<br />
Learning<br />
from Learning<br />
Environments<br />
An innovation project by lekolar<br />
in collaboration with Atea<br />
1<br />
Executive Summary<br />
BACKGROUND. Schools are a significant investment for society and must function for<br />
several decades. To meet the future educational needs, the pedagogical vision of schools will<br />
need to shift towards innovative learning, focusing more on collaboration, interdisciplinary<br />
approaches, and students’ well-being. A better understanding of how to optimize the school<br />
learning environment is therefore necessary.<br />
PURPOSE. The purpose of this study was to investigate whether, through data collection<br />
of movement patterns, physical parameters, surveys, observations, and spatial understanding<br />
in a specific case study, we could create an evidence-based service to systematically test,<br />
improve, and confirm the optimal functioning of a learning environment. This was done by<br<a title="Learning from Learning Enviroments page 1" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=1"> Learning from Learning Environments An innovatio</a>
<a title="Learning from Learning Enviroments page 2" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=2"> Executive Summary BACKGROUND. Schools are a s</a>
<a title="Learning from Learning Enviroments page 3" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=3"> CASE STUDY. The method triangulation was tested o</a>
<a title="Learning from Learning Enviroments page 4" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=4"> MARIA SVENSSON Interior Architect Lekolar </a>
<a title="Learning from Learning Enviroments page 5" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=5"> Introduction FOREWORD In 2020, Lekolar and </a>
<a title="Learning from Learning Enviroments page 6" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=6"> Content This report provides a detailed accou</a>
<a title="Learning from Learning Enviroments page 7" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=7"> CHAPTER 1 Background A service for analyzing a</a>
<a title="Learning from Learning Enviroments page 8" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=8"></a>
<a title="Learning from Learning Enviroments page 9" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=9"> The School of the Future During the 2020s, man</a>
<a title="Learning from Learning Enviroments page 10" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=10"></a>
<a title="Learning from Learning Enviroments page 11" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=11"> Learning from Learning Environments How do we e</a>
<a title="Learning from Learning Enviroments page 12" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=12"> CHAPTER 2 Data Collection Method How do we mea</a>
<a title="Learning from Learning Enviroments page 13" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=13"> Two primary goals The purpose of measuring a s</a>
<a title="Learning from Learning Enviroments page 14" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=14"> Method triangulation Method triangulation is o</a>
<a title="Learning from Learning Enviroments page 15" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=15"> Surveys Method triangulation Physical Obs</a>
<a title="Learning from Learning Enviroments page 16" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=16"> Using a triangulation of methods that includes su</a>
<a title="Learning from Learning Enviroments page 17" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=17"> Student and teacher survey A survey, or questi</a>
<a title="Learning from Learning Enviroments page 18" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=18"> Class observations Observation is a technique </a>
<a title="Learning from Learning Enviroments page 19" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=19"> Physical parameters Collecting data using phys</a>
<a title="Learning from Learning Enviroments page 20" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=20"> CHAPTER 3 Case Study How do we create a dynami</a>
<a title="Learning from Learning Enviroments page 21" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=21"> Purpose of the case study The purpose of the c</a>
<a title="Learning from Learning Enviroments page 22" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=22"> Limitations of the case study P H Y S I C A L </a>
<a title="Learning from Learning Enviroments page 23" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=23"></a>
<a title="Learning from Learning Enviroments page 24" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=24"> PROCESS AND SPATIAL ANALYSIS Joakim was highly m</a>
<a title="Learning from Learning Enviroments page 25" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=25"></a>
<a title="Learning from Learning Enviroments page 26" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=26"> DIRECTION IN THE ROOM – SUPPORTING THE TEACHER’S </a>
<a title="Learning from Learning Enviroments page 27" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=27"></a>
<a title="Learning from Learning Enviroments page 28" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=28"> ACTIVITY-BASED FURNISHING – SUPPORTING SUBJECT AN</a>
<a title="Learning from Learning Enviroments page 29" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=29"></a>
<a title="Learning from Learning Enviroments page 30" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=30"></a>
<a title="Learning from Learning Enviroments page 31" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=31"> VARIED SEATING OPTIONS – INDIVIDUALIZATION AND WE</a>
