March 2018, Torino (TO) and Luras (OT) Italy
ABSTRACT
The results of this paper operate inside the ongoing research for the materialization of the optimal conditions supporting a relevant and effective contemporary education.
The radical transformation of the rigid social structure of the twentieth century in the flexible exchange of interchanging, juxtaposing and ubiquitous information of the twenty-first century redefines the balance among individuals and governmental institutions with a shift in the way people receive and interact with rules, learn, work, organize their free time and plan for the future.
As it has always been the environment speaks volumes about the true intentions of the organization producing it.
Is it more about empowering or controlling?
Is it about producing certain standards that are useful to the sustainment of a given economic system, or about preparing generations of students to navigate the mainly unknown ocean of innovation in which we find ourselves in?
What kind of schools and universities do we need in order to succeed in building a society capable of handling this new complexity, in guiding the development of a sustainable, equal and open international community?
Since there are no easy answers we must set the best possible conditions to navigate this new metamorphic reality, studying, experimenting, creating and testing through continuous iteration.
We need a space that allows us to envision and implement complex collaborative agendas that are not confined, but open and connected with the surrounding community and the global village by means of research and user implementation through repetition.
The outcome resulting from the experimentation in the physical and socio-cultural space of innovative educational models can be summarized in 10 principles that support the development of an organizational system that evolves along with the continuous regeneration of its functions and meanings.
PREMISES
The structure of society at the beginning of the twentieth century was profoundly different from the present one, communities lived according to rituals that defined daily life, roads were traveled by wagons, the spread of radio was limited, medicine was still in its early stages, and modern technology did not exist.
Moving from agricultural to industrial environments, people without or with little education and with agricultural habits mostly had to be "framed" inside organizations that would make their use systematic, effective and predictable.
By the twenty-first century, 100 years later, everything has changed: the way we interact, work and play.
Only the school has remained the same: built according to the principles and goals of the industrial society, which until the end of the last century still retained their validity before becoming suddenly obsolete.
Today, the traditional school has lost every chance of being significant and relevant. As always, the attempt to assume a defensive position of an "important" and “serious” past produced the opposite effect: the absolute inability to understand and adapt to change.
As it happened at the beginning of the twentieth century, even today the school directly affects the single family and the destiny of entire nations alike.
Countries capable of comprehensively and proactively adapting to the new revolution in progress will guide markets and decisions for the future of the world, while others will sustain immobility and stay behind.
The countries that stand immovable in their outdated beliefs are likely to waste entire generations of young people who will compete in the global labor market, by having a competitive disadvantage that may sometimes prove impossible to overcome.
Take the English language as an example: Those who do not know English well are cut off from much of the job market, and in a few years it will be the same for coding and the soft skills of the twenty-first century, ignored or opposed by the school of the industrial revolution, who did not need a skilled worker or employee able to think critically, to elaborate in a divergent way or to independently develop the chief’s directions, but rather a set of assertive and noncreative employees.
The organic and non-vertical structure of contemporary businesses, the need to innovate constantly at the heart of commercial and industrial agendas, the digitalization and automation of production processes, the globalization of trade, the growing international competition in the labor market, the ubiquity and Immediate accessibility to any kind of information, crowdsourcing, the dematerialization of money, and the "deception" of exponential innovation make the educational structures of the industrial age like theaters where the acting of a world that does not exist more is carried on no matter what.
Thinking to persevere in the defense and the use of a collective ritual that has lost all its value and its purpose, in the vain attempt to reassure us in the face of the wave of change we are invested in, is to assume a public and conscious responsibility: Who will explain to young people that we were wrong? That the world is not what has been told to be? That contemporary society is actually the exact opposite of a row of regular rooms lined up along wide corridors? That instead it is unforeseeable, de-structured and fluid, and that one must be agile, flexible, metamorphic and divergent?
INTRODUCTION
Considering all the opposite forces at play, a set of principles is needed in the definition and implementation of comprehensive projects for the construction of contemporary learning environments based on the current research in the fields of architecture, experience, interaction and interior design, computer science, artificial intelligence, automation, sustainability, universal accessibility and personalized education.
