What ‘s

“The Future of Education-Based

Technology and Architecture?”

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If You Have to Ask…

You are Woefully Behind!

Or NOT.

We are here today to give you a primer on

How to Keep Up with the Younger Tech-Savvy Generations

C

Education based

Technology and

Architecture

Clap twice in quick succession if you

agree with these statements:

• Everything and everyone is

connected

• Information is available anytime

anywhere

• Connections are more valuable than

information

• Everyone can participate

• Pathways replace gatekeeping

• From knowledge transmission to

learning facilitation

Disclaimer:

Neither Lu nor I pretend to be the

complete and total expert on this

topic-we don’t have all the

answers. We are exploring as you

are about to…

We are here today to provide

some information but more

importantly, to generate

conversation on this topic that

is long overdue.

Key concepts as foundation

-Regenerative pedagogy

-Design thinking

Regenerative Pedagogy

1. New concept based in part on regenerative medicine and transformational

pedagogy

2. Goal is to create deep transformational learning that

• Is thematic and co-created

• Critically questions dominant norms

• Incorporates diverse perspectives

• Is active, participatory and relational

• Instills the ability to learn in students

• Creates agency and ability to take action in students

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Design Thinking

1. A structured approach to generating and developing ideas: IDEO and

Stanford d.School

2. A mindset

“Design Thinking is the confidence that everyone can be part of creating a

more desirable future, and a process to take action when faced with a

difficult challenge. That kind of optimism is well needed in education.”

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The Reality of Technology and Architecture

in the Learning Environment

1) Technology Changes on a weekly Basis;

2) Technological Innovations Become Available to Early-Adopters on a

Frequent Basis;

3) Architecture Tends to Remain Static;

4) In the Past, Technology has had to Adapt to the Built Environment;

5) Ideally and for the future, Architecture Should Adapt to Technology.

Four technology trends that will stay and likely impact teaching and

learning: 1. Social media

2. Wearable technology

3. The internet of things

4. Augmented virtual reality or Augmented Reality

(AR)

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The New Learning Model

• Immersive

• Adaptive

• Collaborative

• Participatory

• Personalized learning pathways that are tailored to individual student needs and reduce time to mastery

The Evolving Instructional Pedagogy

Adaptable Teaching Environments 1) Utilizes Cognitive Sensory Education

a) Of or relating to the mental processes of perception, memory, judgment and reasoning;

2) Full Engagement and Immersion of the Senses;

a) Captures students’ attention;

b) Students learn quicker;

c) Students teach each other;

d) Stay engaged longer;

e) Retain more information;

f) Communication skills increase as they interact with each other;

g) Marked advantage for students with learning disabilities.

3) Increase Learning Quotient in Students with Augmented Virtual Reality or

Augmented Reality (AR)

T

C

Augmented Reality: the gamification of

learning?

AR is a growing field of technology where real life is modified and enhanced by computer-generated sights and sounds. The most common use of AR can be seen through mobile apps and games.

1) Must be 3D or Simulated 3D;

2) Serves to Keep Students Engaged in the Learning Process;

3) Adapts to How Students Learn Outside of Main Stream Educational Institutions;

4) Raises Learning Anticipation;

5) Reduces Absenteeism;

6) Allows for User “Event Handling Input”-self-directed learning

7) Creates deeper learning by having students create and interact

C

AR needs not be daunting to educators

1) AR has evolved greatly in recent years

2) Its application in the classroom is virtually

limitless

3) A large number of apps out there ready to

be used by educators in the classroom --

https://www.timeshighereducation.com/ne

ws/augmented-reality-in-higher-education-

five-tips-to-get-started/2018933.article

4) Anatomy 4D-available free in the App Store

or Google Play

C

AR augments teaching and learning 1) Awareness of Varying Viewpoints – What viewpoint are we hearing? 2) Cause & Effect –Seeing Connections/Patterns? Where have we seen this before? 3) Conjecture – Speculating on Possibilities - What if? Supposing that? Can we imagine

alternatives? 4) Assessing Value, Socially and Personally – What difference does it make? Who cares? So

what? 5) Applied thought in a medium other than two dimensions (books, articles, photos); 6) Elimination of Self inflected Barrier Perception– “I’m not good at thinking in three

dimensions”; 7) Elicit Emotion – Joy, Concern, Anticipation; 8) Address Disabilities (ADD/ADHD/ High-Functioning Autism?); 9) Perception of Empathy versus Antipathy; 10) Perception of Diversity, People and Environments; 11) Boundless Space, Consciousness and Sub-Consciousness; 12) Universal Identity-adaptable to cultures, languages and learning style; 13) Relationship Building-place unbound; 14) Retention of Information; 15) Raise IQ; 16) Move to Action; 17) Collective Intellectual Exchange - the Ability to Teach Others.

