Professional Documents
Culture Documents
1: Case Studies - UK
2: Case Studies - World
3: Reading List - PDF
4: Web Lists - UK
5: Web Lists - World
Action Plan
2
About the Centre for
Urban Education:
The Centre for Urban Education is a pioneering
Centre within the Institute of Education at
Manchester Metropolitan University. We are
committed to improving the aspirations,
educational opportunities and attainments of all
children, young people and families.
3
Introduction
a final workshop back in Manchester will
About the Space Shapes Learning consider how participants can apply
Study Visit: what they have learnt in school.
This study visit is a unique opportunity There will be time for group reflection,
for Heads, teachers, creative discussion, and action planning, so that
practitioners , and educators to learn participants can take new ideas and
together through a guided exploration of approaches back to their schools and to
schools, public buildings and spaces in apply this to the transformation of their
Copenhagen. own school learning environments.
The aim of the study visit is to The visit has been designed and will be
investigate how innovative design and facilitated by CUE Creative Director
use of learning environments can impact Nancy Barrett, architect Ian Banks, and
on the learner, and enable creative artist Noah Rose.
delivery of the curriculum.
How to Use this Learning Journal:
Danish schools, museums and galleries
have an established reputation for This Learning Journal has been
excellence and innovation in the design designed to provide you with some initial
of their learning environments. During briefing before our main visits to
this 4 day, 3 night guided study visit schools, galleries and exhibitions; and to
participants will visit museums, galleries assist you to gather your thoughts and
and schools and participate in note points of interest at each visit,
discussions with artists and architects, enabling you to reflect on your own
to find out what makes a learning space learning outcome sand begin to develop
creative, reflective, flexible, personalised an action plan for future work.
and innovative; and what factors need to
be considered to teach successfully in Its is divided into 3 parts:
these spaces.
In Part 1 you will find a briefing for each
We hope that participants will be visit along with pages to make your own
informed and inspired by visits to notes.
schools, museums and galleries, other
public buildings and innovative spaces. In part 2 you will find some u s e f u l
We will be guided by the teachers and resources- including Reading Lists,
architects who have created and work in CABES’ Schools Design Assessment
new schools in Copenhagen, and have Toolkit, websites and case studies.
a chance to discuss with them the
challenges and opportunities of In part 3 you will find pages to prepare
designing new learning spaces for the your findings from the visit, which we
21st Century. encourage you to share with colleagues,
and pointers towards developing an
Throughout the visit, participants will be action plan.
facilitated to explore their own area of
enquiry and will keep a learning journal;
4
The Itinerary
Contents:
School Design Assessment Check-List
Programme details:
Linking loosely to the UK Commission for Architecture & the Built Environment's (CABE)
key Assessment Criteria for schools, it is suggested that this plan can also be used here
in helping participants list their responses to their own individual design assessment.
The assessment criteria (listed below) are adapted from the CABE document
Successful School Design: Questions to Ask:
http://www.cabe.org.uk/publications/successful-school-design
The 10 suggested criteria headings for our check-list (although please feel free to also
add your own) are:
6
5.0 Use
6.0 Environment
o Is the whole design 'appropriate' and add up to more than a sum of its parts?
o Will it be a pleasure to work, eat, learn, play, teach and socialise in this building?
o Is this building a cherished part of its locality?
o Do you think it meets the aspirations of the client & community, as well as delivering
educational transformation?
10.0 Other
o Any other issues to do with inclusive design approach, pedagogy or otherwise, that
you feel is not addressed in the above check list
7
Visit 1: Ordrup Design Objectives
Ordrup School was developed as part of
School interior by the Gentofte Municipality SKUB
programme which is transforming 12
Bosch & Fjord schools with a more child-centred
teaching and focus on individuals.
Thurs 18 March: 10.30-12.00 Creative Approach
Bosch and Fjord, temporarily moved into
Where: Ordrup School
the school during the design process
Guides: Jakob Kolding, Head of
with the intention of challenging staff
Pedagogy at Ordrup & Bodil Hovaldt
and students’ use of the spaces within
Bøjer of Bosch & Fjord.
the school. Further to this, they gave
students an insight into staff perception
“Already built but disliked by staff and
of the school environment, and vice
pupils, the school’s remodelling at first
versa, by giving different groups
seemed an impossible task because of
coloured post-it notes to put in their
the general dissatisfaction. But success
favourites places.
came once staff, who were initially
hostile to the idea of yet more
Design Outcome
interruptions, learned to trust their ideas
The design at Ordrup is based around
and to listen to students."
three concepts linking back to the SKUB
model:
“Our design brief was to produce a
range of furniture and areas that would
Peace and absorption - A desire to
change the learning spaces and make
withdraw through upholstered ‘reading
everyone happy again,” says Rosan
tubes' or concentration booths.
