information is organised in the next map in which the projectual concepts are also embedded.
Wha
t is
the
Atla
s?
THE LEARNING LAB
THE SOCIAL SPACE
THE TRAINING SPACE
THE WORKING SPACE
Space for create and collaborate
Spaces for taking rest and make networking
Spaces for working and meetings
Spaces for deliver trainings
32THE ATLAS
Mapping the space syntax is the process of recognizing, identifying, and documenting the weaknesses and opportunities of the campus in order to design a new learnscape.
The map shoes the organizational patterns of the ITCILO campus
The architectural analysis
Point
Underused spaces: spaces with specific identity but that can achieve better quality through specific action.
Zero-identity spaces: these are abandoned spaces without any function, but which can reacquire new identities.
Function
Social space:facilities
Training space
MAPPING THE SPACE SYNTAX
33THE ATLAS
MAPPING THE SPACE SYNTAX
Combining the architectural analysis results the formation of the following concept.
The concept is the project proposal which identifies the main action line; it is where the designer presents the guidelines (Atlas) that lead to the implementation phase.
The concept proposal
Creating well designed social spaces.
Rethink the underused and no identity spaces.
Creating well designed multifanctional buildings.
A PLACE WHERE CREATIVITY COMES OUT
A PLACE WHERE MEET AND DISCUSS NEW PROJECTS
A PLACE WHERE EXPERIMENT NEW IDEA AND ENVISAGE NEW LEARNING SOLUTIONS
THE LEARNINGLAB
THE MEETING POD
THE AGORÀ
THE BREAKOUT SPACE36 37 39 43
35LEARNING LAB
A PLACE WHERE CREATIVITY COMES OUTLocated in Asia 16 Pavilion the Learning Lab is intended to be a place where creativity is encouraged. It is a space in which colleagues can meet and discuss new projects and start developing them, experimenting with new ideas and envisaging new learning solutions and facilitation techniques.
The Lab is open to all staff in order to encourage collaboration in new projects and for particular training activities based on dynamic and collaborative methodologies.
The Lab layout is dynamic and flexible and it is reconfigurable in accordance with various purposes. Technology has a central role and the atmosphere is generative and energyrich. VIRTUAL
SPACE
MOOD
The Lab should be a really dynamic open environment. Layout is modular and can be reorganised very quickly in order to provide freedom in movement and settings.
The Lab should be equipped with innovative technological tools to allow collaboration, such as an interactive board and tablet.
The Lab is an energy intensive place where people perceive a creative and generative atmosphere.
creativity comes out
experiment new idea
discuss new projects
dynamic and flexible
Learning Lab is an informal dynamic place used by large group of people.
36LEARNING LAB
THE LEARNING LAB LAYOUT
To bring people around a common issue inside the room and start to generate ideas.They seem like large boxes, but in reality are 6 wide multipurpose rooms in which one can organize meetings, conference calls, and whatever activities need to be carried out with a small group of people.
The core of the L.L. is an empty space changeable to meet different needs. This space gives freedom to arrange different types of activities that require different layouts.This design solution is perfect for large groups of people. Plenary sessions, group working, brainstorming and presentations can be held in this space.
Do you want to work on a comfortable couch? Do you want take a rest from your work? The breakout space is meant to be the perfect place to stop your working activities. A couch, games and a silent corner provide you all that you need for having a break.
The meeting Pod
The Agorà
The Breakout space
37LEARNING LAB
THE MEETING POD
Activities:MeetingConference callRecording audio or video forwebinar and podcast
FacilitiesMeeting tableChairsInteractive screenTracking web camLighting systemSound system
Because of the large windows there is a great deal of natural light available, but you can always draw the curtains for a private session if needed
Connect the interactive screen with your computer and display content. Navigate materials, write notes during meetings, highlight key points, capture comments and questions as you make presentations. Also set up a conference call with the webcam.
The external walls are painted with a special whiteboard paint, so you can write, annotate and take notes. You can also design a calendar to make visible all future activities.
Meeting pods are multipurpose rooms designed for small groups of people (6/7).
Bring here your staff and start to focus on the work in a cosy environment. The pod is a closed space that aids concentration on tasks. Brainstorming, reunions, conference calls but also audio or video recording for webinar and podcast, all in one space.