A design brief based simply on functions is obsolete because the resulting space can’t be considered permanent and definitive anymore, given the unpredictability of future conditions and the new functions that will have to be accommodated in the given space. Technology is changing the way we interact and do things, and no space can remain relevant if designed around tech specifications. Innovation is not an interactive whiteboard or any kind of digital device that will be presumably substituted in a short period of time. Innovation is to see the world with new eyes, it’ about how school takes part at the ongoing fast disruption of the traditional social and economic models.
Thus we must organize, build and innovate on principles and continuously adjust our project briefs responding to change.
Today, all the international organizations recognize that we need a new kind of school for the 21stcentury, but this can happen only inside the right environment. A traditional school space, with squared classrooms, a simplistic and poor reduction of a reality that doesn’t exist anymore, is obsolete and counterproductive. The work environment of the nineteenth and twentieth century has been transformed forever, never to come back again. Those principles of vertical order, predictability, linear development and production have become useless limitations that impair the faculties of young people to approach and succeed in this new multidimensional reality.
Both in the elementary, middle and high school years, space must be the representation of the world we are living in, with its complexity, its wonders (the natural and the technological), its cultural traditions and its latest innovations.
Inside a carefully planned environment, students learn to navigate complexity, getting a full understanding of the contemporary dynamics of global society, and gaining a sense of ownership with the role they play within.
The industrial-age, assembly-line educational model, based on standardization and a compartmented curriculum, is outdated in today's society and economy based on ubiquitous knowledge and creativity as strategic resource.
A truly relevant educational system reengineers school radically, from a mass production teaching model to a student-centered customized learning model, to address both the diversity of students' backgrounds, qualities and needs as well as the ever-growing standards required by the global contemporary job market.
1
UNFINISHED: ADAPTABLE AND METAMORPHIC
Responding to the uninterrupted wave of innovation we are living in, the building is conceived as a receiver and agent of change characterized by an unfinished structure that is open to possibilities, to new developments and emerging needs that are the results of instant data analysis.
The overall architecture is not a fixed representation of reality but rather a temporary condition that enables the user to redefine the physical and social construct following his needs and imagination, thus producing an ongoing transformation.
In doing so the “unfinished” architectural composition supports the contemporary educational principle that questions are more important than answers, that can now be found everywhere if we know how to ask the right question.
The “unfinished” is also a statement that invites the users to speculate on possibilities, supporting a creative culture for innovation inside the organization.
To be adaptable through time, the primary structure is prepared to receive, in a flexible way, prebuilt modules that can be transferred, added, eliminated or modified in a short amount of time, without the need to realize invasive architectural interventions.
The main structure and the technical infrastructure are conceived for this purpose, in order to support different modifications and loads through time.
The building becomes a dynamic structure, which change through times responding to different needs, modifying its structural density and typology while answering to new requests of its users and of the larger urban and social context.
The application of the “unfinished” principle requires the development of a detailed architectural program that takes into account the number of different variables involved with the range of future possible spatial and didactic solutions.
The “unfinished” principle supports the sustainable development of the territory avoiding over-dimensioning and a fast obsolescence of the urban fabric, due to the sudden transformations of the socioeconomic context of reference.
Furthermore the modularity of the building components allows to precisely develop the relation between space and meanings in an evolved semantic structure. Following this organizational approach no element is left to chance and without meaning, because it is based upon deep relations with the relevant learning methodologies and didactic contents.
The unfinished principle foresees the construction of the school building in different parts:
main definitive supporting structures, which entail a future substitution at the end of their life-cycle;
fixed-service structures, easily disposable or replaceable;
flexible and mobile modules, that can be re-used even in locations other than the original one.
The formal composition of the “unfinished building” reveals on purpose its temporary quality communicating the impermanent nature of the spaces is characterized by an organic ability to adapt to the situation at hand.