Bosch. “Because staff initially refused to
enter into any dialogue with our team we
Discussion and cooperation - Carpet
decided to set up an office in a room in
'islands' for several children to sit on are
the school and worked hard for six
hung on the walls and can put on the
weeks to win them over.”
floor as temporary places for group
gathering. Older children use sunken
"What we did was mend the gap
‘hot pots’ for concentrated work.
between the architecture and the
teaching practice, and we used design
Security and presence - Individual
and the design process to help the
‘team areas’ that divide the school are
school transform ways of teaching and
given distinct identity based on
learning into a more personalised
comments made by the staff to give a
approach. Furthermore, we helped them
sense of belonging.
to use space and design as an active
part of their teaching practice".
Ordrup Skole
Information Source: Transforming
Grønnevænge 16
Learning Places BSF and PCP
2920 Charlottenlund
Leadership Online.
Tel: +45 3998 5959
ordrup.skole@gentofte.dk
http://future.ncsl.org.uk/News.aspx?ID=
http://www.ordrupskole.dk
13
8
Ordrup Briefing
9
Ordrup Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Ordrup School, bearing in mind the supplied briefing
sheets listed earlier. It is also suggested you may wish to further revise this assessment
following the presentation by Rosan Bosch of Ordrup interior artists Bosch & Fjord. The
suggested assessment criteria we ask you to respond to briefly are:
Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place
Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality
External Spaces - relationship of grounds to building / outdoor space for learning &
activity
Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy
Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well
10
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions
Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users
Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options
Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation
Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list
11
Visit 2: Designlab, of students, and all the while a third
group can be building models,
& Tryoutlabs, while a few individual students are
soldering electronics.
(IT University &
Copenhagen University) In the middle of the room, a large, green
staircase provides a link to the
by Bosch & Fjord mezzanine and seating space for
lectures. Under the steps there is
storage space available to all the
Thurs 18 March: 12.00-14.30 students. The mezzanine also houses a
revolutionising inspiration library that is
Where: DesignLab, IT University & light years ahead of standard
Tryout labs, Copenhagen University educational libraries. Specially designed
Guide: Bodil Hovaldt Bøjer ,
display cases hold literature mixed with
Communications Manager, Bosch &
magazines, objects and materials, all
Fjord
tagged with codes that link them to one
With DesignLab Bosch & Fjord has another and to the internet. Students
raised the bar for future classroom can use a tag reader to access
designs. A wealth of educational information about the object, literature or
possibilities, workshops and inspiration material on display and be guided on to
sites has been fitted into a mere 151 related objects, stories and news.
square metres.
The glass window toward the
DesignLab is an innovative and modern universityʼs large central atrium has a
classroom at the IT University of built-in exhibition function with the
Copenhagen that provides an unique display case system, which
optimum setting and excellent facilities opens up the room and highlights the
for course in digital design. By using the many options available at the
full height of the room Bosch & Fjord IT University to daily users as well as
has defied the limitations of the 151 sq occasional visitors. This is a display
M floor space and created a highly window that is both visible and
flexible classroom that can tangible. With the DesignLab the IT
accommodate a wide variety of University now has a multi-purpose
educational activities. room that creates a unique base for
the department, and which also acts as
There is room for small and large group a powerful icon for the IT University as
sessions, large plenary sessions, an innovative and modern educational
workshop activities with paper, models, institution.