39LEARNING LAB
Activities:PresentationsPleanary sessionGroups work
FacilitiesTracking web camLighting / Sound systemInteractive Projection systemWide projection screenTrapezoidal tableShelfMovable white board
The central empty space can be arranged in different ways. Group working, plenary sessions and presentations can be hosted in this space. The movable walls and modular tables ensure that many settings are achievable.
Two interactive projectors are mounted in the open space. Multiple images can be displayed during presentations. These projectors transform the board into a multitasking surface, where you can modify and directly annotate presentation and share the content via tablet or laptop.
On this surface it is possible to project, apply Post-its and make notes. The wide screen is a multipurpose surface: a magnetic board on which to pin items, a white board for taking notes, and also a projection screen for project information.
THE AGORÀThe lighting and sound systems make it possible to create different environments with different atmospheres.The core of the L.L. is the agorà,
an empty space in which is possible to organise a wide range of activities. Agorà is equipped with high level technology, and the movable walls and trapezoidal table make it possible to divide the central space for creating multi-setting areas.
Use this space for large groups of people, or for arranging group work sessions, plenary sessions and presentations.
41LEARNING LAB
THE TRAPEZOIDAL TABLE
This table is the perfect tool for making space dynamic and changeable. Thanks to their shape the tables can be combined in various ways.
It is like playing with Lego, with hundreds of combinations.You can obtain many solutions; it depends on the purpose but also on your imagination.
The trapezoidal table + 46/75 shelf.
2xTable. 3xT. 3xT. 4xT.
8xT.
16xT.
ManyxT.
42LEARNING LAB
45/75 SHELF
Again it Is like playing with Lego, with hundreds of combinations you can obtain many shelf typologies. It depends on the purpose but also on your imagination.
a.
2 x a.
run
on
b.
2 x b.
get
ting
high
erb + a.
45
7575
75
43LEARNING LAB
THE BREAKOUTSPACE
Activities:Coffee breakRelax areaInformal meetingInformal working
FacilitiesCoffee tableKitchen smart toolsTV screenPoufsCouchesTable gameGreen foliage wallPhone booth
The breakout space is designed to help people engage and bring them together. It is located at the entrance of the Learning Lab, so people are immediately immersed in a comfortable atmosphere.
In this informal area are alternating spaces for rest, informal meetings and playing.
To underline the peculiarity of the space an unexpected design element is embedded in it. Several “umbrellas” come down from the ceiling as a reminder that it is important to be creative and think outside the box.
A graphic design texture and logo type have been studied to represent the Learning Lab atmosphere.
44LEARNING LAB
Some tricks have been devised to create a calm and comfortable atmosphere, like the foliage wall and the bright colors of the furniture.
Several “umbrellas” come down from the ceiling, they are in fact lamps which enhance the meaning of this space. They convey an artistic feeling, reminding us to be creative and think outside the box.
A small kitchen equipped with smart tools is available. Coffee machine, microwave, and a fridge are provided to make work more comfortable.
Pouffe and couches are provided for informal meetings and relaxation.
The external walls are painted with a special whiteboard paint so you can write, annotate and take notes. You can also design a calendar to display all future activities.
Table game.Have you had a really tough meeting?You can pause and engage in a challenge with your colleagues (but remember, don’t gamble with money!).
The phone booth.A quiet private space for personal phone calls.
The Learning Lab has a strong identity inside the ITC campus; this innovative space should communicate its identity through a logo type and a graphic texture.
So for the Learning lab a texture code has been studied for application both to the logo and to the graphic wall / signal path inside the Lab.
In order to describe the dynamic and creative environment of the Lab an attempt has been made to create a graphic texture that conveys its fluid identity.The texture uses multiple iterations of a mark (or series of marks) to communicate a particular aspect; they might take the form of a logo that changes continuously.
But what is the perfect mark for the texture? The ideal element for suggesting a pattern is the trapezoidal table, a module that can be combined in many different ways. So an attempt has been made to draw a specific pattern with different combinations of the table.
THE LEARNING LAB LOGOTYPE & THE GRAPHIC WALLDESIGN
Above: different combination of the Learning Lab logo. Under: some graphic pattern that can be used for decorate the Learning Lab surface, like the external wall or the window.
