Participatory design

Ahmadi, R., & Saiki, D. (2017). Strategies To Assess Studio Spaces Designed To Enhance Student Learning. 109(1), 57–62. In this article, the authors’ intention was twofold. First, they wanted to identify helpful architectural strategies in a studio learning environment. Second, they aimed to highlight three useful methods for including students in the design process in a more general setting to learn what design strategies would be most appropriate for a different learning environment. They identified a Family and Consumer Science class at Ball State University and conducted a full-day participatory charrette, as well as behavior observation and focus groups with students. The researchers identified five strategies from the three research methods: 1) Creation of collaborative areas (results from charrette and focus group), 2) Purchase of more flexible furniture to accommodate a variety of activities, 3) Creation of spaces to display students’ work, 4) Incorporation of accent wall for visual interest, 5) Elimination of congested areas by the entrance 418.

Publication type: Journal article Study type: Research Study

Clement, J. (2019). Spatially Democratic Pedagogy: Children’s Design and Co-Creation of Classroom Space. International Journal of Early Childhood, 51(3), 373–387. https://doi.org/10.1007/s13158-019-00253-4 The author conducts a case study of children’s participation in the design process of a classroom, as part of a wider framework called Spatially Democratic Pedagogy. The author seeks to observe and analyze the effects of young children having a participatory role in the design of their classroom space. The research was conducted with six young children (ages 4-5) and their teacher in South Wales. There were seven stages to the process: 1) Empty the space, 2) Initial designs, 3) Group designs, 4) Materials needed, 5) Create materials, 6) Create the space, 7) Use the space. Throughout the process, interviews and observational tactics were used to gauge student involvement and participation. They found that overall, Spatially Democratic Pedagogy has many benefits, especially when used by younger children, since these are critical years of social and educational development. The student becomes teacher, architect, problem-solver, and negotiator. In addition to creating a space that is conducive to learning, the process of participation brings students closer to each other and to their teachers, as well as instills a sense of pride and ownership in the space. The authors argued that the participation process should go beyond just planning and include actual construction as well, within the limits of safety and practicality.

415.

Publication type: Journal article Study type: Research study Sample: 6 children Duration: 7 stages Age or developmental stage: 4 to 5 years old

Cober, R., Tan, E., Slotta, J., So, H. J., & Könings, K. D. (2015). Teachers as participatory designers: two case studies with technology-enhanced learning environments. Instructional Science, 43(2), 203–228. https://doi.org/10.1007/s11251-014-9339-0 The researchers use two case study schools - a sixth grade class in Ontario, Canada, and a secondary school in Singapore - to highlight the importance of teacher participation in the design process. The researchers teamed up with teachers at the two schools in the design and implementation of both the designed environment and the pedagogy/curriculum at the two schools and used observational and interview research to distill their research. Two teachers in Canada suggested new design features, introduced pedagogical requirements, and provided feedback on design ideas. It was essential that teachers felt listened to and that their ideas were respected, and in that way felt more ownership in the process. In Singapore, six teachers theorized and bridged knowledge building principles, worked on pedagogical prototyping, and collaborated/evaluated technology integration. 417

Publication type: Journal article Study type: Case studies Sample: 2 schools, 2 teachers (school 1), 6 teachers (school 2) Duration: 2 moths per school, 90-minute meetings Age or developmental stage: Teachers

Ghaziani, R. (2012). An Emerging Framework for School Design Based on Children’s Voices. Children, Youth and Environments, 22(1), 125–144. The author analyzes three previous studies of schools in England and the importance of user participation - but notes that the “users” involved typically only included teachers and other faculty, rather than students. The author then conducted a study to bridge the gap in make students’ voices heard. The author conducted a questionnaire with 260 student participants at two schools (one old and one new) in the UK and compared answers to draw conclusions. To evaluate the schools, they look at indoor spaces, comfort and control, activity spaces, nature and outdoors, facilities (services), and exterior. The compiled findings revolved around physical safety, flexible spaces, access or views to the outdoors, comfortable spaces, and privacy. 411

Publication type: Journal article Study type: Research study Sample: 260 surveys, 2 schools Duration: Single point in time Age or developmental stage: 11 and 12 years old

Gislason, N. (2010). Architectural design and the learning environment: A framework for school design research. Learning Environments Research, 13(2), 127–145. https:// doi.org/10.1007/s10984-010-9071-x This study analyzed high schools and the effect of ecology systems (design, structure, and environmental), organization, culture of staff, and culture of students on learning and development. First, the author conducted a literature review, and then underwent behavioral observation and interviews at the High School for Recording Arts (Minneapolis/St. Paul). This methodology

allowed the researcher to compare these research methods with the current literature. In the findings, school organization and the architectural qualities of the school mutually impacted each other and were both found to be influential on culture of the staff and students 416.

