Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 6th Dec 2022, 09:51:41pm CET

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Session Overview
08/1: Track | Design Learning Environments
Friday, 24/Sept/2021:
2:00pm - 3:00pm

Session Chair: Nicole Lotz, The Open University
Session Chair: Linda Nelson Keane, FAIA, NOMA, School of the Art Institute of Chicago
Virtual location: Ericuo

if you are have difficulties to access the Zoom meeting please contact Erik Bohemia

to access submissions’ abstracts and files please select the session's title

InterpretersShan GAO and Xingfu WANG

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Unlocking wellbeing-affordances in elementary schools initiated by a "natural experiment" caused by Covid-19.

Ruth Stevens, Ann Petermans, Jan Vanrie

Hasselt University, Belgium

In 2020-’21 Covid-19 rolled over the school landscape as a pressure wave. Elementary schools had to push through ad hoc changes in their physical structure to succumb to the safety regulations issued after the first lockdown in the Spring of 2020. These physical alterations influenced the organizational structure of schools and the wellbeing of protagonists. Through all the negative, also positive sparks were noticed, as some changes were appraised positively, inveterate ideas were abandoned for an open minded view and teachers at home overthought their functioning and searched for meaning in their profession. This relevant momentum can be viewed as an opportunity to critically question the rather cumbersome design type of elementary schools, and to provide more attuned spatial affordances to teachers and pupils. The aim of our study was thus twofold: first, to get a grip on the values and needs that teachers and pupils had (re)attached to the functioning, and positively appraised changes in the school organization and environment. Second, we aimed to combine the gathered data and explore design strategies to design wellbeing related affordances inspired by the “natural experiment” caused by Covid-19. To conclude, the paper discusses the ‘flourishing affordance’ in school architecture.

Effects of Certain Selected Stimuli in the Physical School Environment on Learning and Behavior

Anne P. Taylor

School Zone Institute, United States of America

In response to this conference’s call for papers, and after years of giving lectures, writing articles for journals and justification of copious research and development, I have found that a photograph or graphic is worth a thousand words. Hence, I have chosen to write a paper that shows examples of programming and design of prototypical learning environments and to share their effects on learning and behavior quantitively and qualitatively.

The value of this paper goes beyond research and gives readers some ideas to think about in their own work that will inspire and motivate the reader to go beyond where George Vlastos, architect, and I started creating new classrooms as studios and playgrounds as learning landscapes in 1970. We did not use predetermined square feet with predetermined educational specifications for furniture as design determinants, but used as the basis for design, the philosophy of Ecosophy, sustainable Ecoism (Arne Næss) 1 (Næss, 2009). The environments became a system for learning using developmental needs of students in a body, mind and creative spirit continuum as well as curricular concepts where design and design thinking act as a nexus for not only teaching art and design, but basic integrated subject matter areas as well. In this case, architecture of the environment is a silent curriculum but comes alive as students learn to “read it” with its many messages. It leads them to greater love and awareness of the environment and eventually stewardship. Some scholars call it the study of human factors.

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