A SPACES FORCHAT AND MEET PEOPLE
A SPACES FORREST AND BREAKOUT
THE ART PATH: AN INSPIRATIONAL JOURNEY THROUGH THE ITC PARK
THE PARK50 INFORMAL
CAFETERIA58 THEFACILITIES60THE
ART PATH55
49SOCIAL SPACE
Learnscape does not focus just on learning places but should also consider places where people can engage in social relationships and have breaks. People that “live” on the ITCILO campus have demonstrated the necessity for specific spaces that allow rest, relaxation and socialization.
During work (or training) people move constantly from concentration moments to relaxation moments, necessitating a continuous shift from formal to informal space. In spite of the ITCILO’s being built round an amazing park with provision of several facilities, there is a lack of well designed social spaces. During the analysis phase several underused and zero-identity spaces were detected (shown on the map on pages
32-33); in these spaces is possible to base the project for a new social space, and at the same time rethink the internal layout of the existing facilities.
Social spaces are a mix of places, quiet and noisy, public and somewhat “private”, that help support leisure and working breaks for people that work or attend courses on the campus.These places serve a variety of purposes, from individual breaks to impromptu meetings, and are welcoming so as to provide a sense of comfort and relaxation. More than just a “space café”, these are oases of comfort that allow you to relax and at the same time have discussions with colleagues. Some spaces can also be used for informal training sessions. In response to these requirements the design of this
new environment was based on four types of space: the park, the art path, the cafeteria, the facilities.
A SPACE FOR RELAXATION AND REFLECTION
One/Informal: A range of generative places to support relax and reflection.Many/Informal: A range of places to support socialization and impromptu meeting.
think andreflect
take restmeet anddiscuss
informal meeting
Social spaces are oases of comfort inside the Campus for relaxation and impromtu relationships.
Social spaces should stimulate a calm and reflective atmosphere.
People need wifi and sockets to access the Internet on every part of the campus.
VIRTUAL
SPACE
MOOD
50SOCIAL SPACE
In spite of the ITCILO park’s being an amazing environment, it is used relatively little. The park merely has an aesthetic function apart for a few spots like the gazebo (for coffee break) and the tree project. But the park can become a new place to use, it can play an active role in the construction of the new learning environment. Instead of being just an element to observe, it can be an element to use.
During the analysis phase several spaces have been detected that are underused or without identity. In four of them it is possible define specific new settings.
On 14 July 2014 DELTA department inaugurated a specific Staff Training Development to which ITC staff have contributed ideas on how to make the most of that space. All suggested uses were taken into consideration during the social space planning.
THE PARK
Terrace American 2 Bench area The bridge Workplace garden
51SOCIAL SPACE
THE TERRACELocated at the entrance, close to the cafeteria and overlooking the participants’ bedrooms, the terrace is a wide open square where people can meet, discuss, read, and consume lunch. At present this is out of use, but could become a useful space.
Activities:RelaxLunchInformal meetingInformal Learning
FacilitiesBenchesRoofingWifi connections
Roffing to protect from the sun
52SOCIAL SPACE
BENCH AREAEven though two specific places on the map were selected, is possible to locate benches throughout the park. Benches provide comfortable seating during training breaks or are ideal just for a chat.A multifunctional bench is a transformable piece of furniture in which each piece hinges up or down so that you can variously have a couch, table, or chairs with side tables.
Activities:RelaxLunchChat
FacilitiesMultifunctional BenchesWifi connections
by: Bae Se-hwa
Coffee Bench by Karolina Tylka
53SOCIAL SPACE
THE BRIDGEThe footbridge links Africa Pavilion with Asia Pavilion. This space has two areas: under and on the bridge.
Under the bridge: can be used for informal training sessions and for displaying - or why not a pair of hammocks between pillars?
On the bridge: can also be used for informal training sessions, but especially for informal meetings held by departments that work near it.
Activities:Informal meetingInformal LearningLunch
FacilitiesPoufMovable boardWifi connectionsHammocks
Hammocks betweenpillars
Poufs, movable boardfor informal meeting
Informal Learning During the Staff Training Development it was suggested that the bridge be used for specific training methods: • sociometrics• speed dating• knowledge fair• world cafè
54SOCIAL SPACE
THE WORKPLACE GARDENWhy not take a break from sitting at your desk and escape to a workplace garden? A communal outdoor space devoted to encouraging social interaction as well as growing your own vegetables. Having a communal workplace garden within the workplace creates a sense of community whereby people can share and participate in shared interests such as planting their own vegetables. The ‘workplace garden’ is a place where people can escape the hectic stresses of daily working life and take a short break to relax in a pleasant environment.