In contrast it is important to stress how a traditional project’s approach, that includes a limited brief for a constrained space, cannot serve to sustain a contemporary process of adaptation, and it is destined to premature obsolescence.
The larger initial economic investment, for the development of the more detailed “unfinished” project brief, is balanced by the economic efficiency of the pre-built systems, by the possibility of implementing precise schedules during the entire construction process, by the sustainability of the building system and by the possibility to develop programmed maintenance plans that are able to vary when needs and conditions of use are changing.
2
DISSOLUTION OF BOUNDARIES
The dematerialization of the building envelope is necessary for the realization of open and flexible relations among different conditions, such as the integration and the creative exchange between the outdoor and the indoor.
The notion of security is challenged, along with the idea of transparency, with regard to models of operations that recognize that more and more educational value is coming from the outside, through the exploration of the relation with the larger context, in experiences, meanings and contents.
Nowadays the function of an educational institution is to interact and influence the surrounding social and economic environment in new ways that stimulate growth and social sustainability through sharing of knowledge and experiences.
The learning is moving more and more from the inside to the outside of the school boundaries looking for experiences in the global domain.
At the same time, the building opens its space to the external environment allowing the exploration from the outside: inside exhibition galleries, public indoor gardens, hospitality and commercial spaces, open classrooms and digital public interfaces for online open learning.
The spatial organization features different degrees of permeability that produce a narrative of functions, following different age groups, subject clusters and meanings.
Because of these new complex conditions, a disaggregation of the traditional volumes must be obtained in order to create a number of overlapping layers of permeability while retaining an effective control of climate and sound.
The deployment and use of the connective space is mediated by the function taking place inside its limits: the distribution system is turned into streets, boulevards, and plazas where people meet, exchange experiences and learn in new unexpected ways.
The non-judgmental and open architectural composition enables the user to make new connections supporting new relations and investigations and the rising of new social interactions through the production and elaboration of new ideas and social constructs.
A dissolution of the interior boundaries is needed in order to support the “stage not age” learning educational methodology which is one of the main objective of any contemporary education.
The open and organic space organization enable mobility through groups and classes that is a necessary tool for sustaining the acquisition of knowledge and skills and the inclusion and valorization of differences: all students have the opportunity to progress within their program and to take some extra time to overcome the difficulties, whenever necessary, or to deepen the topics that they deem more useful and meaningful, and to excel inside and outside the open system of the school.
Within the learning community, the stage-based learning method also challenges expectations and outcomes: students are not forced to follow rigid and restrictive schemes as the rigorous but flexible new structure allows them to move in any direction and to reach levels of complexity, depth and preparation impossible to achieve under other conditions.
In doing so this model recognizes that children must be free to explore and follow their own natural interests and passions, thus developing their potential and increasing their knowledge of the world around them. Students can experience freedom of movement, of expression, of exploration, of social interaction (throughout the different age groups) and of choice in defining their own learning objectives, motives and intentions.
Dissolution of boundaries is therefore of essence to support freedom in education, the “creative purpose” in action that helps the students to gain independence and to assume growing responsibilities.
In order to implement a culture based on freedom, a rigorously designed organizational structure must be in place and used consistently by all members of the learning community of practice.
3
FRAGMENTED – DIFFERENTIATED – DECONSTRUCTED
The architectural volume is deconstructed in independent parts, those constitute a narrative that is not predefined, but open to new possibilities, emerging from this new world disrupted by innovation in the pursuit of social efficiency and new economic value.
The resulting composition is a rhythmic sequence of different but interconnected volumes identifying similar or contrasting functions.
While the relations connecting the different elements are deeply structured, the general overall architecture is representative of an almost uncontrolled and unpredictable dynamic communication resulting from overlapping identities, experimentations and applications.
The permeability of the space provided by visual perspectives, generated through cuts and transparent surfaces, allows a degree of combination and mutual exchange, producing new hybrid lines of research and knowledge.
The idea of being part of living ecosystem is a life changing experience for every student.