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Haven’t We’ve Heard It All Before…?

1922

“The motion picture is destined to revolutionize our educational system and that in a few years , it will supplant largely, if not entirely, the use of textbooks”

Thomas Edison

1933

“By utilizing radio broadcasting, a quality education will be available for more students at a lower cost resulting in the need for fewer skilled teachers.”

1955-1969

“Educational television will make it possible to eliminate the typical classroom.”

1982

Computers are the solution to our educational problems and challenges…”

1990

“Video-disc instruction is increasing every year in schools around the country.”

2012

“Power is shifting away from selective university admissions officers into the hands of educational consumers, who will soon have their choice of attending virtually any university in the world online.”

Nathan Harden on MOOC and the end of university as we know it

C

AR is not a fad-it’s here to stay

It’s the content and what’s going on cognitively in the minds of students during the utilization of any teaching tool that is critical to learning outcomes.

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The Virtual Reality Platform Components

1) 3D Perspective;

2) Dynamic Rendering;

3) Closed Loop Interaction;

4) Inside-Out Perspective;

5) Enhanced Sensory Feedback;

6) Real-World Visual Input;

7) Mnemonic Capabilities;

8) Networking Capability;

9) Software and Hardware Upgradable;

10) Non-Proprietary Adaptability when possible;

11) Ubiquity.

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The early Virtual Reality Platform Components

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A New Technology Collaboration

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Early Adopters are Pushing the Limits

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From Humble Beginnings

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To Where We are Today…

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Evolution versus Revolution

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More Capabilities for More Minds

1) Cheaper;

2) Lighter;

3) Faster;

4) Ubiquitous;

5) Parity across all Cultures;

6) Provides for a Level Playing Field.

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So, Where is this Technology Leading Us? Or

“Help Me, Obi Wan Kenobi, You’re My Only Hope!”

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“Real” Three-Dimensional Imaging

1) 3D Computing Canvas;

2) Natural Gesture Interaction;

3) Rich Application Ecosystem;

4) Contextualized 3D Augmented

Reality.

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SOLID-A.I.R.E. TM

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A.I.R.E. in the Workplace TM

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Education-Based Architecture

Needs to Respond to Technology

and the Evolving Pedagogy

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“Everything Heads

Towards

Greatest Entropy.”

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“The Greatest

Expression of Disorder is

Extreme Radom

Distribution or

Order.”

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What Does That Mean?

1) Architecture will serve to support

the technologies by providing the

right environment for the

teaching/learning process;

2) All Classrooms will become fully

adaptable laboratories; there will

be no differentiation between

labs and classrooms.

3) Education settings must allow for

“Organized Chaos.”

4) Facility infrastructure must be

able to adapt quickly to changing

technologies;

5) Utilities must be made readily

accessible (open visually);

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What Needs to Change?

1) Computer Labs Modern education facilities need to have connectivity everywhere and treat computers more like pencils rather than microscopes; Value will be the ubiquity, flexibility and adaptability of the system;

2) Learning in Prescribed Places When asked, people tend to remember a meaningful learning experience; chances are the experience didn’t take place in a space designed for learning.

3) Teacher-Centered Classrooms Laboratories Classrooms were designed on the German Model for lecture and crowd control, with the teacher as the central figure of knowledge and authority. Today’s classrooms structure is still very much the same, though the chalkboard has been replaced by the interactive “Smart Board.” In forward-thinking classrooms laboratories, the structure changes to small groups of students working, individual project work, and student presentations.

Hat-tip: Mind/Shift

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What Else Needs to Change?

4) Isolated Classrooms Laboratories Tony Wagner of the Harvard School of Education and the author of the Global Achievement Gap says: “Isolation is the enemy of improvement”. Most schools are designed in a way that isolates teachers from each other. Teachers often learn to teach in isolated boxes and perpetuate that style throughout their career. Interior windows get “papered over” and blinds are shut. Outside of the school environment, people work in teams, and are visually and aurally connected.