electronics and IT, and a studio for
Information Source: www.bosch-
documenting, staging and presenting
fjord.com
the studentsʼ work. And all these
activities can take place at the same
time. While one group of students is
engaged in a discussion at a big table, a
teacher can give a presentation
with a screen projector to another group
12
Designlab &
Tryoutlabs
Briefing
Designlab images:
Photo credit: Anders Sune Berg
http://www.bosch-fjord.com
13
Designlab/ Tryoutlabs Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Designlab and Tryoutlabs bearing in mind the supplied
briefing sheets listed earlier. It is also suggested you may wish to further revise this
assessment following the presentation by Bodil Hovaldt Bøjer of interior architects
Bosch & Fjord. The suggested assessment criteria we ask you to respond to briefly are:
Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place
Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality
External Spaces - relationship of grounds to building / outdoor space for learning &
activity
Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy
Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well
14
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions
Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users
Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options
Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation
Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list
15
Visit 3: Ørestad
Gymnasium by
3XN
Thurs 18 March: 15.00-18.00
Where: 3XN Offices (15.00) & Ørestad
(16.30)
Guides: Kim H Nielsen, 3XN Architects
& Vibeke B Groth, Head of Education at
Ørestad
16
Ørestad Briefing
17
Ørestad Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Ørestad Gymnasium, bearing in mind the supplied briefing
sheets listed earlier. It is also suggested you may wish to complete this assessment
whilst also considering the earlier presentation made by Principle Architect Kim H
Nielsen of Ørestad architects 3XN The suggested assessment criteria we ask you to
respond to briefly are:
Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place
Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality
External Spaces - relationship of grounds to building / outdoor space for learning &
activity
Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy
Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well
18
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions
Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users
Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options
Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation
Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list
19
Visit 4: Hellerup
School by
Arkitema
Fri 19 March: 13.30 to 15.00
20
Hellerup Briefing
21
Hellerup Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Hellerup School, bearing in mind the supplied briefing
sheets listed earlier. It is also suggested you may wish to complete this assessment
whilst also considering any presentations made on the school tour by Project Architect
Ulrik Dybro of Hellerup architects Arkitema. The suggested assessment criteria we ask
you to respond to briefly are:
Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place
Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality
External Spaces - relationship of grounds to building / outdoor space for learning &
activity
Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy
Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well
22
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions
Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users
Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options
Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation
Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list
23
such as: Ørestad College, the new
Visit 5 : DANISH Denmark’s Aquarium, 'The Blue Planet',
Saxo Bank's award-winning head offices
ARCHITECTURE and the Danish Embassy in Berlin."
CENTRE (DAC) -
‘MIND YOUR
BEHAVIOUR’
Fri 19 March: 16.00 to 17.00
Exhibition by 3XN Architects at the
Danish Architecture Centre (DAC)
Where: Danish Architecture Centre
(16.00)
Guides: Self Exploration
24
DAC Briefing
DACImages:
Photo-share credit: http://www.flickr.com
& Noah Rose
25
DAC: ‘Mind Your Behaviour’
In his DAC exhibition MIND YOUR BEHAVIOUR, Kim H Nielsen, Principal Architect at
3XN invites us to step behind the scenes at 3XN. As we will already know, the practice
is known for its prestigious projects like Ørestad Gymnasium.
Therefore, as further food for thought in advance of the concluding plenary session
please think about this philosophical approach, and respond with your thoughts and
impressions:
Building Behaviour - We all want to be original and authentic. We turn up our noses at
copied goods and hope one day to invent a new wheel. What’s innovative is good,
what’s familiar is boring - Raises the question: How can we be original, yet
simultaneously adapt to the familiar?
Human Behaviour - Everybody remembers a first; the first day at school, the first trip to
New York, their first love. We thirst after new experiences, yet time after time we still
seem to choose the same old paths - Raises the question: What makes people choose
new paths?
26
Learning Behaviour - Most of us attended a school where we were taught to put up
our hand and to sit quietly in our seats. Today, the same classrooms need to
accommodate very different teaching methods - Raises the question: Can a building in
itself aid the education process?
Public Behaviour - Many people no longer see themselves as ‘urban dwellers’, but
instead see themselves as belonging to a particular neighborhood. Despite so many
examples in the past, many new urban developments still seem empty and soulless -
Raises the question: How do you lay out an urban environment for people?
Responsible Behaviour - The materials of the future are already available to us. They
can help us find the answers for many of the challenges that the world faces in the
future - Raises the question: Should the materials we know limit architecture, or should
we develop materials that meet our needs?
Social Behaviour - Man is born a social creature. We seem to be inspired with good
ideas and learn better in the company of others. We spend our school years studying
and absorbing knowledge with our peers - Raises the question: Should interaction
cease when working life begins
27
Visit 6 - Louisiana
with different materials, technics or
Museum of themes - changing with the different
exhibitions".