<a title="Learning from Learning Enviroments page 32" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=32"> SELECTED SPATIAL ARRANGEMENT Based on the need</a>
<a title="Learning from Learning Enviroments page 33" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=33"> The placement of the furnitures freed up the rema</a>
<a title="Learning from Learning Enviroments page 34" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=34"> The wooden counter table in the centre, with a he</a>
<a title="Learning from Learning Enviroments page 35" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=35"> the wall which the students could set up on the t</a>
<a title="Learning from Learning Enviroments page 36" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=36"> Hypotheses The goal of the room design was thu</a>
<a title="Learning from Learning Enviroments page 37" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=37"> CHAPTER 4 Data collection of the case study H</a>
<a title="Learning from Learning Enviroments page 38" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=38"> Student survey The student survey was compiled</a>
<a title="Learning from Learning Enviroments page 39" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=39"> SAFETY Compared to your other traditional classr</a>
<a title="Learning from Learning Enviroments page 40" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=40"> Teacher survey The teacher survey was slightly</a>
<a title="Learning from Learning Enviroments page 41" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=41"> WELL-BEING 1. How do you generally like the cl</a>
<a title="Learning from Learning Enviroments page 42" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=42"> Classroom observations The observations took pl</a>
<a title="Learning from Learning Enviroments page 43" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=43"> CONCENTRATION 1. Can students concentrate duri</a>
<a title="Learning from Learning Enviroments page 44" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=44"> Type of activity Physical parameters The phy</a>
<a title="Learning from Learning Enviroments page 45" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=45"> PEOPLE COUNTERS. Two people counters were used to</a>
<a title="Learning from Learning Enviroments page 46" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=46"> Sound level & control parameters For sound lev</a>
<a title="Learning from Learning Enviroments page 47" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=47"> AIR QUALITY. Children and adolescents are particu</a>
<a title="Learning from Learning Enviroments page 48" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=48"> LIGHT QUALITY. The benefits of good natural light </a>
<a title="Learning from Learning Enviroments page 49" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=49"> CHAPTER 5 Results and analysis of the case stu</a>
<a title="Learning from Learning Enviroments page 50" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=50"> Phase 1: 1 March 2022 - 29 April 2022 Student s</a>
<a title="Learning from Learning Enviroments page 51" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=51"> WELL-BEING The well-being in the classroom was v</a>
<a title="Learning from Learning Enviroments page 52" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=52"> INDIVIDUALIZATION 73% of the students said they </a>
<a title="Learning from Learning Enviroments page 53" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=53"> The red sofas were also liked because they were c</a>
<a title="Learning from Learning Enviroments page 54" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=54"> VARIATION While the overwhelming majority (91%) </a>
<a title="Learning from Learning Enviroments page 55" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=55"> (30%) or ’easier’ (48%) to work individually in t</a>
<a title="Learning from Learning Enviroments page 56" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=56"> Control variables GENDER IDENTITY Boys said th</a>
<a title="Learning from Learning Enviroments page 57" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=57"> 89% of the boys and 83% of the girls felt very go</a>
<a title="Learning from Learning Enviroments page 58" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=58"> Teacher survey results (Phase 1) The teacher f</a>
<a title="Learning from Learning Enviroments page 59" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=59"> N O T E : In the interior design solution, we had</a>
<a title="Learning from Learning Enviroments page 60" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=60"> Class observation results (Phase 1) The observ</a>
<a title="Learning from Learning Enviroments page 61" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=61"> The observation summary is written against our fiv</a>
<a title="Learning from Learning Enviroments page 62" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=62"> Hypothesis 2: The placement of furniture in the s</a>
<a title="Learning from Learning Enviroments page 63" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=63"> Hypothesis 3: The subject-based classroom’s inter</a>
<a title="Learning from Learning Enviroments page 64" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=64"> Hypothesis 4: The subject-based classroom’s inter</a>
<a title="Learning from Learning Enviroments page 65" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=65"> Hypothesis 5: The subject-based classroom, with a</a>