Activities:Relax area
FacilitiesVegetable garden
55SOCIAL SPACE
THE GENERATIVE PAHT
Activities:RelaxReflectInteract with environmentTraining session
FacilitiesArt installations
The generative path is a project that links 7 underused spaces in the park to create oases for rest and personal reflection, where people can have a break or just appreciate the atmosphere of the park.
For the creation of the path inspiration was derived from two interesting projects: the Arte Sella and PAV. Both use art installations for creating a new and inspirational environment .
As with the Arte Sella and PAV, the path is not just an art exhibition but is a means of interacting with the surrounding environment through an ongoing dialogue between people, art and nature.
The purpose of this project is to offer a lively and mixed cultural framework for the varied ITCILO audiences composed of people from all parts of the world. People can interact and play with the art installations in order to establish a new dimension of living on the ITCILO campus.
Thanks to this project the park will become a form of open-air exhibition site intended as a place for relaxation, reflection or even organising a training session ( ice-breaking, for example).
The art installations can be made with the support of local artists or the Art school.
Arte Sella / PAVArte Stella is an international outdoor exhibition of contemporary art set up in 1986 in the fields and woods of the Stella Valley (Val di Sella, municipality of Borgo Valsugana, province of Trento). The works are usually three-dimensional and are created using stones, leaves, branches and tree trunks.
Inaugurated in 2008, PAV is an Experimental Centre for Contemporary Art located in Turin. PAV includes an open-air exhibition site and an interactive museum, intended as a place for meetings and workshops addressing the ongoing dialogue between art and nature, between biotechnology and ecology, and between artists and the public .
56SOCIAL SPACE
13 4
6
5
7
2
In the map below are shown suitable places for carrying out the generative path project.
2 3 4
765
1
58SOCIAL SPACE
THE INFORMALCAFETERIA
Cafés are used by everyone from participants to ITCILO staff and visitors; and today are used not just for eating but also as informal offices in which people attend working meetings or strengthen fellowship. The space needs to be welcoming, providing a variety of uses from dining to work. A mix of spaces helps and supports the many ways in which cafés are used.
Informal Working: people use the cafeteria to continue business meetings, or just to meet colleagues informally and exchange ideas on projects. They bring to the table working project documents as well as food, water, tablets and pasta; the area should allow working and eating at the same time.
Socialising: people attending courses need space and time for strengthening fellowship. Eating is a perfect moment for sharing experience and making friends. Think of this space as promoting
relationships.
Relaxation: some people come to the cafeteria just to relax, eat food and break the working routine. The cafe is designed for people that bring food to the table, whether alone or in couples, as a comfort space for relaxation.
Mix together the different spaces: • Provide seating for different purposes.
• Café spaces can often used for large meetings; provide enough power outlets and wide tables for different configurations.
• Use colors and wall graphic design to create an relaxed atmosphere, nobody wants to eat in a sad environment. .
59SOCIAL SPACE
Informal Working: Create private spaces that allow people to retain privacy and work together.
Socialising: Support socialization through large tables that allow exchanges and conversation.
Relaxation: Create side spaces that allow individuals to relax.
Create a mix of spaces with different furniture.
60SOCIAL SPACE
THEFACILITIES
Even though the ITCILO Centre already offers a wide range of facilities (from the cafeteria to the gym) for participants and staff, it is possible to improve them to create a better social environment.
During the analysis phase various enquiries were made to determine the strengths and weakness of the facilities. From the information that emerged come several tips for enhancing the leisure environment.
In order to relate to the facilities’ spaces, the information is organized along two different lines of action.
The former is related to the psychological mood and is targeted on creation of a lively atmosphere and a strong identity.The second is related to the physical space and suggests four new services that can be realised at the centre.
Four new services
Children’s playground: this facilities is perfect for all the families that have a child or baby to look after.
Inter-confessional prayer room: for people who want to pray.
Film room: a place for watching films with screen and projector.
Internship exchange room. The room is intended to enable interns to exchange things they are leaving behind at the conclusion of their contract for the next batch of interns, consultants or collaborators.
61SOCIAL SPACE
To create a lively atmosphere and a strong identity.
Color: use an appropriate color palette to create a dynamic and challenging environment. Through the colors you can also identify the different services.