Different clusters, organized by age groups and functions, reveal a range of opportunities that supports a growing understanding of the educational system. A sense of ownership and belongings is the direct effect of the student’s journey through space and time, individually and as a member of a larger community.
The fragmentation also supports the development of divergent and creative thinking necessary for the definition of an organizational culture engaged in the pursuit of innovation. Thus the full valorization of the psychological nature of space is essential for the complete implementation of a new educational program.
Materials play a fundamental role in this complex orchestration enhancing discontinuity and connections, while different bright colors signal special occurrences inside the narrative indicating entrances and main focal spaces.
4
INTERDISCIPLINARY – TRANSDISCIPLINARY – HYBRID
The scientifically planned simplification of reality, defined by carefully conceived and constrained horizons of the industrial organization of society, must be transformed in complex learning narratives open to the new set of opportunities of the digital information age.
The arbitrary division of reality in simplified subject matters, and the consequent reductive presentation of knowledge in school textbooks define the use of space in problematic ways, confining it in fix dimensions and mental schemes that are away from the true contemporary fluxes and exchanges of ideas and innovations.
The architectural and interior traditional components of the nineteenth and twentieth century schools must be transformed composing an innovative platform able to overcome any arbitrary division of knowledge and connect the different components, contained in an original transdisciplinary database.
Moreover, the learning environments must be designed in view of a rapid development of technology, which allows a learning experience supported by large digital walls, programmed as libraries of contents that can be explored vertically and horizontally, with multimedia contents.
Elements of knowledge are placed in relation to contents already presented or which have yet to be dealt with by the curriculum. Constant references to a multidimensional reading of the proposed themes allow an independent exploration by the students stimulated by a compelling presentation that involves the senses of the user immerged inside this organic open information space.
Moreover, the possibility of using different languages and tools allows a full development of critical learning and creativity. This operative dimension relegates the traditional organization of space and contents in a remote past destined to oblivion. The student's relationship within the class and the school community changes radically when the limits and boundaries of knowledge flows are completely transformed from predominantly static to dynamic. The teacher's central position as a focal point of the visual perspective is overcome in a multidimensionality within which the teacher assumes different positions, during the period with the aim of supporting and facilitating the learning process in a deconstructed way that follows the academic objectives.
All the transdisciplinary narratives unfold according to very structured programs and evaluations, but at the same time they are open to unexpected developments, arising from new lines of research guided by the student’s interests.
5
MULTIDIMENSIONAL LEARNING AND EVALUATION
The recent advancement of science evolved our perception of the reality and the universe we are living in. Students cannot continue to spend so much time inside a model that conveys a wrong idea of the contemporary world.
The majority of voices involved in the current debate, regarding the evolution of the learning space, consider the traditional approach outdated and turn their attention to a different organization of the spatial elements as an innovative solution to support the integration of digital tools in the school process.
Unfortunately, this approach is based on a misunderstanding of the essence of the revolution we are living in. The crucial characters of innovation are expressed through technology, but they overcome any material aspect because they reside inside computational and creative mental processes aimed at the innovation and consequent disruption of any aspect of reality around us. This is the ultimate objective of the contemporary revolution: to radically transform everything by making processes at every level efficient.
In a few years, all human beings, including students, will wear computers as large as contact lenses, that will transform our cerebral cortex into a living encyclopedia.
The acquisition of information is an outdated educational goal. Social skills, collaboration, understanding of meanings and processes, critical and creative use of information: these are the new goals of a relevant and effective contemporary education.