5) Departmental Organizations To allow students to learn across multiple disciplines, schools will be organized so teachers of various subjects are located together.

a) Emulates how people work today, which is in collaborative groups;

b) Encourages teachers to consider students holistically: beyond the one or two specific subjects they teach;

c) Teachers will learn as much as their students through discovery and collaboration.

Hat-tip: Mind/Shift

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Is There More That Needs To Change?

6) School Corridors Transitional corridors occupy valuable real estate in a school and are

unoccupied most of the time. If rooms are arranged in groups around a

common space, corridors become unnecessary. The space normally

designated for corridors can be made into informal learning spaces.

7) Traditional Libraries

A library should be more of a learning commons/laboratory able to support a

variety of scholastic activities as students learn to access and evaluate

information. Books have their place but they are not the end-all of

libraries. A learning commons is no longer the quiet sanctum as in the past;

rather it is a space that can be either centrally located or distributed, used

formally or informally, and can promote digitized inquisitive exploration by

students.

Hat-tip: Mind/Shift

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Still More Change?

9) Dining Facilities In schools today, the dining facility is also the informal student computer lab and information exchange hub. Why sacrifice this valuable space when it could serve all of these functions? We must create spaces that require less movement of furniture while remaining flexible. Common spaces can also be less institutional, which in turn increases their flexibility. Decentralizing food service allows students to eat in smaller groups located in close proximity to their labs and also allows for multi-use of spaces.

10)Large Restrooms Students tend to avoid using large school restrooms because of their:

a) Concerns about privacy; b) Concerns about bullying; c) Concerns about personal safety (day and night); d) Concerns about cleanliness.

In Finland and other parts of Europe, individual single occupancy restrooms are located in the shared learning areas directly linked to classrooms/labs. This design strategy imparts a feeling of ownership by the students, which lessens vandalism. Students can access them without feeling disconnected from activities because these spaces are actively connected to the classroom/lab activities.

Hat-tip: Mind/Shift

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Collaboration over Competition

The design elements, which facilitate collaborative work in Collaboratory include:

• Spaces with lots of natural light – Large floor-to-ceiling windows and skylights;

• Spacious teacher lounges and work areas with space for casual meetings and quiet spaces for teachers to prepare lessons;

• Clustered laboratories with lots of interior and exterior gathering spaces;

• Light filled atriums that connect teachers’ areas to classrooms;

• Outdoor teacher courtyards that are sheltered from sun and wind but provide sight lines to supervise students;

• Activity hubs in lieu of corridors;

• Noise reduction locks to prevent sound transmission into the classrooms/labs

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Light versus Controlled Light

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The New Educational-Based Tech “Collaboratory”

• From “knowledge transmission”

to “learning facilitation”

• Teachers serves as coaches;

• They guide students in hands-on

problem-solving;

• They facilitate team work and

group learning.

C

The Technological Collaboratory

c

The Technological Collaboratory

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The Technological Collaboratory

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The Innovation Revolution

Manoj Bhargava

Bjørn Lomborg 13.5

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What Problems are We Trying to Solve?

Solution: Parity of Opportunity L

Classrooms Become ARE Collaboratories

Brief Framing Process Final Review

An open-ended problem

that is interesting to

solve

What students produce

largely depends on the

framing of the issue

Teachers serve to guide the

students through the messy

process

Product is important, it

represents the students’

Learning Trail

Two Weeks

Objectives

Constraints

Inspiration

Research

Tools

Methodologies

Critique Process

Many Alternatives

Documentation

Presentation

Comparative

Analysis

Problem

Definition

Problem

Recognition

Problem

Determination

Solution

Derivation

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The Collaboratory Studio Experience

Introduction

and

Briefing

Studio

Projects

Student

Independent

Project

Development

Student

individual and

Group

Presentation

&

Constructive

Critique

1 Week 2 Weeks 1 Week 2 Weeks 2 Weeks 2 Weeks 2 Weeks

Project #1

Project #2

Project #3

Project #1

Project #2

Project #3

Project #1

Project #2

Project #3

Project #1

Project #2

Project #3

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A.R.E, Solid-A.R.E. and Collaboratory are Trademarks of the R2A COLLABORATORY

R2A COLLABORATORY A D i v i s i o n o f R 2 A A r c h i t e c t u r e

TM

W. Cherry Li-Bugg, PhD

Vice Chancellor,

Educational Services

and Technology

North Orange CCD

clibugg@nocccd.edu

714.808.4787

Lucien Runge, AIA

Vice President, R2A Architecture

lrunge@r2aarchitecture.com

714.435.0380