Music: broadcast music to set the mood in public areas such as the reception area, the lobby in front of the gym or the lounges located near participants’ rooms.
Label: use a system of signs inside the pavilions to provide clear and precise instructions. It is possible to create different paths to guide people towards particular services. Use color and texture for emphasis.
Boost the campus technology: using QR-Code it is possible to create a virtual tour of the canpus. Post QR-Code around the campus and link the different contents. An example: for the gym link the timetable.
A PRIVATE OFFICE WHERE PEOPLE CAN FOCUS ON OWN JOB
SYNERGIC AREA WHERE PEOPLE CAN MEET AND DISCUSS
A QUIET AREA WHERE PEOPLE CAN HAVE BREAK
THEPRIVATEOFFICE66 THE
COFFEEAREA68THE
MEETINGROOM67
63WORKING SPACE
The workplace should accommodate the diverse ways in which people are working.
For a long time the open space has been considered the best workplace setting; a unique space where workers do their job in a collaborative environment. People thought this setting appropriate for generating innovation, but today we consider that a good workplace should provide a proper balance between individual and synergetic space.
As the framework above indicates, a good workplace has to include the right amount of space for individual “I” work, as well as group “We” work7. This consideration is taken into account in the design of the new ITCILO workplace around the three working modes:
Private office: a place for concentration; the individual area where people can focus on their own jobs.
Meeting room: a place for collaboration, the synergetic area where people can meet and discuss different subjects. It area should be both formal and informal in order to adapt the space to the different people involved in meetings.
Coffee area: a place for contemplation, a quiet area where people can have a break and engage in social relationships between colleagues. Never underestimate
the power of food and beverages to attract people and get them talking.
A SPACE FOR WORK
One/formal: Private officeMany/formal: Meeting roomMany/informal: Coffee area
takerelax
focus onown job
collaborate engage relationship
Workplace has to be a combination of spaces that are shared or owned.
Create a positive and authentic atmosphere; fun is the right approach.
A workplace is an high technology place that allows people to access, innovate and share.
VIRTUAL
SPACE
MOOD
64WORKING SPACE
AN IDEAL WORKPLACE SETTINGConsider innovative ways of creating workplaces that support the ways in which people work today, whether individually or with others.
One / formal Private office - concentration
Many / formalMeeting room - collaboration
Many / informalCoffee area - contemplation
66WORKING SPACE
THE PRIVATE OFFICE
Activities:Focus on work
Facilities
An ergonomic chair supports long hours of concentrated work
Make good use of vertical space, for example a facility on the wall for note-taking or creation of a personal agenda
Space for work that needs quiet focus.Typically includes a worksurface with nearby shelves and a chair suitable for long hours of task work.
Make sure the right amount of illumination is provided for long hours of work.
Display vertical spaceStorage and shelvesErgonomic chairIllumination systemTechnology tools
67WORKING SPACE
Bring people around a table to focus on a project or to update them on the working situation.Make meeting rooms tech-smart, equipped with power outlets, screen, web camera, and tools for accessing, sharing and displaying information.
Make sure the right amount of illumination is provided for long hours of work, and also chairs suitable for long meetings.
THE MEETING ROOM
Activities:Collaborate
FacilitiesDisplay vertical spaceStorage and shelvesErgonomic chairsIllumination systemSound systemWeb camFlat screenWired tableWriting surface
Large table for meeting, equipped with plugs for laptop and wired to connect laptop and screen.
Use the screen to show presentations or conference calls
Writing surface for taking notes.
Use the wall like a white canvas. Stick post-its for brainstorming or creating an agenda for the project.
The room is equipped with webcam and sound system for conference call or webinar.
68WORKING SPACE
THE COFFEEAREA
Activities:Meet people informalyTake restFacilities
Private corner for private conversations and personal calls.
This area becomes a protected relaxation zone just a few steps from the concentration areas. It’s a refuge from an increasingly complex and fast-paced workday.A wide range of different spaces is located here; spaces for impromptu meetings, relaxation, coffee breaks and personal calls.
Never underestimate the power of food and beverages to attract people and get them talking.
Private cornerFlat screenTable and chairsCouchesMicrowaveCoffee potKettleWriting surfaceMovable wall
To subdivide the space further to obtain small restricted areas one can use the movable walls on which one can also write.
Sofas and tables equipped with a coffee pot and other kitchen utensils to allow people to take breaks from work, relax, talk and eat lunch togheter.
