B3 Non-refereed conference proceedings
Involving students in the redesign of learning environments conducive to learning and wellbeing (2014)

Mäkelä, T., Kankaanranta, M., & Gallagher, C. (2014). Involving students in the redesign of learning environments conducive to learning and wellbeing. In Proceedings of the 6th Annual Architectural Research Symposium in Finland 2014 : Designing and Planning the Built Environment for Human Well-Being (pp. 268-282). Oulun yliopiston Arkkitehtuurin osasto. Julkaisu / Oulun yliopisto, arkkitehtuurin osasto. A., 61. https://journal.fi/atut/article/view/46489

JYU authors or editors

Publication details

All authors or editors: Mäkelä, Tiina; Kankaanranta, Marja; Gallagher, Claire

Parent publication: Proceedings of the 6th Annual Architectural Research Symposium in Finland 2014 : Designing and Planning the Built Environment for Human Well-Being

ISBN: 978-952-62-0635-6

Journal or series: Julkaisu / Oulun yliopisto, arkkitehtuurin osasto. A.

ISSN: 0357-8704

Publication year: 2014

Number in series: 61

Pages range: 268-282

Publisher: Oulun yliopiston Arkkitehtuurin osasto

Publication country: Finland

Publication language: English

Persistent website address: https://journal.fi/atut/article/view/46489

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82351

Additional information: 6th Annual Symposium of Architectural Research. October 23rd to 25th 2014 in Oulu, Finland.

Abstract

Increased understanding of the interrelations between overall wellbeing and learning calls for a holistic and multidisciplinary learning environment (LE) design. Considering learners’ perception in the design of LE supportive to learning and wellbeing is expected to positively influence (a) the design quality, (b) participatory organizational culture, and (c) learning. The nature of this process creates contradictions and difficulties, however. Stand-alone co-design efforts may convert into pseudo-consultation without actual effects; neither is it easy to consider various stakeholders’ perceptions in a balanced manner. And if not planned carefully, instead of experiencing learning benefits, participation may also be considered to be an additional burden. This paper examines how these kinds of challenges were intended to be circumvented, or avoided, in a case involving Finnish upper secondary school students in the redesign of learning spaces so as to better support their learning and wellbeing. In this project, design activities were embedded in the cross-curricular visual art project course involving 11 students, which culminated in an exhibition, during which a more representative number of students (n = 175) expressed their views in a written format. After other stakeholders, such as teachers, had expressed their views, students were given another opportunity to evaluate whether their ideas were considered in the design. In addition to evaluating the procedures employed in this project, this paper will discuss their possible transfer to other contexts. Based on the overall evaluation of the procedures, it will also propose some procedural design principles for involving learners in the LE design.

Keywords: general upper secondary school students; learning environment; planning and design; participatory design; user-centeredness; learning; motivation (mental objects)

Free keywords: co-design; learning environments; wellbeing

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2014

JUFO rating: 0