Modern Art
Sat 20 March: 11.00 to 13.30
Louisiana Museum of Modern Art by
architects Jørgen Bo, Wilhelm Wohlert
and Claus Wohlert
"The activities in the Childrens Wing are Information Source: Saatchi Gallery
designed for children age 3 till 6 years http://www.saatchi-gallery.co.uk
old, 7 till 11 years old, and 12 till 16
years old. All activities in the Childrens
Wing takes their starting point in the Louisiana Museum of Modern Art
Louisiana museums exhibitions and Gl. Strandvej 13
collection of modern art. Beside a 3050 Humlebæk
Computer room and a Storytelling-room Tel: +45 49190719
the Childrens Wing also houses rooms mail@louisiana.dk
with open workshops, where children http://www/louisiana.dk
and their adults can work independently
28
Louisiana Briefing
Colour in Art
Louisiana's current COLOUR in ART
exhibition comprises 150 works by 72
different artists, and explores the close
relationship between art and colour.
31
Design Analysis- Louisiana
2. How does Louisiana address the context of the museum's
actual building and grounds - for example:
• Provides for all required functions - cultural and practical
• Encloses space and activity
• Links its odd cluster of buildings via circulation
• Uses the natural ground levels and contours
• Brings an 'art' into its buildings to become 'architecture'
• Sets off the relationship between architecture, exhibit and visitor
• Offers options for both use and perspective
• Considers future flexibility and adaptability of spaces
• Provides an contemplative, inspiring, healthy and safe environment for the user
• Addresses sustainability during operational use and subsequent uses – for
example, through sustainable use of energy and materials, and adaptive use of
space and materials
• Is accessible to all - regardless of age or ability
32
Design Analysis- Louisiana
3. How does Louisiana address the micro detail of the
museum - for example:
• Sets off its works of art and landscaping
• Manages the quality of light and ventilation – natural and artificial
• Uses colour - either bold, natural or subtle
• Deals with finishes and materials – natural, man-made, looks, texture, durability
• Uses its fixtures & fittings, furniture and equipment – including looks and ease of
use
• Utilises technology, IT and new media
• Provides otherwise for its visitors needs by way of refreshments, consumer
goods and support facilities
• Ensures access for all
33
Design Analysis- Louisiana
4. How does Louisiana address its active use and
educational / cultural opportunity - for example:
• Subconsciously or consciously influences the user cultural experience and
learning opportunity
• Caters for families and young people
• Deals with user wayfinding and interpretation matters
• Uses its staffing and management to compliment the enjoyment of the building
• Deals with the issues of trust and security of exhibits
• Uses different spaces, relationships and perspective to engage with visitors and
nurture contemplation
• Uses other devices to support education and learning
34
Useful Resources
Contents:
1: Case Studies - UK
2: Case Studies - World
3: Reading List - PDF
4: Web Lists - UK
5: Web Lists - World
35
learning, and how it inspires the pupils
Case Studies: UK to follow careers in design and
architecture".
Westborough School:
Westcliff, Essex by Cottrell and Source: Teachernet Inspiration Series
Vermuelen http://www.teachers.tv/video/2884
http://www.cv-arch.co.uk
"The Cardboard Building, at
Westborough Primary School in The 'Big Rug School':
Westcliff, took four years to build and is DfES Exemplar School concept by
Europe's first building made from Sarah Wigglesworth Architects
exclusively recycled cardboard
materials". "This project was part of a research
project funded by the DfES looking at
the design of new school buildings. The
brief was to design a new 2-form entry
Exemplar Primary School. The building
was to be sited on the edge of a
conurbation and suffered from noise
problems due to its proximity to an
urban trunk road".