These objectives can only be achieved by creating and using a number of different and complementary learning spaces for the juxtaposition of old and new function. The following is only a partial list:
· INDIVIDUAL LEARNING
· PROJECT BASED LEARNING
· SMALL GROUP LEARNING
· MAKER WORKSHOP
· EXHIBITION GALLERIES
· MULTIDIMENSIONAL MAPS
· DIGITAL BOX
· SMALL COUNCIL
· LARGE COUNCIL
· MULTIMEDIA AND PERFORMANCE
· PUBLIC SPEAKING
· PEER TO PEER CRITIQUE
· DESIGN STUDIO
· STUDING LEARNING AREA
· QUIET AREA
· MEDITATION AREA
· CREATIVE AREA
· BRAINSTORMING
· MIND MAPPING
· TIMELINE MAKING
· PERFORMING ARTS
· MULTIMEDIA INSTALLATIONS
· INDOOR SOCIAL INTERACTION
· OUTDOOR SOCIAL INTERACTION
· INDOOR FITNESS
· OUTDOOR FITNESS
· INDOOR PLAY
· OUTDOOR PLAY
6
STUDENT CENTERED AND PERSONALIZED LEARNING
Adopting the student-centered learning approach, a relevant and contemporary education system places the student at the heart of the school, shifting the "classroom power" from the teacher to the students, who are included in the decision-making processes of the classroom, taking on the responsibility for organizing content, generating examples, posing and answering questions, and solving problems.
The teacher becomes more of a facilitator than an instructor, retaining the responsibility of the outcomes but relating with the learner as a co-creator in the teaching and learning process.
As a partner in education, the teacher intentionally share control of the classroom utilizing organized and cohesive experiences relevant to the students' lives, needs, and interests, assisting them in creating, understanding, and connecting knowledge, and in developing the ability for an independent inquiry and a sense of responsibility for their own learning.
7
VALUES AND LEADERSHIP BASED ENVIRONMENTS
Architecture must convey meaning and values, it doesn’t have to be too explicit.
It can be a be “hidden” meaning, to be discovered, but it is extremely important for the designed space to have layers that are able to connect and engage with the user on multiple levels.
With this perspective, function and form are not a casual response to a given brief (that is necessary anyway) but they are the materialization of a larger and deeper program that refers to the intentions and the principles that are at the base of the project.
Every organization, and this is even more so for educational institutions, has or should have its own well defined culture, expressing a precise idea of the world.
Architecture, the organization and the meaningful production of space, must convey this unique view of the world and engage the user in a discourse while the different environments are being used and tested, while old and new functions are brought to life.
Today change is happening at a pace that has never been seen before. The number of new discoveries and inventions is rising. The reality is that most of these go unnoticed to the large public, struggling to understand the contemporary reality that is shaping our lives.
This continuous transformation requires a strong set of principles to guide us through unchartered territories where we are forced to make an infinite number of informed and interdependent decisions.
Some strongholds to refer to are needed.
A thoughtful architectural organization offers to students, educators and families a number of reference points inside the school environment that may not be so obvious but are there to support their daily efforts in sorting out this new world that offers unexpected twists and turns.
8
CREATIVITY – CUSTOMIZATION (and the pursuit of happiness)
In our contemporary society standardization is outdated, while customization is the new frontier of the social and economic arena, making creativity and innovation the core subjects of a worldwide school curriculum reform, as proposed by all the most prominent international agencies and organizations.
Thus new ways of organizing contents and transferring skills are being conceived in order to overcome the artificial compartmenting of knowledge and spaces that are standard inside the traditional school.
This understanding is central for a truly contemporary learning environment that must enable students to live a truly significant and useful academic experience, attuned to their different and developing passions and abilities, making the customization of education practical and measurable.
In 2008 The Council of the European Union recognized that "schools have a duty to provide their pupils with an education which will enable them to adapt to an increasingly globalized, competitive, and complex environment, in which creativity, the ability to innovate, a sense of initiative, entrepreneurship and a commitment to continue learning are just as important as the specific knowledge of a given subject".
As for today, traditional schooling still prefers to encourage convergence and discipline instead of divergence and open ended procedures, because they don’t require planning and appear to be easier and safer, for handling the class.
But creativity and customization require the conditions for the iteration processes and the continuous innovation of results: unexpected not given, original and never the same.
In order to support this important objectives, a contemporary education system utilizes more versatile ways of assessing students, such as assessment through presentations, group work, peer feedback, and portfolio critiques. Every student has his own story to tell, an original plan for success, with always new directions and destinations.
