Jen Millea @ education.au

I have always wanted to have a go in a flight simulator and see if I could land a passenger jet without killing all on board. In an episode in the TV show, Mythbusters, the two presenters had the opportunity to do just that and it is an interesting case study on learning spaces, and ways that we learn.

In the episode each presenter had two attempts to land a virtual 747 using the simulator. Each made their first attempt without any instruction or assistance. Each used trial and error as their learning method, and each crashed their plane into the ground.

Oops.

On the second attempt the presenters had access to expertise in the form of an air traffic controller. He separately oriented each to the cockpit controls, explaining the ones that they would need to use to land the planes safely. The air traffic controller instructed the presenters using a radio, listening as they reported on the instrument readings, and based on that knowledge, telling them what to do next.

With the guidance of the air traffic controller using show and tell methods each presenter was successful in getting their plane to the ground without incident and everyone survived. Good job!

I’m not going to suggest that every Australian school should have a flight simulator and an on-call air traffic controller, but we need to take into account the variety of ways that we learn when we design our learning spaces. We no longer have ‘classrooms’: we have spaces in which a variety of devices including flight simulators, tools and methods may need to be accommodated. Once it was simple – a chalk board up the front and neat rows of desks facing it. Now, our learning spaces must take into account more complex requirements.

With new technologies and new technology devices emerging in a continuous stream of innovation, our learning environments need to be constructed flexibly so that these innovations can be part of our day-to-day environment and can be accommodated as needed. Although we may build the buildings to last, the tools, devices and theories we use to underpin learning experiences may change frequently. This means we need to think carefully about how we construct new learning spaces, and how we refurbish existing ones. This is in terms of the physical environment of rooms, desks, tables, chairs, stools, and the basic infrastructure to support devices and technology such as the number and location of electrical outlets, internet access, and wirelessness. There’s mundane items needed such as power boards, surge guards, extension cords, mouses, mouse pads, ergonomic desks and chairs, and storage and security considerations.

The spaces need to not only be able to be filled with stuff that supports learning, but be emptied of it as well to enable drama, movement, organic groupings, roleplays and simulations to be set up and experienced. Spaces need to be configurable to meet differing needs – not just for now but with an eye for the future as well.

This has become such a complex area that learning space design has become a specialisation for some architectural firms and the subject of many reports, sets of guidelines and how-to articles.

As well as the design and configuration of our physical learning spaces, online spaces must be taken into account. These are frequently integrated with or augment off line learning. In online spaces, information architectures, navigations strategies, ease of use, accessibility and tools that support the development of information and digital literacies, enable interaction, communication and collaboration with others and support delivery via multiple devices, have to be considered.

Regardless of what space is being designed, at the centre of the picture needs to be what it is that is to be learned, by whom, and what is the best way of going about it. From this standpoint, stakeholders in the design or refurbishment process can list their requirements and be explicit about their expectations of the learning spaces and decide on the solutions that will best address the needs of their school. The engagement of those that will use the space in the design process can be valuable in making sure it is suitable for a range of purposes.

The design of learning spaces will become even more important as the digital education revolution policy of the current Australian Government gains traction. The commitment to the use of information and communications technologies (ICT) and high speed broadband will mean schools and teachers will have opportunities to provide new kinds of learning experiences for students and will need to be able move them seamlessly between different modes of learning.

That is, the concept of ‘elearning’ as distinct from ‘learning’, and using the computer, or going to the computer room to ‘learn’ will be challenged and changed. Eventually, if the design is right students will move effortlessly between online and offline learning spaces and devices and perhaps will also move effortlessly between the 747 simulator and the real thing.

Lucky for us that, according to Mythbusters, today’s 747s are so sophisticated that there’s no need for a human to land one. The onboard computer can do it for us. Phew.

(This piece was first published in ACER’s Teacher magazine).