Publication type: Journal article Study type: Case study, Theory development Sample: 1 high school Age or developmental stage: 9 to 12 years old

Hall, T. (2017). Architecting the “third teacher”: Solid foundations for the participatory and principled design of schools and (built) learning environments. European Journal of Education, 52(3), 318–326. https://doi-org.libproxy.uoregon.edu/10.1111/ejed.12224 Hall addresses how the built environment and design of schools can act as a “third” teacher and it can also affect learning and school spaces. The methods involved in this issue are five texts that address architecture, construction, and educational policy. The issue also involved how the participatory design can be implemented into a school design and how success can be achieved. The five articles were written by authors connected to the built environment that had ideas and measured performance and design abilities. The issue also measured architecture stakeholders, design tools for professionals and nonprofessionals, how technology can help success, different models of design, and sensitives to designs. The issue found that schools need to consider their design sensitivities, space, engagement, aesthetics, and media when addressing the built environment at schools. The issue also found that a participatory design allowed for engagement and an increase in the abilities of students.420 Publication type: Journal Article Study type: Issue, Literature Review Sample: 5 Texts Duration: Cross-sectional Age or developmental stage: School Age

Ismail, A. S., & Zulkurnain, N. S. Z. (2019). The Role of Environment As Third Teacher Towards The Development Of Educational Space For Dyslexic Children. International Journal of Built Environment and Sustainability, 6(2), 51–62. https://doi.org/10.11113/ ijbes.v6.n2.356 Ismail and Zulkurnain address how learning spaces impact students with dyslexia and how the design of spaces can act as a “third” teacher for students to increase their ability to learn. The methods involved in this paper were qualitative that involved a case study that addresses learning spaces for dyslexic children. The paper measured students by direct observations of three case studies that focused on learning disabilities. The paper measured the learning process and development of students with learning disabilities. The study also measured auditory, tactile, and visual cues and kinesthetic approaches. The paper also measured the density and size of spaces that were used for learning. The study found that builders, designers, educators, and authorities related to learning need to understand the impact the environment has on students and their ability to learn, specifically how it impacts dyslexic children and learning disabilities. The study also found that

public education infrastructure needs to be improved to support dyslexic students and their quality of learning. 421

Publication type: Journal Article Study type: Research Paper Sample: 3 Studies Duration: Cross-sectional Age or developmental stage: Primary, 7 to 12 Years Old

Jenifer Marley, MaryEllen C. Nobe, Caroline M. Clevenger, & James H. Banning. (2015). Participatory Post-Occupancy Evaluation (PPOE): A Method to Include Students in Evaluating Health-Promoting Attributes of a Green School. Children, Youth and Environments, 25(1), 4. https://doi.org/10.7721/chilyoutenvi.25.1.0004 In this paper, the authors propose methods to develop POEs including views from the students. The authors first introduce a lit review on POE’s in school design. Then, they discuss their process of conducting a Participatory PostOccupancy Evaluation (PPOE) involving six 4th grade students at a LEED Gold Certified elementary school in Colorado and highlight the Photovoice method of POE which involves taking photos and discussion. The researchers met with students once a week for four weeks, with a different task each week. 1: Introduction and focus group; 2: Taking the photographs, 3: Participatory data analysis (selecting, contextualizing, and coding the photos), 4: Presentation of results. These were the 14 factors that emerged as most important from the POE: circulation, community connectivity, connection to nature, spaces to express creativity, equipment for cleanliness, equipment for conservation, exposed systems, learning spaces, lighting, materials, physical activity and play, signage and informational artifacts, technology, and water sources. The authors conclude by highlighting the significance of whole human health, as in not just bodily health but also social, cultural, and how these are affected by the school environment. 414

Publication type: Journal article Study type: Research Study Sample: 6 Duration: one month Age or developmental stage: 4th grade

Killeen, J. P., Evans, G. W., & Danko, S. (2003). The role of permanent student artwork in students’ sense of ownership in an elementary school. Environment and Behavior, 35(2), 250–263. https://doi.org/10.1177/0013916502250133 Killeen, Evans, and Danko address how permanent art created by students affects students’ sense of ownership. Specifically, how the design of the built environment can influence the beliefs of students about the space they learn in. The methods involved in this case study were 377 students that were in fourth and fifth grade and were a part of an experimental study that addresses the sense of ownership. The experimental study measured artwork and the feelings of students with questionnaires. The artwork was determined due to the type of lessons that teachers taught to students, which allowed connection to the student and the artwork to be formed and then tested. The study found that there was an association that was significant between

students’ sense of ownership and school design. The study also found that there were stronger student perceptions and a stronger sense of ownership when their artwork was displayed permanently. 422