Creativity is the unique ability of the human species to imagine original ideas, to realize new connections that produce value and change, allowing personal and collective development.
No matter what condition a person is in, in which physical and emotional state, with creativity it is possible to make small positive continuous changes and, when necessary, to completely redefine one's life.
The creative expression of emotions and ideas is essential to face the present in a truly conscious way.
In fact, many times, the creativity, sensitivity and aspirations of people are mortified by cultural, social and family conditioning or by the contingencies of the moment.
The path is deviated, the personal voice silenced, with negative consequences that have negative repercussions over time. And we get to think that everything "normal", is inevitable.
Most of the times, an original voice only needs a suitable environment to be able to assert itself, as a plant needs climatic conditions favorable to its nature in order to develop completely.
Everyone deserves a fully realized life and it is always possible to change, to find a new meaning, to explore a new direction.
This is the central most important objective of a contemporary education, that can be acquired by questioning, deepening, elaborating, imagining, and creating.
Creativity and personalized learning is the key that opens the door to the most intimate and precious dimension, which allows students to express themselves fully for the attainment of emotional, intellectual and material abundance, for the pursuit of happiness.
9
EXPERIENTIAL PROJECT BASED 21STCENTURY SKILL LEARNING
In a real world contemporary educational system, learning takes place mainly through projects and experiences, being participative, interactive, and applicative: the curriculum allows contact with the real world environment, and exposure to processes that are highly variable and uncertain, involving the whole person on the affective, behavioral and cognitive dimensions.
The uncertainty criterion is present throughout the entire learning cycle, from the early stages of the learning process, when the students are trying to understand the nature of the problem being investigated, to the final phases of the creative elaborations of ideas, documents and products.
The experience is planned and structured with relevant and well-defined learning objectives that are evaluated by the students during the entire process, with feedback provided by peers and teachers.
The educator’s leadership is crucial, both in the form of deadlines, that ensure the completion of the activities in due time, and in the teaching of content, which is transferred mainly during the research stage.
The typical project requires the students to determine the information needs, obtain the necessary knowledge that is of essence for a pertinent brief, develop a questionnaire or a mind map, develop a plan, collect the data, code them, enter them into the computer, analyze the data, develop a project, write a report, and present it to the class and to the public audience.
10
COMMUNITY BASED OPEN SOURCE PLATFORM
Nowadays companies and organizations are moving fast, growing exponentially or contracting, tables and walls are shifting, and taking new ever changing dimensions.
It’s a completely new way of interacting and sharing information and knowledge. Fast, immediate, relevant, contextualized. We are living in a new transformational paradigm, and educational stakeholders must not carry on pretending mothing happened, misrepresenting the world using mental models that are no longer consistent with contemporary reality.
The growing need of the people to be connected through a meaningful flux of information, a relevant participation in the social discourse requires educational institutions to organize the school building as a generator of an organic open system, channeling the ubiquitous content data inside a trusted hub, attracting and projecting a wide range of functionalities.
Inside this open structure, classes are not disconnected and confined elements anymore, but components of a larger ecosystem defined by the collaborative framework of a learning and diffused organization.
Under these new conditions the transfer of contents doesn’t follow a top to bottom approach anymore, but it constitutes a horizontal web of relations that’s polarized around social nodes inside the urban system, in the proximity as well in more distant areas of the physical school environment.
Thus, the school becomes an innovation community for continuous learning that extends from the pupils to the parents and beyond, where flexible and divergent thinking is implemented with activities that challenge the space, its meaning and the use intended for it.
This open source architecture organizational model enables students and teachers to control and shape their personal environment, extending and sharing their practice far beyond the school walls and the open adjacent public spaces.
The downloading and uploading of past and new original contents, experiences and competences, constitute a completely new educational system that challenges the status quo and breaks the rules of the conventional educational publishing practice.
Overtime the newly composed human-knowledge system becomes interdependent with an extended web of learning communities inside the global village.
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