Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity

Abstract

Abstract Situative theories of learning challenge the notion of learning as a singular cognitive pursuit. However, the relations between the designed environment and situated learning activity are not well theorised, and this increases the difficulty of designing future learning spaces to accommodate learning communities supported by a range of digital technologies. In this paper, we use the ACAD framework and insights from the ecology of resources model to explore the role of materials in the enactment of situative theories of learning in a refurbished seminar room, in the University of Sydney Business School. Conducted as ethnography, this case study draws on observations, interviews and document analysis, which reveal a qualitative shift in learning activity facilitated by improved eye‐contact and increased fluidity of movement that supports instructor‐student and student‐student interaction. This paper offers a theoretical contribution in its exploration of the materiality of learning, methodological innovation in the use of images to examine spatial pedagogies and practical innovation through a reconceptualisation of spatial provisions for learning—all of which has implications for the design and use of future learning spaces intended to accommodate learning communities supported by complex webs of material and digital infrastructure. Practitioner Notes What is already known about this topic The role of the designed environment in learning is poorly theorised. As a result, educational research tends to frame material and digital infrastructure for learning as deterministic (causing change) or instrumental (improving efficiency). This makes enacting valued learning theory challenging at any scale. What this paper adds A case study using a theoretical framework capable of addressing the relations between designed form and learning activity—contributing to the integration of theory and practice. Methodological innovation using visual methods to examine spatial pedagogies. Practice‐based design innovation in the reconceptualisation of spatial provisions for learning. Implications for practice and/or policy The consequences of failing to understand how the materiality of space for learning indirectly influences situated learning activity. Impetus for thinking about how a richer understanding of space supports decision making around the use of digital technologies for learning. The need to rethink spatial allocations for learning to accommodate increasingly active, collaborative and digitally mediated learning activity both in person and online.

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