An essential part of collaboration is sharing of information; use the screens for writing the important things of which people should be aware.
A small area equipped with screen and table is available for impromptu meetings
THE TRAININGROOM
THE INFORMALLEARNINGSPACE
THE TRAINING ROOM71
THE INFORMALLEARNINGSPACE80
70TRAINING SPACE
Traditionally training rooms have been arranged in a classical row setting, focused on the trainer as in a lecture configuration. But today training rooms serve a variety of new settings and functions.
Everything is changing: the trainer position, the content and how to explain it, integration of technology, new pedagogical approaches. Thus today it is normal to think of the training room as a dynamic and flexible environment in which is possible to use different layouts. At the same time the learning experience is moving outside the edge of the traditional space into new places never previously considered. As the informal learning theory claims, learning happens everywhere, in every condition, and people acquire skills interacting with other people and with the environment; for this reason is necessary also to consider specific places in which to organise informal training.
This part is composed by two different sections:
The first focuses on the training room, providing general rules for settings and supplies.
The second focuses on all the informal spaces where a training activity can be established.
A SPACE FOR LEARNING
Many/formal: Training roomMany/informal: Informal spaces
formallearning
dynamic and flexible
informallearning
Learning spaces should facilitate concentration and sharp focus but also be relaxing and conducive to sharing.
Learning spaces should be dynamic and changeable in order to support a wide range of training.
Learning spaces should be equipped with innovative technological tools to allow collaboration, such as interactive boards and tablets.
VIRTUAL
SPACE
MOOD
71TRAINING SPACE
Training rooms should rethink “the box” and move away from the traditional setting. Learning spaces should easily be transformed and arranged in different layouts.
THE TRAINING ROOM
Lecture mode Group work
Some general rules for designing a quality training room.
Presentation Discussion
• Training rooms should boost sharing experience. Using both vertical and horizontal surfaces for display; use projection and interactive surfaces.
• Training rooms should be dynamic in order to support multiple teaching methods. Light stackable chairs and foldable tables with wheels to switch easily between different settings.
• Training today occurs with tablets and the role of technologies is more extensive. Provide wifi connections for accessing the Internet. Tables should be equipped with sockets for plugging in laptops.
• Allow people to share content and exchange information quickly and easy. Apple TV is a tool for sharing, via wi-fi, your desktop and for projecting it on the screen.
• Consider lighting and sound systems to create a conducive environment. You can create different areas by using the lighting system.
72TRAINING SPACE
Lecturing is a way of transmitting information, explaining subjects and creating knowledge. The atmosphere is one of concentration and the environment is focused on the trainer. Learners on their seats acquire knowledge and observe the presentation. The level of interaction between learners and trainer is low.
LECTURE MODE
Island setting.
• Expert located in the middle of the classroom.
• Every seat is ideal for observation.
• Interaction between learners and expert is higher.
• Interaction among learners is higher.
• This setting allows eye contact and sharing of information between learners
LL shape.
• Expert located at the top of the classroom. • Interaction between learners and expert is high in the front rows, lower in the back rows.
• Interaction between learners is very low.
• This setting does not allow eye contact between people.
• Use the setting to present new topics.
U shape.
• Expert located at the top of the classroom.
• Interaction between learners and expert is high in the front rows, lower in the back rows.
• Interaction between learners is mild.
• This setting allows eye contact and sharing of information between learners.
73TRAINING SPACE
U SHAPE
People can work on tablets and PCs and project information on screen through Apple TV or other device. This allows people to share content and exchange information quickly and easy.
Arranging the tables in a U-shape allows people to maintain eye contact both between them and with the screen.
Movable boards can be used for explaining subjects and for quick brainstorming
74TRAINING SPACE
GROUP WORKGroup work is a form of cooperative learning. It aims to cater for individual differences, develop students’ knowledge and generic skills. It brings people round a table to reflect on a common issue, design, or new solutions.
Standing group.
• Learners in groups standing without tables.
• The space is really dynamic and people can switch between different groups.
• Facilitator stands in the middle of the room to provide guidance and support to the learners.
• White board along walls for taking notes and brainstorming.
Island Setting
• Facilitator in the centre of the training room provides group support.
• Learners can share ideas and compare with facilitator.
• Interaction between learners is very high.