Publication type: Journal Article Study type: Research Study Sample: 377 Student Duration: Cross-sectional, Longitudinal Age or developmental stage: Elementary

Könings, K. D., & McKenney, S. (2017). Participatory design of (built) learning environments. In European Journal of Education (Vol. 52, Issue 3, pp. 247–252). Blackwell Publishing Ltd. https://doi.org/10.1111/ejed.12232 Könings and McKenney address how the built learning environment is affected by its ability to allow for participation. Specifically, designs and policies that could be implemented to create a participatory learning space. The methods involved in this editorial were 5 articles that address participatory designs and perceptions of teachers, students, architects, educators, adults, student performance, and relationship connections between them all. The editorial measured how issues related to each other and possible ways that students and teachers address the built environment. The editorial also analyzed technology, socioeconomic status, cultural background, student performance, and beliefs of different groups. The editorial found that there needs to be a change in the requirements for participatory infrastructure. Teachers and designers need to find relationships between spaces and what is being taught to create a space that allows for participation. The editorial also showed how important a participatory design was and what tools and concepts can be considered.423

Publication type: Journal Article Study type: Editorial, Literature Review Sample: 5 articles Duration: Cross-sectional Age or developmental stage: Teachers, Students, University

Mäkelä, T., Helfenstein, S., Lerkkanen, M. K., & Poikkeus, A. M. (2018). Student participation in learning environment improvement: analysis of a co-design project in a Finnish upper secondary school. Learning Environments Research, 21(1), 19–41. https:// doi.org/10.1007/s10984-017-9242-0 The authors researched the role and impact of student participation in a redesign of their learning environment. Their goal was to analyze student perceptions to being included, whether their insight was implemented, the impacts of their suggested redesigns, and the impact that participation in the process had on their feelings of ownership and inclusion. The authors identified students at a secondary school in Finland for their study. They conducted mixed-method, qualitative experiment, including interviews, focus groups, and surveys during and after the design process and implementation. Generally, the students felt that their design wishes were incorporated, including renovations focusing on communality, individuality, comfort & health, and novelty & conventionality. Students also felt perceived

improvements due to these renovations, and student involvement also prevented overly radical changes from taking place. Student involvement also fostered a participatory culture and feelings of inclusion/ownership, and contributed to understanding what students view as important to their learning and well-being. 419

Publication type: Journal article, Study type: Case study Sample: co-design activities (n = 11), student feedback (n = 175), professional design evaluation (n = 2), satisfaction survey (n = 83) Duration: Single point in time Age or developmental stage: Upper secondary school

Manahasa, O., Özsoy, A., & Manahasa, E. (2021). Evaluative, inclusive, participatory: Developing a new language with children for school building design. Building and Environment, 188(September 2020). https://doi.org/10.1016/j.buildenv.2020.107374 To study and promote the idea of student participation in design/redesign of school spaces, including via participatory post-occupancy evaluations. The study included 502 children aged 10-14 at three schools in Albania. The research utilized a variety of qualitative methods, both creative and evaluative, to include student participation: essays, wish poems, drawings, model making, poster design, questionnaires, and walk-throughs were included. The researchers identified six primary goals of school design as an outcome of the study: flexibility, horizontality, campus-like environment, transparency, accessibility, and ecological concept. 412

Publication type: Journal article Study type: Research study Sample: 502 students Duration: 5 workshops Age or developmental stage: 10 to 14 years old

Taylor, A. (2013). The Learning Environment as a Three-Dimensional Textbook Author ( s ): Anne Taylor Source : Children’s Environments , Vol . 10 , No . 2 , School Design : A Continuous Process Published by : The Board of Regents of the University of Colorado, a body cor. 10(2), 170–179. The author (along with research partner architect George Vlastos) use two schools - in Trout Lake, WA and Stockton, CA - as case studies of student participation in the design process of schools. The author makes the case that schools should not be passive, empty vessels in which learning takes place, but should be active stimuli in the process of learning - and the best way to achieve this is through student participation in design. The author highlights the process of user participation in the two case study schools, and areas where the resulting building was successful for the students. Based on the successes of the two case studies, the author presents various frameworks or patterns/principles for architects to consider in school design, based on these case studies. 413

Publication type: Journal article Study type: Case study