37
Reading List - PDF Construction Industry Council: Design
Quality Indicators Online Guide:
Web-Downloadable PDF Documents http://www.dqi.org.uk/dqi/Common/DQI
Online.pdf
UK - Schools Policy
CABE: Picturing School Design using
Partnerships for Schools (PfS): Building DQI:
Schools For the Future (BsF) Standard http://www.cabe.org.uk/files/picturing-
Documents: school-design.pdf
http://www.partnershipsforschools.org.u
k/library/bsf_standard_docs.jsp CABE: How CABE's School Design
Panel Works:
Department of Children, Schools & http://www.cabe.org.uk/files/successful-
Families (DcfS):21st Century Schools school-design.pdf
White Paper :
http://publications.dcsf.gov.uk/eOrdering CABE: Successful School Design -
Download/21st_Century_Schools_Sum Questions to Ask:
mary.pdf http://www.cabe.org.uk/files/successful-
school-design-questions.pdf
DfES Better Buildings, Better Desgin,
Better Education: CABE: Schools for the Future Client
http://publications.teachernet.gov.uk/eOr Design Advisor:
deringDownload/10yrs%20investment.p http://www.cabe.org.uk/files/building-
df schools-for-the-future-the-client-design-
advisor.pdf
UK - School Design Quality
CABE: Achieving Well Designed
DfES: Schools for the Future: Exemplar Schools Through PFI:
Design Compendium: http://www.cabe.org.uk/files/achieving-
http://www.teachernet.gov.uk/_doc/61 well-designed-schools-through-pfi.pdf
13/Exemplar%20Designs%20compen
dium.pdf CABE: Assessing Secondary School
Design Quality:
Office for Government Commerce: http://www.cabe.org.uk/files/assessing-
Design Quality: Achieving Excellence in secondary-school-design-quality-
Public Procurement Guide: summary.pdf
http://www.ogc.gov.uk/documents/CP00
69AEGuide9.pdf Architecture Centre Network (Kent
Architecture Centre): Design Quality
UNISON: The Governors Essential Indicators for Schools Question Cards:
Guide to PFI: http://www.architecturecentre.org/docum
http://www.unison.org.uk/acrobat/12174. ents/publications/DESC_24Q_V3.pdf
pdf
Building Schools Exhibition &
UNISON: Reclaiming the Initiative: Conference 2010:
Putting the Public Back into PFI: http://www.itmps.co.uk/digitaleditions/bs
http://www.unison.org.uk/acrobat/18461. cecjournal2010.html
pdf
38
School Works: Creating New Schools http://rubble.heppell.net/places/media/fin
Guide: al_report.pdf
http://www.school-
works.org/pdf/schoolBuildings.pdf Denmark - General
39
Web Lists: UK
UNISON: PFI Guidance:
List of Key Websites http://www.unison.org.uk/pfi
Centre for Urban Education (CUE): London Open House: Open House is an
Space Shapes Learning (Copenhagen independent organisation committed to
Study Tour 2010): raising the standard of the built
http://www.cue- environment:
copenhagen.blogspot.com http://www.londonopenhouse.org/school
design/index.html
Engaging Places : A resource to support
teaching and learning through buildings Transforming Learning Spaces:
and places: http://future.ncsl.org.uk
http://www.engagingplaces.org.uk/home
40
Web Lists: World
School Design Studio: Private sector
best practice portal linked to Fielding
Nair International: Denmark - General
http://schoolstudio.typepad.com
Danish Architecture Centre:
Design Share: School design best http://english.dac.dk
practice portal:
http://www.designshare.com 3XN: Mind Your Behaviour:
http://english.dac.dk/visArtikel.uk.asp?ar
Imagine School Design: Sheffield tikelID=6173
University's an independent design-led
research and consultancy unit: Bureau: Ministry of Foreign Affairs of Denmark:
Design + Research [BDR]: Learning from Denmark 2010:
http://www.imagineschooldesign.org http://www.amblondon.um.dk/en/menu/L
earningFromDenmark/LearningFromDe
UK - Learning Environments / nmark2010
Pedagogy
International - General
Futurelab: Not-for-profit organisation
that is dedicated to transforming European Year of Creativity and
teaching and learning: Innovation 2009:
http://www.futurelab.org.uk http://create2009.europa.eu
41
Findings and Learning Outcomes
Contents:
42
Findings and Learning Outcomes
Where: Hotel Maritime Meeting Room
Facilitators:
Plenary Sat 20 March: 16.00 Nancy Barrett / Noah Rose / Ian Banks
to 18.00
Part 3
Findings and Learning Outcomes:
How can the learning environment be developed to support new and innovative
forms of teaching and learning?
You might want to think about:
43
What learning can I take back into my own context?
What are the 3 most striking things, relevant to my own context, I can share with
colleagues:
1.
2.
3.
What ideas or innovations can I adapt or adopt into design and planning for my school?
3 months:
6 months:
12 months:
3 months:
6 months:
12 months:
44
Next Steps: Actions for transforming the learning environment.
In setting out your next steps it may be useful to think about some of the following
things:
Identifying design
challenges and
opportunities
Involving learners in
identifying opportunities
and solutions
Identifying opportunities
to influence and engage
in design
45
For more information contact:
Centre for Urban Education
Institute of Education
Manchester Metropolitan University
799 Wilmslow Road
Didsbury
M20 2RR
www.ioe.mmu.ac.uk/cue
46