Learning Space Toolkit

Conversational Space - Chapter - Conversational Leadership People are more productive when they’re alone … but they’re more collaborative and innovative when they’re together. Some of the best ideas come from pulling two different ideas together. Credit: Marissa Mayar [Status: stub – I plan to write a lot more about conversational space. This will be the introduction.] WBDG - Whole Building Design Guide Overview School libraries differ from most other types of libraries because they are contained within school buildings, which, in addition to library space, may include classrooms, auditoriums, circulation space, administrative offices, cafeterias, and the like. As a result, school libraries, or library media centers (LMCs) as they are commonly called, are smaller than their counterparts. Appropriate space planning for present needs and future expansion is imperative in the school library program.

elliot w. eisner: what can education learn from the arts about the practice of education? contents: introduction · the development of a technicized, cognitive culture · artistically rooted forms of intelligence · the creation of a new culture of schooling · conclusion · further reading and bibliography · links · how to cite this article see, also, elliot w. eisner, connoisseurship, criticism and the art of education Before I begin my remarks I want to express my gratitude to the Dewey Society for inviting me to deliver this address.

99% Invisible: A Holistic Approach to Learning Space Design Part IV of the 99% Invisible series In one of my favorite quotes from The Medium is the Message, Marshall McLuhan wrote, “The serious artist is the only person able to encounter technology with impunity, just because he is an expert aware of the changes in sense perception.” In other words, since artists fundamentally deal with bending a technology, whether it’s photography, paint, or the violin, they have to be acutely aware of the narrative that that technology produces. Design operates on that same principle. Those who have a comprehensive sense of technology, design, and the narrative it creates, understand how easily that narrative is disrupted, the same way as a dropped note or misplaced brushstroke provokes a jarring departure from the vision that the artist is seeking to convey.

Beyond Active Learning: Transformation of the Learning Space The next generation of learning spaces will take all the characteristics of an active learning environment—flexibility, collaboration, team-based, project-based—and add the capability of creating and making. Mark Valenti is President/CEO of The Sextant Group. The past decade has seen exciting developments in learning space design. All across the United States and around the world, across seemingly every discipline, there is interest in creating new, active, project-based learning spaces. Technology-rich and student-centric, the new learning spaces are often flexible in size and arrangement and are a significant departure from the lecture hall of yesterday.

When It's Not Just About the Money: Reasons Behind Grant Writing Last week, I was asked the question, “If you aren’t competitive, then why are you a grant writer?” Reason after reason flooded my mind. In fact, so many surfaced that I could barely articulate them in the conversation. And, as I talked, I could tell that my excitement level, volume, and pitch range grew and grew.

Designing Spaces for Creativity Posted by keithsawyer in Enhancing creativity, New research. Tags: architecture, herman miller, jeanne narum, learning spaces collaboratory, marigold lodge trackback I’ve just spent two stimulating days with a small group of architects, university professors, and creativity researchers, at a beautiful old lakeside estate called Marigold Lodge, in Western Michigan. Our goal: To collect everything we know about how to design spaces that maximize learning and foster creativity. With funding from the Sloan Foundation and from the legendary furniture company Herman Miller (which now owns Marigold Lodge), our task is to write a report that will advise university administrations and architecture firms, to guide how new university buildings are designed. The good news: Very quickly, we came to a consensus.

untitled By Kristin Antelman Project Director, Learning Space Toolkit (link is external) The Learning Space Toolkit (link is external) is a freely available resource designed to support the full lifecycle of an informal learning space design project, from defining the goals and needs to designing the space to supporting it. The Toolkit, a collaboration between North Carolina State University, brightspot, and Strategy Plus at Aecom, was funded by a National Leadership Grant from the Institute of Museum and Library Services. Whether you’re a librarian, architect, administrator, or facility manager, you can use the Toolkit to plan, evaluate, and support your new space. By using the Toolkit, you will be better equipped to orchestrate the planning process so that learners at your institution are better supported, and so that your spaces, technology, and services are working together to support your goals.

3 Key Factors for Creating a "Maker Culture" at Your School 3 Key Factors for Creating a "Maker Culture" at Your School By Lisa Yokana, Blake AuchinclossSeptember 18th, 2015 As the way we learn and work has evolved, teaching styles, curriculum and classroom spaces must change as well. The TL Toolkit for Student Success Home Think you don’t? Yes you do! Teacher-librarians can and do make a difference. There is a considerable body of documented evidence that proves that schools having a good school library and program have a positive impact on student achievement.

Arts Involvement Narrows Student Achievement Gap A new NEA study finds disadvantaged students do better academically if they are intensely involved in the arts. Students from the lower end of the socioeconomic ladder tend to do less well in school than those from more upscale families. But newly published research identifies one sub-group of these youngsters who tend to exceed expectations: those who participate heavily in the arts. “At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied,” a team of scholars writes in a new National Endowment for the Arts Research Report.

Organizational Culture Let me make all the ballads of a country and I care not who makes its laws ~ Dr. Benjamin Rush quoting ancient philosopher