Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment

This paper describes a post-occupancy evaluation of a school building in Iceland that combines open and confined spaces, designed for manifold pedagogical approaches and multiple uses. The school was built for students at the primary and lower secondary school levels and serves a neighborhood still...

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Autores principales:	Anna Kristín Sigurðardóttir, Torfi Hjartarson, Aðalsteinn Snorrason
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	school architecture school design school building innovative learning environment open plan school post-occupancy evaluation Building construction TH1-9745
Acceso en línea:	https://doaj.org/article/afaa271711b943e6abde8368f7e78fda
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spelling	oai:doaj.org-article:afaa271711b943e6abde8368f7e78fda2021-11-25T16:59:30ZPedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment10.3390/buildings111105032075-5309https://doaj.org/article/afaa271711b943e6abde8368f7e78fda2021-10-01T00:00:00Zhttps://www.mdpi.com/2075-5309/11/11/503https://doaj.org/toc/2075-5309This paper describes a post-occupancy evaluation of a school building in Iceland that combines open and confined spaces, designed for manifold pedagogical approaches and multiple uses. The school was built for students at the primary and lower secondary school levels and serves a neighborhood still under construction in a coastal town about 40 km from Iceland’s capital area. The building will be an essential part of a larger complex, constituting the heart of its neighborhood, including a compulsory school tied into a preschool, a public library, sports facilities, and a site for local events. Our aim was to map how plans for this innovative learning environment have succeeded, as viewed by practitioners and students. Several research interviews with leaders of the building project and a method called pedagogical walk-throughs were used to collect data. Four focus groups of teachers, teaching assistants, and students were asked to review selected sections of the building. The results serve to show the strengths and weaknesses of the design, as perceived by participants, as well as commend the methodology applied. They provide insights and considerations of value for anyone involved in the design and application of educational spaces.Anna Kristín SigurðardóttirTorfi HjartarsonAðalsteinn SnorrasonMDPI AGarticleschool architectureschool designschool buildinginnovative learning environmentopen plan schoolpost-occupancy evaluationBuilding constructionTH1-9745ENBuildings, Vol 11, Iss 503, p 503 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	school architecture school design school building innovative learning environment open plan school post-occupancy evaluation Building construction TH1-9745
spellingShingle	school architecture school design school building innovative learning environment open plan school post-occupancy evaluation Building construction TH1-9745 Anna Kristín Sigurðardóttir Torfi Hjartarson Aðalsteinn Snorrason Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment
description	This paper describes a post-occupancy evaluation of a school building in Iceland that combines open and confined spaces, designed for manifold pedagogical approaches and multiple uses. The school was built for students at the primary and lower secondary school levels and serves a neighborhood still under construction in a coastal town about 40 km from Iceland’s capital area. The building will be an essential part of a larger complex, constituting the heart of its neighborhood, including a compulsory school tied into a preschool, a public library, sports facilities, and a site for local events. Our aim was to map how plans for this innovative learning environment have succeeded, as viewed by practitioners and students. Several research interviews with leaders of the building project and a method called pedagogical walk-throughs were used to collect data. Four focus groups of teachers, teaching assistants, and students were asked to review selected sections of the building. The results serve to show the strengths and weaknesses of the design, as perceived by participants, as well as commend the methodology applied. They provide insights and considerations of value for anyone involved in the design and application of educational spaces.
format	article
author	Anna Kristín Sigurðardóttir Torfi Hjartarson Aðalsteinn Snorrason
author_facet	Anna Kristín Sigurðardóttir Torfi Hjartarson Aðalsteinn Snorrason
author_sort	Anna Kristín Sigurðardóttir
title	Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment
title_short	Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment
title_full	Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment
title_fullStr	Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment
title_full_unstemmed	Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment
title_sort	pedagogical walks through open and sheltered spaces: a post-occupancy evaluation of an innovative learning environment
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/afaa271711b943e6abde8368f7e78fda
work_keys_str_mv	AT annakristinsigurðardottir pedagogicalwalksthroughopenandshelteredspacesapostoccupancyevaluationofaninnovativelearningenvironment AT torfihjartarson pedagogicalwalksthroughopenandshelteredspacesapostoccupancyevaluationofaninnovativelearningenvironment AT aðalsteinnsnorrason pedagogicalwalksthroughopenandshelteredspacesapostoccupancyevaluationofaninnovativelearningenvironment
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Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment

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