Learning is now understood as a decentralized process that takes place anytime, anywhere. 3A should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs. This resulted in a growing need for:

  • flexible learning spaces that promote an interactive exchange of knowledge;
  • informal learning precincts and student socializing areas where people go for collaboration and share information in a social and casual two-way process;

The main research question is on how the configurative properties of learning settings influence the users experience of space, generate interaction and facilitate their capacity to acquire and share knowledge.

It is argued that the spatial configurations have the potential to position learners and teachers and regulate the ways in which knowledge is shared and learning takes place. The type of rules imposed on users by space constitutes the key condition in how the socio-informational function may arise. The answer to this question requires the development of a space-use analysis model capable of a systematic, objective and non-arbitrary description.

Reserch framework

IN_LEARNING concentrates on:

  • the formulation of a theoretical framework between the relations of the design of learning facilities and the way people learn in formal and informal modes;
  • the survey and assessment of 3A, concerning formal and informal modes of learning;
  • the development of a specific space-use analysis tool (SUA), based on the exploration of video technology for images in motion. Video data is crossover with “Space Syntax” models. Emerging spatial patterns of space-use and knowledge-sharing are identified by combining spatial description with the motion graphics and post processing analysis.

State of the art

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