• Interaction between learners / facilitator is very high.
Partitioned setting.
• Movable board divides space for creating close mini-environment in which people can generate new ideas and share information.
• Learners can use the boards to annotate and sketch.
• Interaction between learners is very high.
75TRAINING SPACE
PARTITIONED SETTING
Thanks to the movable boards people can work collaboratively on the table and than show their work to the rest of the audience.
Arrange the tables in a circle to allow people to work collaboratively on a specific topic.
By using movable boards it is possible to create different close environments in which people can work on a task and then visualise it on the board. Boards are at the same time magnetic and writable so you can annotate it but also attach different materials.
Use polypropylene sheets and attach them on the wall in order to draw, stick or display different materials or thoughts.
76TRAINING SPACE
PRESENTATION
Multiple screens.
• Multiple screens provide a clear visual facility from different points of view.
• Every seat is ideal for observation.
• Expert located in the middle of the classroom.
• Interaction between participants and expert is higher.
• Interaction between learners is higher.
Row shape
• Expert located at the top of the classroom.
• Interaction between learners and expert is high in the front rows, lower in the back rows.
• Interaction between learners is very low.
• This setting does not allow eye contact and sharing of information between people.
U shape.
• Expert located at the top of the classroom.
• Interaction between learners and expert is high in the front rows, lower in the back rows.
• Interaction between learners is moderate.
• This setting allows eye contact and sharing of information between people.
Presentation is the process of presenting a topic to an audience or presenting the result of a workshop or a work group session.Can be carried out by an expert or just between learners presenting their ideas.
77TRAINING SPACE
People can watch from every spot in the room thanks to the two screens mounted on the ceiling.
People can work on tablets and PCs and project information on screen through Apple TV or other device. This allows people to share content and exchange information quickly and easily.
Trapezoidal tables with wheels are modular and ensure constant visual contact. Thanks to the double screens you can see presentations from all angles.
Training today occurs with tablets and the role of technologies is more extensive. Provide wi-fi connections to access internet. Tables should be equipped with sockets for plugging laptops and tablets.
By using the lighting system it is possible to create the perfect lighting conditions for watching the presentation.Thanks to the sound system it is possible to reproduce the sound correctly.
By projecting on to the big screen located at the top of the room all participants can appreciate the presentation.
MULTIPLE SCREENS
78TRAINING SPACE
DISCUSSIONDiscussion helps learners process information rather than simply receive it. Good discussions give learners an opportunity to formulate principles in their own words and suggest applications of these principles; and increase learners’ sensitivity to other points of view.
Circles
• Facilitator is in the middle of the room.
• Different tables are organised for different topics or different groups.
• Every group can annotate using whiteboard.
Around the table
• Learners discuss seated round a table.
• Layout that can be used for simple arguments and for groups with few people. The moderator is not present.
Double C
• Group is mediated by a facilitator
• Whiteboards are behind facilitator who can take notes.
79TRAINING SPACE
DOUBLE C
Arranging the tables in a double C-shape allows people to maintain eye contact both between them and with the screen.
Movable boards can be used to explain subjects and for quick brainstorming
Use polypropylene sheets and attach them on the wall in order to draw, stick or display different materials or thoughts.
80TRAINING SPACE
THE INFORMAL LEARNING SPACE
According to Brown2 on the subject of informal learning spaces, any spaces outside the classroom can be used for learning. In this section will be presented five informal learning spaces that can be designed according to the new requirements.
1. The transition spaces: these are all spaces that lead people to the training room. Corridors and gateways are used by people moving towards the training spaces, or during the break. People can speak to each other, sharing observations and informally acquiring new ideas.
2. The river terrace: the terrace opposite Oceania Pavilion it is a wide flat place close to the river that can be used in the summer for informal learning.
3. The contiguous space: contiguous spaces to the training rooms can be thought of as extensions to the internal training rooms.
4. The informal cafeteria: page 56
5. The bridge: page 51
81TRAINING SPACE
THE TRANSITION SPACEHow do we better utilise the pathways (corridors, pathways and gateways) on the campus? In spite of their only being transition points between A and B these areas can be conceived as informal learning transition spaces. People gather here during training breaks and before or after sessions, to review or exchange comments on the lessons. Provide a cosy transition space and allow people to feel comfortable in it.
QR-Codes are one way to begin converting these legacy spaces into learning spaces. With QR-code you can share specific content, text, web pages, sound. An example is sharing the course agenda.