<a title="Learning from Learning Enviroments page 66" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=66"> Observation conclusion Data from the observati</a>
<a title="Learning from Learning Enviroments page 67" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=67"></a>
<a title="Learning from Learning Enviroments page 68" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=68"></a>
<a title="Learning from Learning Enviroments page 69" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=69"></a>
<a title="Learning from Learning Enviroments page 70" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=70"></a>
<a title="Learning from Learning Enviroments page 71" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=71"></a>
<a title="Learning from Learning Enviroments page 72" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=72"></a>
<a title="Learning from Learning Enviroments page 73" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=73"> A deeper analysis of the carbon dioxide levels sh</a>
<a title="Learning from Learning Enviroments page 74" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=74"> CONCLUSIONS TO THE SPECIFIC QUESTIONS 1. Do st</a>
<a title="Learning from Learning Enviroments page 75" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=75"> Physical parameters conclusion The control var</a>
<a title="Learning from Learning Enviroments page 76" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=76"> Evaluation after the first phase As all three da</a>
<a title="Learning from Learning Enviroments page 77" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=77"> CONTROL VARIABLES • Temperature - • Lig</a>
<a title="Learning from Learning Enviroments page 78" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=78"> Phase 2: 3 May 2022 - 5 June 2022 As described </a>
<a title="Learning from Learning Enviroments page 79" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=79"> Student survey results (Phase 2) The same numbe</a>
<a title="Learning from Learning Enviroments page 80" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=80"> Students had different opinions on why they prefe</a>
<a title="Learning from Learning Enviroments page 81" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=81"> Teacher survey results (Phase 2) The teacher f</a>
<a title="Learning from Learning Enviroments page 82" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=82"> Classroom observation results (Phase 2) The ob</a>
<a title="Learning from Learning Enviroments page 83" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=83"> Hypothesis 2: The placement of furniture in the s</a>
<a title="Learning from Learning Enviroments page 84" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=84"> Hypothesis 3: The classroom provides an interior </a>
<a title="Learning from Learning Enviroments page 85" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=85"> Observation conclusion The second observation </a>
<a title="Learning from Learning Enviroments page 86" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=86"></a>
<a title="Learning from Learning Enviroments page 87" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=87"></a>
<a title="Learning from Learning Enviroments page 88" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=88"> SOUND. As per phase 1, all classes had a similar </a>
<a title="Learning from Learning Enviroments page 89" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=89"> Final conclusion Even though the observation m</a>
<a title="Learning from Learning Enviroments page 90" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=90"> CHAPTER 6 Evaluation of the data collection me</a>
<a title="Learning from Learning Enviroments page 91" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=91"> Confirmation of results As expected, the method</a>
<a title="Learning from Learning Enviroments page 92" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=92"> Refutation of results The strength of method t</a>
<a title="Learning from Learning Enviroments page 93" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=93"> Conclusion The method triangulation worked wel</a>
<a title="Learning from Learning Enviroments page 94" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=94"> How well did each individual method work? HOW </a>
<a title="Learning from Learning Enviroments page 95" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=95"> HOW WE DETERMINED IF THE PROJECT GOALS WERE MET. </a>
<a title="Learning from Learning Enviroments page 96" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=96"> HOW WELL DID THE PHYSICAL PARAMETERS WORK? The p</a>
<a title="Learning from Learning Enviroments page 97" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=97"> FUNCTION OF THE MOVEMENT PATTERN MEASUREMENT (HEA</a>
<a title="Learning from Learning Enviroments page 98" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=98"> CHAPTER 7 Next steps How can this project be d</a>
<a title="Learning from Learning Enviroments page 99" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=99"> The goal of this report and the project ”Learning</a>
<a title="Learning from Learning Enviroments page 100" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=100"> Standardization of measurement methods Several</a>
<a title="Learning from Learning Enviroments page 101" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=101"> PHYSICAL PARAMETERS • Evaluate, improve, and </a>
<a title="Learning from Learning Enviroments page 102" href="https://secure.viewer.zmags.com/publication/2200f2ec?page=102"> 102</a>