Design Features for Project-Based LearningThis 41-page publication is a doctoral study by Susan Wolff, Ed.D.,with Dr. George Copa, Oregon State University, as Wolff’s major professor. The purpose of the study was to “determine the design features of the physical learning environment that support and enhance collaborative, project-based learning…” and secondly, “gain an understanding of the rationale for the features.”
“This active learning process [collaborative, project-based learning] teaches critical thinking, problem solving, teamwork, negotiation skills, reaching consensus, using technology, and taking responsibility for one’s own learning.” The study included 3 phases.
Phase I of the study included site visits to the School for Environmental Studies and Interdistrict Downtown School (both in Twin Cities, Minnesota)—schools where project-based learning takes place—and an internship with LSW Architects (Vancouver, Washington) where a master facilities plan, a pre-design of the Clark Center, and a renovation project for Applied Arts were planned for Clark College. Phase II, involved attending the National Council for Occupational Education Annual Conference and the Innovative Alternatives in Learning Environments conference in Amsterdam. Phase III included a 2-day design studio to produce designs of physical learning environments. Data was collected through “…site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners.”
“The findings from the study included a synthesis of 32 design features of the physical learning environment that support and enhance collaborative, project-based learning” (shown below).
Design Features of the Physical Learning Environment for Collaborative, Project Based Learning
The excerpts below give some of the rationale for the design features listed above.
“…the School for Environmental Studies (SES) is designed for 400 learners who are placed into ‘houses’ of 100 each. Each house has a team of three teachers who guide the theme studies to the same 100 learners all year long. The learners work with other teachers in elective classes and with community members who are involved in the theme studies courses.”
Educational facilities should “…provide for learning to take place at the times and places needed by learners.”
“Without the identification of the learning outcomes and processes, it seemed difficult to design the physical environment in a way that would support the underlying mission, vision, and values of the institution.”
“Another aspect of learning that needs to change is the way learning is organized by the more common time frame of 50-minute class periods. Collaborative, project-based learning needs to be organized around longer blocks of time for learning and to access both formal and informal learning events that facilitate development of the project.”
“Flexibility! The environment must be capable of adapting quickly to changes in the learning process. …to create places where different activities can occur within the boundaries of the same space.”
“Let the environment pay respect to the student, then the students will be proud of their building, their company, and their results. Make a dull environment and the students will have less motivation, demolish things, etc. Teams of students occupy their own part of the building; they have to identify themselves with it.”
“The physical environment, through the use of semi-fixed elements communicates context and desirable behaviors. One example… was when a learner walked into a classroom and saw the teaching podium 20 ft. in front of the first rows of desks or chairs. The learner expected the upcoming learning experience to be formal and one that did not encourage participation and involvement…”
“Space designed for expected behaviors reduces the need for creating and posting rules.”
“Comfortable and versatile furniture, and soft and inviting lighting are important features that support learner centered… learning.”
Speaking of Heinavaara Elementary, “In keeping with the nature of projects, dining was available in small ‘cafes’ that are open all day with no prescribed times to eat.” The reason for that is that project learning can take longer periods of time and scheduled meals may disrupt the learning process. Let the learners have meals at natural breaks in the learning process. “Food is a central social function to creating collaborative environment.”
In one of the conferences, the participants were asked to think of a successful learning experience they had had. It was “…determined that 77 percent of the listed learning experiences took place outside of school-based learning activities and settings.”
“You can’t drop a student into a 100 percent collaborative effort. They start in the home base and set group goals. Once their skill base increases in working collaboratively and they are ready for more complex work, then they can move into the incubator.”
“…learners need to be given more responsibility in designing their own learning and to determine what is needed in terms of features of the physical learning environment that support and enhance that learning.”
“Design facilities based on human need or following rules rather than a model… [that way the design supports] the user in whatever activity was chosen at the time.”
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