Make the space clear and ordered, avoid over-information, use color and textured graphic wall to make the path clear and the environment sparkling.
Wi-fi connections and sockets are essential to allow people to navigate the Internet and use laptops.
Provide stools and coffee tables (with socket) for allow people to sit and talk. Stools are simple but facilitate eye contact.
This type of seat does not allow people to talk and discuss. We must be able to face rather than sit next to each other.
82TRAINING SPACE
THE RIVER TERRACEThis flat wide surface is the perfect location for an external training room and for outdoor training sessions. It can also be used for projecting film and as a social space. In term of design the agorà concept has been proposed as already presented in the Learning Lab. With a semicircle of wood overlooking the shore of the Pò, people can sit here for a chat or for a training session.
Movable boards can be carried outside for informal training sesisons.
The roofing protects from the sun
The semicircle of wood: people can have a seat here for a chat with colleagues, for informal training sessions or just to appreciate the panorama. This space can also be used for projecting films on a summer night.
83TRAINING SPACE
THE CONTIGUOUS SPACEAll those spaces outside the training rooms can be used as informal learning spaces. These spaces become an extension of the classroom. For organizing ice-breaking, brainstorming or open space events, people are more stimulated when they are outdoors and surrounded by nature.
Foam cubes are easy to move and store, they can be perfect seats for participants.
Movable boards can be carried outside for brainstorming or visualising an activity outcome.
NOTES / CREDITS
PREFACEpag. 3 Photo courtesy of © International Training Centre of the ILO, Turin.
INTRODUCTIONpag.7 Make Space (1): Make Space (John Wiley & Sons, 2012) is a new book based on the work at the Stanford University d.school and its Environments Collaborative Initiative. It is a tool for helping people intentionally manipulate space to ignite creativity. http://dschool.stanford.edu/makespace/pag. 7 Steelcase (2): Active learning spaces: insights, applications & solutions for a new learning spaces. (360 Steelcase education solutions). http://www.steelcase.eu/en/resources/360research/Pages/Overview.aspxpag. 9 Photo courtesy of © International Training Centre of the ILO, Turin.pag. 10 Photo courtesy of © International Training Centre of the ILO, Turin.pag. 10 Photo courtesy of Fausto Saltetti
BACKGROUND INFORMATIONpag. 12-13 Steelcase (3): Active learning spaces: insights, applications & solutions for a new learning spaces. (360 Steelcase education solutions). http://www.steelcase.eu/en/resources/360research/Pages/Overview.aspxpag. 12 Malcolm Brown (4): Learning space. (Malcolm Brown, 2003) http://www.educause.edu/research-and-publications/books/educating-net-generation/learning-spacespag. 12 - 13 JISC (5): Designing Spaces for Effective Learning. (JISC e-Learning Programme).pag. 13 Steelcase (6): Active learning spaces: insights, applications & solutions for a new learning spaces. (360 Steelcase education solutions). http://www.steelcase.eu/en/resources/360research/Pages/Overview.aspxpag. 19 - 28 Steelcase quotations: Wellbeing: A Bottom Line Issue (360 Steelcase education solutions). http://www.steelcase.eu/en/resources/360research/Pages/Overview.aspxpag. 19 - 28 Photos courtesy of Fausto Saltetti
LEARNING LABpag. 38 - 40 - 45 Photos courtesy of Officesnapshots.com
SOCIAL SPACEpag. 51 - 52 - 53 Photos courtesy of Fausto Saltettipag. 57 Photos courtesy of Arte Sella http://www.artesella.it/pag. 59 Photos courtesy of http://www. Officesnapshots.com
WORKING SPACEpag. 63 Steelcase (7): Active learning spaces: insights, applications & solutions for a new learning spaces. (360 Steelcase education solutions). http://www.steelcase.eu/en/resources/360research/Pages/Overview.aspxpag. 65 Photos courtesy of Officesnapshots.compag. 66-67-68 3D Model courtesy of https://3dwarehouse.sketchup.com Herman Miller - Steelcase - Fausto Saltetti
TRAINING SPACEpag. 81 - 83 Photo courtesy of Fausto Saltettipag. 73 - 75 - 77 - 79 Model courtesy of https://3dwarehouse.sketchup.com Herman Miller - Steelcase - Fausto Saltetti