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Learning Environments

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Outdoor


Introduction

The illustrations of learning environments in this link are provided for students and clients of the University of Georgia's School Design and Planning Laboratory (SDPL). They are aimed at enhancing thinking about architectural/natural support systems for learning. A basic conceptual foundation for design and planning is presented in the Chart of Architectural/Natural Support Systems for School Design and Construction below. The chart is to be used as a guide for raising questions that cut across the fields such as psychology, philosophy, behavioral and physical development, school curriculum, school leadership, management of resources, and architecture.

SDPL operates under the assumption that the larger part of the problems addressed could be the fault of educational institutions. Public educators and school boards, especially those in the Southeastern United States, have often allowed the distance to expand between the educational program (curriculum) and developmentally appropriate built environments. This is probably a result of local and state political pressure plus the demand to build "cheap" structures quickly in the wake of increasing student populations. The field of architecture may also have a stake in the problem. Some initial questions will help to understand SDPL's mission:

 UGA's School Design and Planning Laboratory focuses on how we design, plan, and construct schools. The assertion is that the gap is widening between learning goals/activities and built learning environments. The research activities of SDPL are aimed at reducing this gap. The conceptual matrix that guides activities may be simplified as follows:

Chart of Architectural/Natural Support Systems for School Design and Construction (Example)

 Category

 Age

 Developmental Characteristics

 Learning Goals

 Learning Activity

 Architectural/Natural Support System
 Cognitive Development

 7+

 Concept Formation

 Problem Solving

 Discover the influence beavers have on ecology

 Beaver Pond
 Behavioral Development

 2+

 Repetition of Tasks; Coordination

 Individual; Group

  Enjoy an Adventure on a Playscape

 Playground and Park
 Affective Development

 All

Visual, Spatial Musical, Intuitive Valuing Development

 Creative Growth - Apply the Experiences at the Theater to Assessment of One's Life

Experience  Drama and Music

 Amphitheater
© C. Kenneth Tanner, University of Georgia, 2005

Any architectural or natural support system may influence cognitive, behavioral, and affective development. Several overlapping classifications, regardless of the developmental theory, appear to be the rule rather than the exception. This is welcomed. The goal is to explain why we do what we do regarding the selection of the architectural/natural support system.

While there may be overlap in the typology, these classifications serve as a basis for research, outreach, and teaching. Aesthetic factors, including site location, fit into the architectural/natural support system. Site location is a design factor. Aesthetics do not have to be correlated to higher costs. Educators, especially educational leaders, must realize that approximately 70% of the costs and nearly 100% of the aesthetic and educational value of a school are decided during the planning and design stages. These facts justify the SDPL's existence.

 

SDPL's Indoor Learning Environments

Indoor Learning Environments

 

Instructional Neighborhood (Mini CityTM)

New, Bland, and Boring

Campus Model


SDPL's Outdoor Learning Environments

Botanical Garden of Georgia 

  Creek and Wetlands

 Dove Habitat

Maya Ruins

 Beaver Pond in May

 

  Playground and Park

 Endangered Pitcher Plants

 

 Riverwalk

Tiny Town

 

Garden Earth TM 


Coordination Course 


NOVA Online

Online Expeditions

"Outer Space" Environments

Mars Pathfinder


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School Design and Planning Laboratory
850 College Station Road
125 River's Crossing
The University of Georgia
Athens, GA 30602
Phone:706-542-4067 Fax: 706-542-4054