DESIGN THEORY & APPLICATION DESIGN THEORIES

Leiringer, R., & Cardellino, P. “Schools for the twenty-first century: school design and educational transformation.” British Educational Research Journal 37, no .6 (2011): 915–934. Accessed October 1st, 2022. http:// www.jstor.org/stable/23077016

Leiringer and Cardellino’s design typology theory showcases how students in a learning environment can develop a sense of security when they feel in control of their own learning environment. In order to provide users with this experience, spaces of different learning functions are placed throughout the building so that students have the option to pick and choose where they would like to work outside of their classroom setting.

Pictured below is an example of how one of these spaces is evolving to create a room that can be utilized for a multitude of functions based on any individual student’s needs.

Moubarak, L & Qassem, E. “Creative eco crafts and sustainability of interior design: Schools in Aswan, Egypt as a case study.” The Design Journal 2, no. 6, (2018): 835-854, Accessed October 1st, 2022. https://doi.org/ 10.1080/14606925.2018.1533717

DOI: 10.1080/14606925.2018.1533717

Applied to schools in Aswan, Egypt, the design typology theory behind specifying locally crafted materials and finishes outlines the economic, social, and environmental benefits that coincide with this practice. A sense of place is achieved within the interiors through material, furniture, and lighting selections that represent the cultural and environmental vernacular. Pictured below is an example of a fixture specified within the computer labs. This fixture is sourced from a vendor that protects heritage trades while ensuring community involvement and gender equality in their procuring and manufacturing process. The fixture is made from natural materials and handcrafted using traditional African weaving techniques.

McGee B, & Park, N. “Colour, Light, Materiality: Biophilic Interior Design Presence in Research and Practice.” Interiority 5, no. 1, (2022): 27-52, Accessed October 1st, 2022. https://doi.org/10.7454/in.v5i1.189

DOI: 10..7454/in.v5i1.89

McGee and Park’s evidence-based theory discusses how naturally derived colors, materials, and overall spaces impact human health and well-being. Throughout both levels of the building, access to natural light is prioritized within the space, only hindered by partially translucent window treatments. A warmer color pallet is implemented in order to inspire creativity. All materials specified are intended to be WELL compliant, in order to ensure user health and productivity.

Donkin, R. & Kyn, M. “Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio.” Australasian Journal of Educational Technology 31, no. 1, (2021): 133-146, Accessed October 1st, 2022. https://doi.org/10.14742/ajet.5872

Donkin & Kin’s evidence- based theory outlines how technology-rich learning environments can promote productivity in a teambased setting. Based on this idea, the key experience of having a collaborative computer lab was established. As shown in the sketch below, students are able to engage with each other utilizing individual screens or one shared monitor. This promotes mutual productivity among peers.

Kirschner, M.; Golsteijn, R.H.J.; Sijben, S.M.; Singh, A.S.; Savelberg, H.H.C.M.; de Groot, R.H.M. “A Qualitative Study of the Feasibility and Acceptability of Implementing ‘Sit-ToStand’ Desks in Vocational Education and Training. International Journal of Environmental Research and Public Health 18, 849. (2021) Accessed October 1st, 2022. https:// doi.org/10.3390/ijerph18030849

The environmental theory in which Kirschner and Golsteijn outline is how disruptions in a student’s ergonomic environment can actually increase cognitive functioning. In order to achieve this within the interiors, different seating and workstation options are specified within each learning environment. Shown below is an example of one configuration of the building’s modular classroom layouts. Students have workstations that can be arranged and rearranged. This idea of shifting desks, acts as physical disruption to sedentary behavior, therefore increasing cognitive functioning.

Frelin, A. & Grannäs, J. “Designing and Building Robust Innovative Learning Environments.” Buildings 11, 345, (2021), Accessed October 1st, 2022. https://doi. org/10.3390/buildings11080345

The theory outlined by Frelin and Grannäs was primarily focused on the design process for achieving an innovative learning environment. Through a comparative study of two school models, evidence was gathered that it is crucial to involve stakeholders of the design at all stages.

By creating spaces that facilitate community integration, the design achieves this. The outdoor atrium space is multipurpose, but primarily functions as an auditorium space in which community members can gather with students and faculty.

Bruni, E.; Dall’O, G.; Panza, A. “Improvement of the Sustainability of Existing School Buildings According to the Leadership in Energy and Environmental Design (LEED)® Protocol: A Case Study in Italy” Energies 6, no. 12, (2013): 6487-6507, Accessed October 1st, 2022. https://doi.org/10.3390/en6126487

The final sustainable theory discusses the importance of meeting LEED criteria in all new designs and redesigns. All materials, finishes, and furnishings specified throughout the entire project meets LEED criteria when possible. The theory also discusses the economic benefits of improving a building’s overall sustainability. In order to create a more self-sustaining infrastructure, an agricultural learning center educates future farmers, while providing herbs and produce to the cafeteria.