ERIC Number: EJ967543
Record Type: Journal
Publication Date: 2011
Reference Count: N/A
Getting Students REALLY Involved in Design and Construction--Are You Mad?
Long, Gareth; Watson, Alison
Educational Facility Planner, v45 n3 p14-16 2011
Involve students in the design and construction stages of new schools?--"Are you serious?" "Leave it to the experts", "We don't have time--the programme is very tight", "What do they know?", "They'll get in the way!", "It's not our job!" are still responses from some involved with design and build of new learning spaces. However, experience shows that many students, of all ages, are very concerned about their learning. They understand how they learn effectively and have clear views concerning in what types of spaces they learn most effectively. Many construction consortia have learnt about the power and value of student voice along with the challenge and creative thinking they bring. The result of this student involvement is that exciting, transformative and effective school design has really begun to emerge. Many new schools and refurbishment projects are learning that, by asking the people who will use them, the students, they have a powerful very knowledgeable and informed voice in contributing to the design of effective learning spaces. Using students helps ensure learning spaces work effectively and sensibly to allow learners to learn, and work together in the way that they want to.
Descriptors: Foreign Countries, Educational Facilities Design, Student Attitudes, Student Participation, Learner Engagement, Curriculum Development, Program Descriptions, School Buildings, School Construction, Building Trades, Vocational Education
Council of Educational Facility Planners International. 11445 East Via Linda Suite 2-440, Scottsdale, AZ 85259. Tel: 480-391-0840; Fax: 480-391-0940; e-mail: firstname.lastname@example.org; Web site: http://www.cefpi.org/i4a/pages/index.cfm?pageid=3372
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom