Schools along with libraries and museums are considered to be the primary learning environments. Much of present day learning takes place in these physical locations.
In future, as the world becomes more and more inter-connected and technology-enabled, our definition of a learning environment will have to be extended to include the virtual and online world as well. As educators we need to realise that a learning environment need not necessarily be a physical setting.
On the other hand, if we wish to provide education that enables and supports social, cognitive, spiritual and creative development in young individuals, we need to ensure that our schools and classrooms also support positive human relationships.
The requisite for educators, designers, and architects therefore is to design physical spaces in schools such that they optimise children’s learning in all the domains of development.
Schools of future will have to try to merge technology with physical space and at the same time provide rich and diverse opportunities where children can interact with peers and adults and develop a sense of community.
An implication of this dynamic interactive approach to learning is that spaces in schools should have built-in flexibility. It should be possible to create multiple layouts using the same furniture, equipment and storage options in a variety of configurations.
Finally - given the ecological damage that the Earth is experiencing, it is important that our children grow up into environmentally responsibleindividuals.
Educators, architects and designers need to collaborate to create spaces where children can experience, explore and work with the natural environment to develop sensitivity and responsibility towards it.
In future, as the world becomes more and more inter-connected and technology-enabled, our definition of a learning environment will have to be extended to include the virtual and online world as well. As educators we need to realise that a learning environment need not necessarily be a physical setting.
On the other hand, if we wish to provide education that enables and supports social, cognitive, spiritual and creative development in young individuals, we need to ensure that our schools and classrooms also support positive human relationships.
The requisite for educators, designers, and architects therefore is to design physical spaces in schools such that they optimise children’s learning in all the domains of development.
Schools of future will have to try to merge technology with physical space and at the same time provide rich and diverse opportunities where children can interact with peers and adults and develop a sense of community.
An implication of this dynamic interactive approach to learning is that spaces in schools should have built-in flexibility. It should be possible to create multiple layouts using the same furniture, equipment and storage options in a variety of configurations.
Finally - given the ecological damage that the Earth is experiencing, it is important that our children grow up into environmentally responsibleindividuals.
Educators, architects and designers need to collaborate to create spaces where children can experience, explore and work with the natural environment to develop sensitivity and responsibility towards it.
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